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ELEMENTS 
 
 OF TFTF 
 
 ENGLISH LANGUAGE; 
 
 ANALYTICAL ORTflOGRA PHY 
 
 DESIGNED TO TEACH 
 
 THE THILOSOPnV 
 
 OF 
 
 ORTHOGRAPHY AND ORTHOEPY 
 
 ADAPTED TO SCB »)I,S 
 
 BY ALBERT D. WRIGHT, A. M. 
 
 A. S. BARNES & COMPANY, 
 NEW YORK AND CHICAGO. 
 
Entered according to the Acl of Congress, in the year f842, 
 BY ALBERT D . WRIGHT, 
 
 In the Clerk’s Office of lire District. Court of the United StatCc 
 for the Southern District of New York. 
 
 Entered, according to Act of Congress, in the year 1870, by 
 Mrs. C. J. SPENCER, 
 
 111 the Office of the Librarian of Congress, at Washington 
 
PREFACE. 
 
 
 The two prominent and distinguishing features of this 
 woik are, first, the elementary sounds of the language 
 are taught in a plain and philosophical manner ; and sec- 
 ond, the principles of orthography and orthoepy are pre- 
 sented in an easy uniform System of Analysts or Parsmg. 
 
 Correct and finished articulation is a prime beauty in 
 public speaking, reading, and conversation. This can most 
 readily and effectually be acquired by attending, systemati- 
 cally^ to the elementary sounds of language ; and it is be- 
 lieved that the science of sounds is here treated in so at- 
 tractive and practical a manner, that students, of all ages, 
 will receive incalculable benefits from the study of it. The 
 first part of this work may, with propriety, be termed An 
 Elementary Treatise on Elocution. 
 
 It will not, for a moment, be doubted, that Orthography 
 is an indispensable branch of science ; nor will it be denied 
 that it has been too much neglected in the schools of this 
 country. Doubtless, the piincipal reason that it has not 
 received the share of attention which it deserves, is a want 
 of system in the application of principles and rules. A 
 pupil soon becomes tired of studying what he cannot un- 
 derstand ; and the technical terms and principles of or- 
 thography, presented as they usually are, by authors of 
 Dictionaries and Spelling Books, in an abstract manner, 
 are not easily comprehended by learners. 
 
 If the principles of words could be applied to words, and 
 
I 
 
 PREFACE. 
 
 the powers of letters ascribed to letters, while standing in 
 words, these principles and powers would not only be under- 
 stood and easily retained, but the relative dependence of 
 letters or each other in forming words, would be readily 
 comprehended. 
 
 Hitherto no system in the arrangement and application 
 of the principles of Orthog'^aphy has been attempted ; bul 
 it was long thought by some teachers of eminence that 
 something ot the kind was a desideratum. The Author’s own 
 experience also in teaching, convinced him that a deficiency 
 existed with regard to this subject which should be sup- 
 plied. How far he has succeeded in this effort to facilitate 
 the acquisition of the principles of the English language, 
 remains for an enlightened community to judge. 
 
 The first edition was written at intervals, between the 
 years i831 and 1S3S, and was mostly the result of the Au- 
 thor’s experience in teaching, during that time. Though 
 perfect confidence was felt in the plan of teaching Ortho- 
 graphy by analysis, yet, some doubt was entertained with 
 regard to the propriety of publishing it, as it might be 
 considered by some a theoretical experiment. The book, 
 however was published in 1839 ; and notwithstanding the 
 imperfections incident to a first effort, has been approved 
 and used, far exceeding the most sanguine anticipations of 
 the Author ; and a new edition, enlarged and improved, is 
 Hijw offered to the public. 
 
 Part First, comprising a system of teaching the elemen- 
 tary sounds^ is not in the first edition ; but the importance 
 of the subject, intimately connected as it is with the genera] 
 design of the work, is sufficient to demand an insertion. It 
 is believed to be a valuable acquisition. 
 
 Part Second, teaches the powers and properties of letters 
 by analysis in a more progressive manner than was taught 
 
PREFACE. 
 
 5 
 
 in the former edition. This is thought to hi: an improve 
 meiit. 
 
 Part Third, teaches not only ttie philosophy of tlie com 
 ponent parts of words, but also, their meaning, and adds 
 fhe combination of the First and Second Parts. 
 
 In spelling, the Author has conformed to Dr. Webster’s 
 orthography, mainly. 
 
 The Edinburgh Encyclopedia, the works of Webster, 
 Walker, Sheridan, Perry, Rush, Barber, Porter and many 
 others, have been consulted for the purpose of collecting the 
 [)rinciples of the language ; but the application of these 
 principles, by a uniform system of analysis and synthesis, is 
 erigiiiai. and is believed to be of great practical importance 
 
 ALBERT D. WRIGHT 
 
■V. 
 
INTRODUCTION 
 
 L^v^nguage existed before letters. Characters or letters 
 were invented to represent the elementary sounds of 
 spoken language. Now, by treating the elementary* 
 sounds as the first principles of the language, and letters 
 as their representatives, much of the perplexity of what 
 are called irregular sounds will disappear. The truth 
 is there are no irregular soivndsm the English language. 
 Letters may be irregular in representing sounds, but the 
 sounds themselves cannot be irregular; for, language, 
 being composed of sounds, if a sound be used and ap- 
 proved it becomes a constituent part of the language, and 
 there is no more propriety in rejecting it as irregular than 
 any of the other constituent elementary sounds. For in- 
 stance ; by putting the upper teeth loosely against the 
 .^yiinder lip and emitting an under tone of voice, a sound 
 will be produced which is usually represented by ??, and 
 It will not be denied that it is a regular sound in the lan- 
 guage. Now, in the word o/, is the consonant sound 
 regular or irregular? It is the same with the consonant 
 sound in the word have^ and here it will be admitted it is 
 a regular sound ; but the consonant sound is exactly the 
 same in the two words have and <?/, and it would be a 
 truism to say that the same things must be alike. It 
 apjiears then very plain that this sound is regular. I 
 prefer cjilling /, in the word of., a sulstitute for permit- 
 ting the sound to remain immutable. It is not, however, 
 pretended that the word is spelled wrong and should be 
 expressed by the other letter ; but that the sound is repre- 
 sen-.ed by a different letter than the one commonly used 
 
8 
 
 INTRODUCTION. 
 
 to express it. It is a curious fact that all those sounds 
 which most authors call irregular^ are the regular sounds 
 of some other letters. In all such instances these irregu- 
 lar letters may be denominated substitutes. 
 
 A letter which represents a sound most frequently 
 gives name to the sound. 
 
 A long. — The vowel sound as heard in matt. age. 
 weighty they.^ is the first, long sound of a: we therefore 
 name the sound a long. But it will be perceived that 
 this sound is not always expressed by a ; for the vowel 
 sound in loeight is exactly the same as in mate ; and in 
 this instance the vowel sound is expressed by ei instead 
 of a ; but as the letters el represent this sound only in a 
 few words, they together may be considered a substitute 
 for a long — so also ey. 
 
 A short . — The vowel sound as heard in man.^ hat.^ is a 
 short sound, and is always represented by a ; we therefore 
 denominate the sound a short. 
 
 A medial. — The vowel sound as heard in dare., square.^ 
 air.^ yrayer. always occurs before the sound of r, and it 
 being a sound distinct from every other vowel sound, we 
 think it entitled to a separate name ; also as it is about a 
 medium sound between a long and a Jlat^ we shall call 
 it a medial. Ai and ay in such words as air.^ fai'f'i 
 prayer are digraphs, in which a has the medial sound, 
 and i and y are silent. Many orthoepists make no dis- 
 tinction between this sound and that of long a in late.^ 
 fate ; but the person who can perceive no difTerence 
 between the sound of a in lair.^ care., dare., hair. 
 
 and the sound of the same letter in late., failj case., date., 
 hail., certainly cannot have a very correct ear for dis* 
 criminating sounds.* 
 
 
 ♦ The editor of “ Johnson’s and Walker’s Dictionaries Combined,” 
 m his preface, remarks as follows : — “ Walker has been censured for 
 not making a distinction, in his notation, between the sound of a, in 
 hare, fare., hair, 'pair, &c., and in fate, pale, name, &c. Tliis how- 
 ever, is not a defect peculiar to Walker, but is common to him with 
 
INTRODUCTION. 
 
 9 
 
 A Jlat. — The vowel sound as heard in far^ calm^ is 
 always expressed by a ; and to distinguish it from other 
 sounds represented by the same letter, we name it a flat 
 
 broad. — The vowel sound as heard m call.^ war^ 
 law^ caught., for^ is a broad sound, and is more frequently 
 represented by a than by any other letter ; we therefore 
 call it broad a. But o represents this sound in many 
 words ; though rarely except before r. So we call o 
 when it stands for this sound, a substitute for broad a. 
 
 E long . — The vowel sound as heard in we, here., shire, 
 is generally expressed by the letter e ; and as it is a 
 longer sound than the other sound of this vowel, we call 
 it e long. I in shire.^ machine., and the like, is a substi- 
 tute for e long. E is sometimes doubled, in which situa- 
 tion it is a digraph, having but one e sounded. 
 
 E short. — The vowel sound as heard in men., merry, 
 any., bury., is a short sound, and is usually represented 
 
 other orthoepists. No distinction is made in the sound of a, in these 
 words, by Kenrick, Sheriden, Nates, Jones, or Fulton and Knight; 
 and our countryman, Mr. Webster, in his Spelling Book, places them 
 all under the first or long sound of a. There is, however, an obvious 
 distinction in the sound, as the words are pronounced in this coun 
 p' try, and the same distinction is said to be preserved in England ; and 
 it was used by Walker himself, in his own pronunciation, if we may 
 rely upon the testimony of one of his pupils. Whether these orthoe- 
 pists did not perceive the distinction, or whether, if they did perceive 
 it, they did not think it sufficiently important to recognize it in their 
 notation, it may be difficult to ascertain. Perry, however, in his 
 ‘Synonymous Etymological and Pronouncing Dictionary,’ has very 
 properly made the distinction. The sound of long a, as in ^ate, he 
 indicates by a horizontal line over it, and the sound of a, in bare, 
 thus d, and, generally, when the sound of long a, or what is so con- 
 iidered by other orthoepists, is followed by r, as in care, bare, bear, 
 fair, transparent, &c., he marks in the manner, distinguishing it 
 ijrom a, in fate, name, &c. It is not improbable, that all the other 
 orthoepists made the sarnie distinction, in their practice, that Permj 
 made in his notation.” 
 
 “ Dr. Porter, late President of Amherst Theological Seminary, in 
 his rhetorical writings, distinguishes the sound of a, or ai, in rare, 
 air, from the sound of a, in rate, take.*^ 
 
10 
 
 INTRODUCTION. 
 
 by 6 ,’ wc therefore call it e short. A and u occasionally 
 represent this sound, as in any., bury ; but when so used 
 tliey may be called substitutes for t short. 
 
 1 long . — The vowel sound as heard in tirne^ rhymt^ 
 
 IS a long sound, and is more frequently represented by t 
 than by any other letter ; it may therefore be called the 
 sound of i long. Y frequently represents this sound, but 
 as It IS very often a consonant, it may with propriety be 
 considered a substitute when representing a vowel sound 
 
 I short. — Tne vowel sound as heard in yin., him^ kymn^ 
 England., busy., women., is a short sound, and is usually 
 represented by i; it is therefore called i short. When 
 y, u or 0 represents this sound, it is a substitute for i 
 short. 
 
 O long. — The vowel sound as heard in note., go, seni\ 
 beau, is the first long sound of o ; and as the letter o 
 generally stands for the sound, we call it o long. The 
 sound represented by ew in sew, and by eau in beau, is 
 identical with o long ; these letters may, therefore, be 
 considered substitutes for it. 
 
 O short. — The vowel sound, as heard in doll, not, ^ 
 what, is a short sound, and is more frequently represented 
 by 0 than any other letter ; it therefore may be called the 
 sound of 0 short. The sound is often represented by a, 
 but to preserve the identity of the name of the sound, we 
 cal] a, in such situations, a substitute for o short. 
 
 O slender. — The vowel sound of o, as heard in incve, 
 do, cool, is produced by a smaller opening of the lips 
 than any other of the vowel sounds ; and orthoepists there- 
 fore call it 0 slender. Oo in cool, proof, <fec., is a digraph 
 having but one o sounded. 
 
 U long . — The vowel sound, as heard in due, glue, 
 new, is a long sound, and is generally represented by u; 
 we therefore call it the sound of u long. The letters ew 
 in 7 ieu\ may be said to be substituted for u long. 
 
INTRODUCTION. 
 
 11 
 
 U The vowel sound as heard in tub^ fur^ ha 
 
 stiTy SO', I, is a short sound, and is commonly represented 
 by 11 ; we therefore call the sound u short. When 6 , i 
 and 0 represent this sound they may be reckoned substi 
 stitutes for u short. 
 
 U wediaL—'Th(}‘. vowel sound as heard in bush.^ puli 
 wool.^ wolf.^ is usually represented by u; and the sound 
 appears to be about a medium between n long and u 
 short ; we therefore call the sound u medial. When o 
 and 00 represent this sound, they may be said to be sub 
 stituted for u medial. 
 
 DIPTHONGS. 
 
 There are two dipthongal sounds.^ but four dipthon^. 
 
 Ou and in out and noio.^ each represent the same 
 sound, whicn cannot be separated into two distinct, recog- 
 nized vowel sounds ; we therefore call them inseparablt 
 dipthongs. 
 
 Oi and op in oil., boy., each represent the same sound, 
 which can be separated into the sounds of broad <2, and 
 short i or y; they are therefore called separable dip- 
 i hongs. 
 
 CONSONANTS. 
 
 The consonant sounds are twenty-five in number. 
 
 B. — The consonant sound heard in babe, is an elemen- 
 tary, labial, subvocal sound, and is always represented by/). 
 
 D. — The consonant sound heard in did. is an elemen- 
 tary, lingual, subvocal sound, and is always represented 
 by d. 
 
 F. — The consonant sound heard in fife ^ fief ^ is an ele- 
 mentary, labia I, as])irate sound and is generally represented 
 by f. The same sound occurs in a few words, such as 
 philosophy.^ rough where it is represented hy ph and ghi 
 but these letters in such situations do no represen then 
 
12 
 
 INTRODUC TION 
 
 Dwn peculiar sounds, but incidentally stand for the sound 
 which f always represents, (except in the word of ) ; 
 therefore they are irregular, and stand as substitutes for/ 
 
 G. — The consonant sound heard in go^ egg^ is an ele- 
 mentary, palatal, subvocal sound, ard is never represented 
 by any other letter than g. 
 
 H. — The aspiration heard before e and in the words 
 ke and high is always represented by the letter h. The 
 sound is defective in its organ ical conformation, not being 
 struck by any of the organs of speech ; but it is, notwith- 
 standing, an elementary sound. 
 
 J. — The consonant sound heard in judge fis, an ele- 
 mentary. dental, subvocai sound, and is usually repre- 
 sented b}^ j or g soft ; (i is a substitute for j in such words 
 as verdure^ grandeur^ soldier. 
 
 Most writers on the elements of language represent^ 
 (IS a compound sound, which may be resolved into dzh 
 or dj. It will be found by experiment that the sound of 
 zh in dzh can be prolonged at pleasure after the d has 
 been articulated, but if the sound of j be correctly uttered 
 It cannot be prolonged without destroying its character. 
 The difference between them appears to be that the sound 
 of j is shorter and produced by a stronger percussion of 
 the organs than dzh. To illustrate ; in the word rasure 
 where s before u has the sound of zh^ if we put d before i 
 it will be radsiire or radzhure., which a discriminating 
 ear will perceive is not exactly the same as rajure. The 
 sounds of dzh and of j are therefore different. That ^ 
 cannot be composed of the sounds of dj js very evident; 
 it might with equal propriety be said that the number five 
 is composed of the numbers two and five. The sound 
 of this letter then appears to be not the sound of any other 
 two letters or more, but is sui generis and represented by 
 the character j or g soft. If it be said that it is not per- 
 lectly simple, the same may be said of h or d^ or Qxiy of 
 die subvocals, for if p is admitted to be simple, b adds the 
 
INTRODUCTION. 
 
 13 
 
 subvocal or undeilone^ making it more than simple. So 
 with t and 6lc. But no orthoepist pretends that b or 
 d is not an elementary sound. We therefore conclude 
 that j and its cognate ch are elementary sounds. 
 
 K. — The consonant sounds heard in key^ cake^ qnake^ 
 is an elementary, whispering, palatal sound and is ropie* 
 sented by three different characters — k, c hard and q ; c 
 and q are, however, superfluous in the language; but 
 when used are substitutes for k. Ch in echo^ and gh in 
 lough^ are substitutes for ^ also. 
 
 L. — The consonant sound heard in lull^ lilly^ is an 
 elementary, lingual, subvocal sound, and is always repre 
 sented by 1. 
 
 M. — The consonant sound heard in maim^ mummy ^ is 
 an elementary, labial, sub vocal sound, and always repre- 
 sented by m. 
 
 N. — The consonant sound heard in none, nine^ is an 
 elementary, lingual, subvocal sound and is always repre- 
 sented by n. 
 
 P. — The consonant sound heard in yife. papa., is an 
 elementary, labial, aspirate sound and is always repre- 
 sented by p, 
 
 R. — The consonant sound heard in rrzrc, ronr^ is an 
 elementary, subvocal, lingual sound and is always repre- 
 sented by r. 
 
 S. — The consonant sound heard in muce.^ ceasc.^ is an 
 elementary, dental, aspirate sound and is always repre- 
 sented by s or c soft. 
 
 T. — The consonant sound heard in is an 
 
 elementary, lingual, aspirate sound and is generally rep- 
 resented by though the sound is sornenmes heard in 
 words ending in ed after any of the consonants which 
 are not subvocal except t. In such situations t is silent 
 and is a substitute for t. 
 
 2 
 
14 
 
 INTRODUCTION. 
 
 V. — The consonant sound heard in view, vie,, is an 
 elementary, labial, subvocal sound and is represented by 
 r, except in the word of where / is a substitute for v 
 
 W — The consonant sound heard in way, woe,, we, is an 
 elementary, labial, subvocal sound and is regularly rep* 
 resented by w ; bul u stands for this sound in such words 
 as persuade, language, banquet, when it is a substitute 
 tor w. 
 
 X does not represent an elementary sound, but is equiv 
 alent to k and 5, as in tax, or to g and z in exits. It is 
 always a substitute. 
 
 Y. “-The consonant sound heard in ye, you, is an 
 elementary, lingual, subvocal sound and is regularly 
 represented by y ; but in such words as alien, valiant, % 
 beconies a consonant and is substituted for y. 
 
 Z. — The consonant sound heard in ooze is an elemen- 
 tary, dental, sub vocal sound and is usually represented 
 by z; it is however frequently expressed by s as in his, 
 and occasionally by c as in suffice, and x in xebec; but 
 in these situations, s, c, and x are substitutes for z. 
 
 The combination th represents two distinct, elementary 
 sounds. 
 
 Th aspirate. — The consonant sound heard in thigh, 
 oath, is an elementary, lingual aspirate sound, and is 
 always represented by th. 
 
 Th subvocal. — Tiie consonant sound heard in the, 
 though, is an elementary, lingual, subvocal sound, and is 
 ilways represented by th. 
 
 Ch. — The consonant sound heard in etch, church, is 
 an elementary dental, aspirate sound, and is generally 
 represented by ch; but the same sound occurs in such 
 words as fustian, nature, where ti and t are substitute? 
 for ch. 
 
 Sh. — The consonant sound heard in shew, asn, is an 
 
INTRODUCTION. 
 
 15 
 
 elementary, dental, ..spirate sound, and is commonly rep- 
 presented by sh. This sound also occurs in such words 
 as ocean^ social^ mansion^ nation^ chaise and sugar; but 
 ce, ci^ a, ch and 5, in these words are substitutes for sh. 
 
 Zh. — There is a consonant sound exactly like the 
 sound of 5A, with the addition of an undertone or sub 
 vocal. It is expressed by si in fusion.^ zi in glazier.^ and 
 z and s before u in azure.^ rasure. The sound is named 
 zh by orthoepists, probably to correspond in form with its 
 cognate sh. 
 
 Wh. — The consonant sound heard m why.^ whey., is 
 reckoned by Dr. Rush and others an elementary sound. 
 It is not sub vocal, but is a cognate of w producing a mere 
 whispering and is always represented by wh. 
 
 NG. — The consonant sound heard after the vowel i 
 in 5 mg, ring., is an elementary, subvocal, palatal sound 
 and IS generally represented by ng. Also when n is 
 followed by any of the palatals in the same syllable, it 
 takes the peculiar sound of ng. 
 
DIRECTIONS FOR USING THIS BOOI^, 
 
 This work is not a spelling book. It is designed to be 
 studied by students of all ages after they have learned to 
 read. Scholars should commence at Part First, and 
 commit to memory the coarse print, and be able to an- 
 .swer the questions at the bottom of the pages. 
 
 Frequent exercises in making the elementary sounds 
 in the tables, should be insisted upon until they become 
 perfectly familiar; for they are the fundamental principles 
 of the language. At first the scholars may have the 
 books before them while they are making the sounds, 
 but by freq^iency of repetition they will be able to repeat 
 hem in their order without the assistance of the books. 
 The sounds may be made in concert by the whole school, 
 er by a single class. 
 
 The pupils should be often exercised in spelling word? 
 by their sounds ; this will enable them to obtain pre- 
 cision and elegance in articulation, and bv thus directing 
 their attention to each particular sound in the word, they 
 will acquire an accurate knowledge of the powmrs and 
 connection of letters. The idea how^ever should not be 
 entertained that this spelling by sounds should supercede 
 the ordinary method of spehing by the letters. 
 
 When the student arrives at Part Sfx’ond, he should 
 commit to memory all the definitions and the list of let- 
 ters m each class, order, and genus, and be required not 
 only to answ'cr the questions on the analysis, but to 
 
18 
 
 analyze words himself. He should for this purpose 
 have a blank book (a common wTiting book will do), 
 in which he should write down, in as neat a hand as 
 possible, the analysis of the words given for examples. 
 The teacher can inspect the analysis thus written, 
 when the scholar comes to his recitation. 
 
 The teacher can vary the exercises by writing the 
 analysis of a word on a blackboard or large slate, and 
 by requiring the scholars to recite it in concert, ob- 
 serving to keep time. 
 
 If there are scholars studying it who have not 
 learned to write, this last exercise will be found very 
 convenient and useful. 
 
 In Pakt Third, the definitions should be commit- 
 ted to memory, and great care should be taken to 
 learn the meaning of the prefixes and suffixes. The 
 definitions of the primitive parts can be learned from 
 a dictionary while writing the analysis, but the pre- 
 fixes and suffixes should be previously acquired. 
 
 All the words given for examples, and such others 
 as may be thought proper, should be written out in 
 full, and preserved as specimens of the student’s pen- 
 manship and investigation in orthography. 
 
PART FIRST- 
 
 PHONOLOGY. 
 
 Language is the medium for the communicatiou 
 of thought. 
 
 Language is of two kinds, Natural and Aiiificial. 
 
 Natural language consists in all those tones of voice, 
 expressions of countenance, and gestures, which con- 
 vey intelligence from one living being to another. 
 
 Artificial language consists in the conventional use 
 of words to express ideas. 
 
 Artificial language has two forms in which it is 
 represented. Spoken and Written. 
 
 Spoken language consists in the use of certain 
 sounds of the human voice, in such collocation and 
 arrangement as to make words and sentences. 
 
 Written language consists in representing the ele- 
 mentary sounds of spoken language by certain marks 
 or characters called letters. 
 
 Phonology is the science of the elementary sounds 
 uttered by the human voice in speech. 
 
 An elementary sound is one that cannot be divided 
 so as to be represented by two or more letters. 
 
 lu the English language there are forty -one ele- 
 mentary sounds, and every spoken English word is 
 entirely composed of some of these sounds. 
 
 The elementary sounds of language ai e produced by 
 
 What is language? Of how many kinds is language ? What are they f 
 What does natural language consist in ? Artificial ? How many forms 
 has artificial language? What are they? What is spoken langu^e? 
 Written? What is phonology? What is an elementary sound ? How 
 many sounds are there in the English language ? Are words made ol 
 these sounds ? How are the elementary sounds produced ? 
 
20 
 
 ANALYTICAi 
 
 difTerenl potjitions of the organs of speech in conneo 
 tion with the voice, the subvocal, and the breath. 
 
 The principal organs of speech are the lips, teeth, 
 tongue, and palate. 
 
 The voice is produced by the vibrations of the 
 breath in the larynx, a pipe in the throat. 
 
 The subvocal is the voice partly suppressed by the 
 organs of speech ; thus making an undertone. 
 
 The Aspirates are mere whispers produced by the 
 organs of speech and breath. 
 
 Cognate letters are such as are produced by the 
 same organs, in a similar manner ; thus, p is a cognate 
 of / is a cognate of ri, &c. 
 
 SPECIFIC DIRECTIONS FOR MAKING THE ELEMENTARY SOUNDS. 
 
 VOWEL SOUNDS. 
 
 a long . . . Speak a as it is pronounced in the alphabet 
 for its long sound. 
 
 a short... Try to pronounce the word at without 
 touching the tongue to the roof of the mouth. 
 — Make the sound short as possible, 
 a medial . . Hold the tongue and palate perfectly still, 
 and then try to pronounce the word air. 
 
 a fiat Speak the word ah correctly, and it will be 
 
 the sound of a fiat ; or try to speak the word 
 art without stirring the tongue, 
 a broad. . . Pronounce the word awe correctly; or hold 
 the tongue still in the bottom of the mouth 
 and endeavor to pronounce the word all. 
 e long. . . . Speak e as it is pronounced in the alphabet, 
 for its long sound 
 
 What art the principal organs of speech ? How is the voice produced ? What 
 Is the sub vocal ? What are the whispering letters called? What are cogi'ate 
 letters? What is the direction fbr making the .sound of lonrr a? Make the 
 sound. Direction for making a short 7 Make the sound. Direction for making 
 ^medial? Make the sonnd. Direction for making a/c/:? Make the sourl. 
 Directions for makir/^ a broad ? Make the sound. Directions for making e long? 
 Make t le sound 
 
‘''RTHOGKAPinf. 
 
 21 
 
 6 short .... Open the mouth about far enough to articu- 
 late a long^ then, keeping the lips still, en- 
 deavor to pronounce the word ebb. Make 
 the sound very short. 
 
 long . . . Speak i as it is pronounced in the alphabet, 
 
 for its long sound. 
 
 short. . . . Prevent the tongue from touching the roof 
 of the mouth, and try to pronounce the ord 
 taking care to make the sound as short as 
 possible. 
 
 0 long Utter the natural alphabetical sound of o 
 
 for Its long sound. 
 
 6 short .... Hold the tongue perfectly still in the bot 
 tom of the mouth, and try to pronounce the 
 word on,, quickly. 
 
 0 slender . . . Keep the tongue clear from the roof of the 
 mouth, and try to pronounce the word do. 
 
 u long Try to pronounce the word due without 
 
 touching the tip of the tongue to any part of 
 the mouth. 
 
 Q short Endeavor to pronounce the word uf with- 
 
 out closing the lips. 
 
 0 medial .... This sound is o in do shortened, and is 
 heard in the word full. If the 2 ^. in this word 
 be stripped of its cDnsonants and still retain 
 the same sound, it will be u medial. 
 
 Directions for making e short! Make the sound. Direc- 
 tions for making i long! Make the sound. Directions for 
 making i short ! Make the sound. Directions for making 
 0 long! Make the sound. Directions lor making o short 7 
 Make the sound. Directions for making o Make 
 
 the sound. What is the direction for making the sound of 
 ulong! Make the sound. What is the direction for making 
 the sound of u short ! Make the sound. What is the 
 direction for making u medial! Make the sound. 
 
22 
 
 ANALYTICAL. 
 
 DIPHTHONGS. 
 
 ou ovv Try to speak the word out^ without touch- 
 
 ing the tongue to the roof of the mouth, 
 oi oy . . . . Try to utter the word oil^ without permit- 
 ting the tongue to come in contact with the 
 upper part of the mouth; or utter broad d 
 anfi short I in rapid succession. 
 
 Let the sounds in the following table be made with full volume 
 of voice, commencing each with a sudden effort from the lungs. 
 
 In the first column the sounds can be prolonged at pleasure 
 without any change of the organs. These may be called perfect 
 long vowels. 
 
 In me second column the sounds can also be prolonged, but not 
 without a change in the character of the sounds. These are called 
 imperfect long vowels. 
 
 In the third column the sounds cannot be prolonged at all, yet 
 they are perfect. 
 
 THE VOCAL SOUNDS ASSORTED 
 [To be repeated in concert.] 
 
 EXERCISE I. 
 
 EXERCISE ll. 
 
 EXERCISE in. 
 
 Perfect long. 
 
 Imperfect long. 
 
 Perfect short 
 
 a 
 
 \ 
 
 a 
 
 1 
 
 a 
 
 u 
 
 e 
 
 a 
 
 Diphthongs 
 
 i 
 
 a 
 
 ou ow 
 
 f) 
 
 p. 
 
 oi oy 
 
 11 
 
 0 
 
 
 ft 
 
 6 
 
 
 
 What is the direction for making the diphthongal sound 
 of ou or ow 7 Make the sound. What is the direction for 
 making the diphthongal sound of oi or oy 7 Make the sound 
 [The pupils should now be required to lepeat these 
 sounds in concert, commencing back with a Imig and taking 
 diem down in their regular order.] 
 
ORTHOGRAPHY. 
 
 2a 
 
 recapitulation. 
 
 EXERCISE rv. 
 Long Vowels. 
 a 
 
 i 
 
 a 
 
 k 
 
 e 
 
 0 
 
 (s 
 
 II 
 
 S7u77t Vowels. 
 
 a 
 
 9 
 
 I 
 
 d 
 
 EXERCISE V. 
 
 Vowels. 
 
 a 
 
 a 
 
 a 
 
 a 
 
 a 
 
 e 
 
 e 
 
 i 
 
 o 
 
 C 
 
 o 
 
 u 
 
 u 
 
 ft 
 
 EXERCISE VI. 
 
 Diphthongs. 
 
 ou ow 
 01 oy 
 
 It should be observed that short a is not long a shortened, 
 nor is short e long e shortened ; but the following diagram 
 V. ill illustrate the long and short vowels philosophically. 
 
 a e 
 
 k a 
 
 a 6 
 
 a 
 
 e i 
 
 i 
 
 o 
 
 o u 
 
 u 
 
 u 
 
 Ct long shortened becomes e short. 
 
 Q medial shortened becomes a short, 
 a Jiat shortened becomes o short, 
 a broad has no short sound represented, 
 's u/ag shortened becomes i short, 
 i Lon^ hat no short sound represented. 
 o nas no short sound represented 
 o shortened becomes u medial. 
 
 iL Oiju? no short sound represented. 
 u. ihon has no long sound represented. 
 
 Repeat the sounds of the perfect long vowels as they 
 recur in the hrsi column, several times; also, the Imperfect 
 long and the Perfect short. Can you repeat the column 
 of vowel sounds in the recapitulation? 
 
24 
 
 AJNIALYTICAL 
 
 Some teachers may prefer the following mode of tcachiag tnc 
 vowel sounds. If this method should be adopted, the preceding 
 may be omitted. 
 
 i Makti ih^ same vowel 
 Speak the word ate distinctly, < sound as in ate^ leaving 
 
 ( off te ; thus, a te 
 
 r Make the same vowel 
 Speak the word at distinctly, < sound as in at^ leaving 
 
 ( off the t ; thus, a t 
 
 ( Make the same vowe- 
 Speak the word air distinctly, < sound as in air, leav- 
 
 ( ing off ir; thus, a ir 
 
 i Make the same vowel 
 Speak the word art distinctly, < sound as in ar^, omitting 
 
 ( r and t ; thus, a rt 
 
 ( Make the same vowel 
 Speak the word all distinctly, < sound as in all. leaving 
 
 ( off ll ; thus, a 11 
 
 C Make the same vowel 
 Speak the word eve distinctly, < sound as in eve^ leaving 
 
 (off V ; thus e ve 
 
 C Make the same vowel 
 Speak the word ebb distinctly, < sound as in ebb^ leaving 
 
 (off bb ; thus, e bb 
 
 S Make the same vowel 
 sound as in ice, leaving 
 off ce ; thus i ce 
 
 S Make the same vowe: 
 sound as in i^, leaving 
 off the t ; thus i t 
 
 i Make the same vowel 
 Speak the word oak distinctly, < sound as in oak^ leaving 
 
 ( off ak ; thus, o ak 
 
OR ^HOGRAPHY. 
 
 25 
 
 { Make the same voweJ 
 Speak the word on distinctly, •? sound as in 07i^ leaving 
 
 ( off 71 ,* thus, o n 
 
 r Make the same vowel 
 Speak the word do distinctly, < sound as in do^ leaving 
 
 (off d; thus d o 
 
 i Make .he same vowel 
 sound as in du^.^ leaving 
 off d; thus due 
 
 C Make the same vowel 
 Speak the word up correctly, < sound as in up^ leaving 
 
 (off p ; thus u p 
 
 C Make the same vowel 
 Speak the word pull correctly, < sound as mpull^ leaving 
 
 f off p and ll; thus, p u iT 
 
 DIPHTHONGS. 
 
 c Make the same sound 
 Speak the word out correctly, ■? leaving off the t ; thus, 
 
 ( ou t 
 
 S Make the same sound 
 leaving off the 1; thus 
 
 oi 1 
 
 RECAPITrLATION. 
 
 Exeicise. 
 
 a 
 
 te 
 
 
 o aU 
 
 a 
 
 t 
 
 
 o n 
 
 a 
 
 ir 
 
 d 
 
 o 
 
 a 
 
 h 
 
 d 
 
 11 e 
 
 a 
 
 we 
 
 
 II p 
 
 e 
 
 ve 
 
 P 
 
 u ll 
 
 e 
 
 bb 
 
 Diphthongs 
 
 i 
 
 ce 
 
 
 ou i 
 
 If oi 1 
 
 3 
 
26 
 
 ANALYTICAL 
 
 ♦ The followinjT diagrams will exhibit some curious and highly 
 interesting circumstances in relation to the vowel sounds. 
 
 Leaving out the long vowels may be placed in the following 
 scale which will shtnv the different positions of the tongue in utter- 
 ing their sounds 
 
 e e 
 
 u 
 
 a 
 
 a 
 
 o 
 
 a 
 
 in sounding long the tongue is very close to the upper gums, 
 leaving but a small aperture. In sounding it separates a little 
 from them. In 6, it drops still lower. In lower yet. And in d, 
 lowest. It then rises a step on d ; higher on d ; higher still on a ; 
 and highest on e. It will be observed that those letters that are on 
 the same level in the diagram can be sounded with nearly tlic same 
 position of the tongue, though the lips are in different shapes. 
 
 If now we let tfiese letters remain in the same relative position, 
 but put them in a circle, this circle can be followed round repeatedly, 
 commencing with e at the top of the circle, where the tongue will be 
 highest or nearest the upper gums, in the direction of the index, 
 through 6, &c., as on the opposite page. 
 
 The line print need not be studied by beginneie. 
 
ORTHOGRAniY. 
 
 27 
 
 If wc take this same diagram and commence at o, making the 
 sounds through the circle in the same direction, it will he observed 
 that the Ups will have the smallest aperture at the j lace of begin- 
 ning, and will gradually ofjen till we get to it on the opposite side, 
 where the lips will be farthest apart, when they will gradually con- 
 tract till we arrive at o, tht? place of beginning. 
 
 It is a curious circumstiince that e and a on opposite sides of the 
 scale have the greatest variation? of the tongue^ and that 6 and tt, 
 standing ol right angles with these on the opposite sidiv?« from each 
 otirer ha^^e the least ii.:id greatest apertures of the lw% 
 
28 
 
 analytical. 
 
 The short vowels may be put into similar diap;ramp., though not 
 as perfectly. 
 
 e 
 
 1 
 
 11 
 
 a 
 
 6 
 
 0 
 
 CONSONANT SOUNDS. 
 
 p— — The sound of p is made by closing the 
 lips and forcing them suddenly apart with 
 the breath. 
 
 OJ 
 
 
 o 
 
 R> The sound of h is like the sound of p in 
 
 connection with an under-tone or subvocal. 
 But this under-tone must cease as soon as 
 the lips are opened. 
 
 f Put the upper teeth upon the lower lip 
 
 and emit the breath between them. 
 
 V The sound of v is like that of /in connec* 
 
 tion with the suhvocal. 
 
 wIj — Contract the lips to the smallest, roundest 
 position and suddenly relax them while the 
 breath is rushing out. 
 
 w The sound of w is like that of wh in con- 
 
 k nection with the subvocal. 
 
 Repeat the sounds in the exercise under Recapitulation 
 dll they become familiar. What is the direction for making 
 the sound of p ? Make the sound. What is the direction 
 for making the sound of 6 ? Direction for making /? Make 
 the sound. Direction for v7 Make the sound. Direction 
 for wh? Make the sound. Direction for w? Make the 
 sound. 
 
ORTIIOGRAPirV. 
 
 29 
 
 o 
 
 8 ana c ^^oft — In order to make the hissing sound 
 of 5, bring the teeth nearly together, then 
 place the tip of the tongue near the upper 
 gums and emit the breath. 
 
 z The sound of z is like that of s in -onnec- 
 
 tion with the subvocal 
 
 sli Close the teeth ver) nearly, then bring tht 
 
 middle of the tongue near the roof of the 
 mouth, allowing a space for the breath to 
 escape, and the sound of sh can be made. 
 
 zUs — The sound named zh^ is like that of sh in 
 connection with the subvocai 
 
 viz — Close the teeth, and put the tip and mid- 
 dle of the tongue against the roof of the 
 mouth, then the breath may force the tongue 
 away, passing out suddenly between the 
 teeth. 
 
 j and g soft — The sound ofy is like that of ch in 
 connection with the subvocal. 
 
 t Put the tip of the tongue tightly against 
 
 the roof of the mouth and force it suddenly 
 away with the breath. 
 
 cS The sound of d is like that of t in con 
 
 nection with suboocaL 
 
 tls Put the tongue loosely against the uppei 
 
 teeth and emit the breath. 
 
 til This sound of th is like the other sound 
 
 of ih. in connection with the subvocal, 
 
 Direction lor s ? Make the sound. Direction for t ^ 
 Make the sound. Direction for sh 7 Make the sound. 
 Direction for zh? Make the sound. Direction for ch? 
 Make the sound. Direction for y? Make the sound. Direc- 
 tion for 1 7 Make the sound. Direction for d 7 Make the 
 souna Direction for th 7 Make the sound. 
 
ANALYTICAL 
 
 30 
 
 Cl 
 
 CL u. 
 o 
 
 k, c hard, <i — All represent the same sour j, 
 »vhich is made by closing the palate and 
 suddenly forcing out the breath. 
 
 g The sound of g hard is like that of k in 
 
 connection with the subvocaL 
 
 k Emit the breath suddenly with ail the 
 
 organs open. 
 
 i Put the tip of the tongue to the roof of the 
 
 mouth and let the subvocal escape through 
 each side. 
 
 Ri Close the lips and emit the subvocal 
 
 through the nose. 
 
 It Close the mouth by the tongue against 
 
 the roof of the mouth and emit the subvoca’ 
 through the nose. 
 
 r Place the under part of the tip of the 
 
 tongue near the roof of the mouth, and with 
 the lips open, emit the subvccal. 
 
 y Place both sides of the tongue against the 
 
 upper teeth, leaving the tip free ; then with 
 a sudden impulse emit the subvocal, and at 
 the same instant spring the middle of the 
 tongue very near the roof of the mouth and 
 back again. 
 
 mg Close the palate and throw the subvooid 
 
 through the nose. 
 
 Direction for Make the sound. Direction for k, 
 
 cJiard^ and q? Make the sound. Direction forg? Make 
 llie sound. Direction for /i ? Make the sound, m? Make 
 the sound, n 7 Make the sound, r 7 Make tlie sound 
 y? Make the sound ns: 7 Make the sound. 
 
ORTHOGRAPHY. 
 
 31 
 
 This is not an elementary sound, but is a 
 
 compound of the sounds of k and s in rapid 
 succession. 
 
 THE CONSONANT SOUNDS ANALOGICi^ LI.Y 
 ARRANGED. 
 
 Aspirates. Siibvocals. 
 
 EXERCISE I. 
 
 1> " 
 
 I* V 
 
 1 Y 
 
 AM 
 
 EXERCISE 
 
 II. 
 
 § 
 
 “Z 
 
 ill* 
 
 i&ll 
 
 i 
 
 C*aB 
 
 EXERCISE 
 
 5 
 
 III. 
 
 E 
 
 th 
 
 EE 
 
 —til 
 
 EXERCISE IV. 
 
 Cognate letters. 
 
 g J 
 
 EXERCISE V. 
 
 h 
 
 ni 
 
 n 
 
 r 
 
 V 
 
 ns 
 
 Direction for a:? Make the sound. 
 
 Make the sound of p with strong percussion ; then the 
 Sound oi'b in a similar manner—;/’ and v — wh and w — s and 
 — sh and zh — ch and j — t and d — th and th — k and g , 
 dien of /i, Z, m. n. r, y, ng. — [Care should be taken to utter 
 only the sounds of the consonants, and not the letter names. 
 These sounds should be repeated often, till they become 
 familiar.] 
 
32 
 
 ANALYTICAL 
 
 THE VWVELS, SUBVOCALS, AND ASPIRATES 
 CLASSIFIED. 
 
 The scholars should not pronounce the words in the 
 folIo^\^ng table, nor the letter names; but they should 
 ntter only the sounds of the letters in Italic. 
 
 
 Vowels. 
 
 Subvocals, 
 
 spiratea. 
 
 
 a 
 
 te 
 
 b 
 
 ay 
 
 f 
 
 ay 
 
 
 d 
 
 t 
 
 d 
 
 ay 
 
 h 
 
 ay 
 
 
 d 
 
 ir 
 
 g 
 
 ay 
 
 k 
 
 ay 
 
 
 d 
 
 rl 
 
 J 
 
 ay 
 
 P 
 
 ay 
 
 
 d 
 
 11 
 
 1 
 
 ay 
 
 s 
 
 ay 
 
 
 e 
 
 ve 
 
 m 
 
 a^ 
 
 t 
 
 oy 
 
 
 e 
 
 bb 
 
 n 
 
 ay 
 
 th 
 
 in 
 
 
 i 
 
 ce 
 
 7 
 
 ay 
 
 ch 
 
 e\v 
 
 
 i 
 
 t 
 
 i 
 
 ay 
 
 sh 
 
 ow 
 
 
 0 
 
 Id 
 
 w 
 
 ay 
 
 wh 
 
 V 
 
 
 6 
 
 n 
 
 V 
 
 e 
 
 
 
 d 
 
 6 
 
 
 
 a 
 
 
 
 d 
 
 u 
 
 e 
 
 th 
 
 ey 
 
 
 
 
 u 
 
 P 
 
 zh 
 
 
 
 
 P 
 
 it 
 
 t 
 
 SI ng 
 
 
 
 
 Diphthongs, ^ | 
 
 The above table may be preferred by some as on exer- 
 cise, instead of the lessons on pages 23 and 25. 
 
ORTHOGRAPHY 
 
 33 
 
 EXERCISES. 
 
 A 
 
 Complete Alphabet of the Elementary Sounds^ 
 
 Vowel Sounds 
 
 Consonant Sounds. 
 
 Elements 
 
 represent i 
 
 1 
 
 a 
 
 17 
 
 b 
 
 b% combinations 
 
 2 
 
 a 
 
 18 
 
 d 
 
 35 
 
 th 
 
 3 
 
 a 
 
 19 
 
 f 
 
 36 
 
 ih 
 
 4 
 
 a 
 
 20 
 
 g 
 
 37 
 
 ch 
 
 5 
 
 a 
 
 21 
 
 h 
 
 38 
 
 sh 
 
 6 
 
 e 
 
 22 
 
 j 
 
 39 
 
 zL 
 
 7 
 
 e 
 
 23 
 
 k 
 
 40 
 
 wh 
 
 8 
 
 i 
 
 24 
 
 1 
 
 41 
 
 
 9 
 
 i 
 
 25 
 
 m 
 
 
 
 10 
 
 0 
 
 26 
 
 n 
 
 
 
 11 
 
 6 
 
 27 
 
 P 
 
 
 
 12 
 
 6 
 
 28 
 
 r 
 
 
 
 13 
 
 u 
 
 29 
 
 s 
 
 
 
 14 
 
 u 
 
 30 
 
 t 
 
 
 
 15 
 
 u 
 
 31 
 
 V 
 
 
 
 Diph thongs. 
 
 32 
 
 w 
 
 
 
 16 
 
 ou ow 
 
 33 
 
 y 
 
 
 
 t 
 
 oi oy 
 
 34 
 
 z 
 
 
 
 The Elementary sounds may now be put together so as to torir, 
 words, observing not to speak the names of the letters, but merely 
 their sounds, except when the name and sound coincide. 
 
 JMake the sound of m and of long- e separately, and 
 then pronounce them in connection ; thus, 
 m e me 
 
 ♦ Some late writers make but thirty-eight elementary sounds. In sc 
 doing they entirely omit a in hair, and represent j and ch as compose.^ 
 of other elementary sounds : See A medi^ and J in the Introduction. 
 
 t It will be observed that oi and mj are' placed in this alphabet, but 
 not numbered. They do not represent an elementary sound but two 
 eounds in connection, A and i. The reason why they were inserteil 
 here is, because these sounds, occurring together in this order, are 
 never represented by any other letters than oi or oy. The letter x also 
 represents two sounds — k and s, and is sometimes represented by there 
 letters, as in tacks, (small nails) sounding exactly like tax (a rate.) 
 
 t Spelling by sounds should, by no means, take the place of tho 
 ordinary method of spelling by the letter names. 
 
34 
 
 ANALYTICAL 
 
 This putting together sounds so as to form words, is 
 called S 3 nithesis. 
 
 FIRST EXERCISE IN SYNTHESIS 
 
 Elements. 
 
 m e 
 
 a t 
 
 and 
 
 band 
 
 Pronounced 
 
 me 
 
 at 
 
 and 
 
 bt «d 
 
 
 b e 
 
 e g 
 
 a p t 
 
 land 
 
 
 be 
 
 egg 
 
 apt 
 
 land 
 
 
 d a 
 
 a z 
 
 man 
 
 b r 1 t 
 
 
 day 
 
 as 
 
 mar 
 
 bright 
 
 
 s a 
 
 0 k 
 
 bag 
 
 m a r n 
 
 
 say 
 
 oak 
 
 bag 
 
 morn 
 
 
 g- 3 
 
 i t 
 
 gad 
 
 bland 
 
 
 gay 
 
 it 
 
 gad 
 
 bland 
 
 SECOND EXERCISE IN SYNTHESIS. 
 
 
 Words of difficult Articulation, 
 
 Elements. 
 
 a-k-t-s 
 
 r-i-th-in 
 
 h-a-n-d-z 
 
 Pronounced 
 
 acts 
 
 rythrn 
 
 hands 
 
 
 sh-r-i-n 
 
 m-ou-th-z 
 
 m-i-s-t-s 
 
 
 shrine 
 
 mouths 
 
 mists 
 
 
 m-u-n-th-s 
 
 w-i-v-z 
 
 f-l-S-t-S 
 
 
 months 
 
 wives 
 
 fists 
 
 
 s-t-r-e-ch-t 
 
 sh-r-i-ng-k 
 
 g-r-l-S-t-5 
 
 
 stretched 
 
 shrink 
 
 grists 
 
 
 t-w-I-s-t-s 
 
 wh-i-S'p-s 
 
 g-O-S-t-S 
 
 
 twists 
 
 whisps 
 
 ghosts 
 
 
 w-u-r-l-d-z 
 
 m-ii-l-k-t 
 
 p-o-s-t*s 
 
 
 worlds 
 
 mulct 
 
 posts 
 
 
 t-r-a-k-t-s 
 
 sh-r-i-ng-k-s 
 
 h-o-s-t-s 
 
 
 tracts 
 
 shrinks 
 
 hosts 
 
 
 b-u-r-s-t-s 
 
 th-r-u-s-t-s 
 
 t-w-e-l-f-th 
 
 
 bursts 
 
 thrusts 
 
 twelfth 
 
 
 b-r-e-d-th-8 
 
 p-r-e-s-t-s 
 
 s-i-k-s-th^ 
 
 
 breadths 
 
 priests 
 
 sixths 
 
 What is 
 
 putting sounds together to form words called' 
 
 —Spell me by its sounds ; 
 
 he^ (^c. — acts skrine^ cfc. 
 
ORTHOGRArHY. 
 
 35 
 
 THIRD EXERCISE IN SYNTHESIS. 
 
 Words of two syllables, to be pronounced as fast as 
 the syllables are formed. 
 
 d"i 
 
 1-a-t 
 di late 
 dilate 
 
 S-U-b d-U 
 sub die 
 subdue 
 
 d-e tan 
 de tain 
 detain 
 
 n-a t-i-v 
 na live 
 native 
 g-a d-i 
 gau dy 
 gaudy 
 
 Z-i-g Z-a-g 
 zig zag 
 zigzag 
 
 m-i-1 d a-m 
 mill dam 
 niilldani 
 
 l-e-g g-in 
 leg gin 
 leggin 
 g-U g-^ 
 gew gaw 
 gewgaw 
 
 FOURTH EXERCISE IN SYNTHESIS. 
 
 c-6-m m-o sh-u-n 
 com mo tion 
 commotion 
 iii-o m-e-n-t u-s 
 mo ment ous 
 momentous 
 
 m-i-s b-e li-a v 
 mis be have 
 misbehave 
 
 i-m p-o I‘i-t 
 im po lite 
 impolite 
 
 FIFTH EXERCISE IN SYNTHESIS. 
 
 e-k s t-e-m p-o r-a n-e d-s 
 
 e.x tern po ra ne ous 
 
 extern extempo extempora extemporane extemporaneous 
 I'll C'6-m m-u n-i c-a b-i-l 
 
 in com mu ni ca bil 
 
 incom incommu incommuni incommunica incommunicabil 
 I t-I 
 
 ty 
 
 incommunica bili incommunicability. 
 
 Will you spell dilate by its sounds and pronounce the 
 ryllables as fast as you form them ? Also, subdue^ &(% 
 throw gh all the exercises on this page. [If the leache? 
 Hiink proper other examples may be given from any book" 
 
36 
 
 ANALYTICAL 
 
 The frequent practice of spelling words by their sounds, and espe 
 ciall}^ such words as are difficult to be uttered, will secure precisioc 
 and elegance in articulation, and will contribute much to the ease 
 and fluency of speech. 
 
 Articulation, is distinctness of utterance 
 In reading or speaking, every word and every syliable 
 should be distinctly pronounced, and the sound of everv 
 letter, which is not silent should be perfectly utteim. 
 
 EXERCISES 
 
 IN SENTENCES OF DIFFICULT ARTICULATION 
 
 1 . 
 
 The gif^s of God 
 Faulty articulation The gifs of God 
 Exercise The gif-t-s of God 
 
 Correct The gifts of God 
 
 II. 
 
 For Chris ^’5 sake 
 
 Faulty articulation For Chrise ake 
 Exercise For Chris-t-s sake 
 
 Correct For Christ’s sake 
 
 Faulty 
 
 Exercise 
 
 Correct 
 
 Faulty 
 
 Exercise 
 
 Correct 
 
 III. 
 
 The novieg skilled hiinsell 
 The novice killed himself 
 The novice s-killed himself 
 The novice skilled himself 
 
 IV. 
 
 I study arithmetic, history^ astrono- 
 my, and geography. 
 
 1 study rithmetic, histry, stronomy, 
 un jography. 
 
 I study a-rithmetic, his-to-ry, ^tren- 
 omy, a-n-d ge-ography. 
 
 I study arithmetic, history, astionomy, 
 and geography. 
 
 What is articulation ? What is said about reading and 
 speaking? Read example No. 1, and articulate distinctly 
 the difficult place. Also. No’s II, III, and IV 
 
ORTlIOrrRA.PHY. 
 
 37 
 
 V. 
 
 They dropper/ like heaven’ 5 serenest 
 snow. 
 
 They dropt like heaven sereny snow 
 They drop-t like heaven-z seren-e-s-t 
 s-now. 
 
 They dropped like heaven’s serenesi 
 snow. 
 
 VI. 
 
 The dej^uty superintendent of schools. 
 The debety superintendunt of schools 
 The dep-u-ty super-in-tend-ent of 
 schools. 
 
 The deputy superintendent of schools 
 
 Exercise upon the following examples as upon the 
 preceding. 
 
 He fixed s/akes .9trongly. 
 
 Got ion nice set of matchec? eAairs. 
 
 Fleets saiZ iightly. 
 
 When A]diX strives some rock’s vas^ weighs to throw. 
 The bias/ s/ill blew and the ships sunk. 
 
 Up the Aigh ^ill Ae Aeaves a Auge round stcne. 
 
 The s/eadfas/ s/ranger in the fores/s s/rayed. 
 
 Tho oft the ear the open vowels tire. 
 
 Read example V, and utter the elements distinctly in all 
 the difficult places. In the same manner all the other exam- 
 ples on this page. 
 
 Faulty 
 
 Exercise 
 
 Correct 
 
 F aiilty 
 Exercise 
 
 Correct 
 
 4 . 
 
38 
 
 analytical 
 
 Vv^ioso love^A wisdom rejoiced A Ais fa^Aer. 
 
 I will instruct thee and /each thee in the way which /Aon 
 shaZ/ ^0. 
 
 She au/Aori/a/iveZy Zed us, an<i rfisintereste^ZZy Zabored 
 for us, and we unhen/aZingly admitted her reason/^- 
 bleness. 
 
 PZuma joZaccd a pewter platter on a ;?ile of j^lates. 
 
 Where is tiie pretty joewter platter^ P/uma placed tlie pie 
 npon. 
 
 When a twister a twisting 
 Would twist him a twist, 
 
 To twist him a twist 
 He three twines doth entwist ; 
 
 But when one of the twines 
 That he twisteth, untwists, 
 
 The twine that untwisteth 
 Untwisteth the twist. 
 
 Amidst the mists 
 And coldest frosts, 
 
 With baiest wrists 
 And stoutest boasts, 
 
 He thrusts his fists, 
 
 Against the posts, 
 
 And still insists 
 He sees the ghosts. 
 
 I sawed six sleek slim saplings for sale. 
 
 Tlieophilus Thistle, the successful thistle sifter, in sifting 
 a siev^e full of unsifted thistles, thrust three thousand ihistlee 
 through the thick of his thumb 
 
PART SECOND. 
 
 ORTHOGRAPHY. 
 
 UrthoD^raphy is that science which teaches the nature 
 and power of letters, and correct spelling. 
 
 A letter is a character used to represent an elementary 
 sound. 
 
 There are twenty-six letters in the English language. 
 A a, B b, C c, D d, E e, F f, G g, H h, I i, J j, K k, 
 L 1, M m, N n, O o, P p. Q. q, R r, S s, T t, U u, V v. 
 
 Ww, Xx, Yy, Zz. 
 
 There are more elementary sounds than letters ; it therefore be- 
 comes necessary that some of the letters represent more than one 
 sound each. This is true with regard to all the vowels and some 
 of the consonants : Letters also combine to represent sounds for 
 which there are no single letters used as representatives. 
 
 The combinations are th aspirate^ th subiwcal^ ch^ sh^ 
 zh^ wh^ ng. 
 
 As these combinations represent elementary sounds, and have in 
 every respect the powers of single consonants, they may be classed 
 with them and treated in the same manner. 
 
 CLASSES OF LETTERS. 
 
 Letters are divided into vowels and consonants. 
 
 First class — vowels. 
 
 Second class — consonants. 
 
 VOWELS. 
 
 A vowel is a letter which represent an emission of 
 sound without interruption by the organs of speech. 
 
 The vowels are six in number, including y which is a 
 stibstitute for i — e, i, o, y. 
 
 What is orthography ? What does a letter represent ? 
 How many letters are there ? What are the combinations ? 
 How are letters divided ? W^hat is the first class ? — Second 
 class? What is a vowel ? How many vowels are there ? 
 
40 
 
 ANALYTICAL 
 
 Each vowel constitutes a genus or family, and has 
 several specific sounds. 
 
 ‘GENERA » 
 
 Genus I. 
 
 A has five sounds — a, a, a, a, A. 
 a long as in ale. 
 a short as in at. 
 a medial as in air. 
 a flat as in art. 
 a broad as in all. 
 
 Genus 11. 
 
 E has two sounds — e, 6. 
 e long as in eat. 
 e short as in ebb. 
 
 Genus III. 
 
 I has two sounds — i, i. 
 i long as in ice, ire. 
 
 1 short as in it, in. 
 
 Genus IV. 
 
 0 has three sounds — o, 6, 6. 
 
 0 long as in oak, old. 
 
 6 short as in on, not. 
 
 6 slender as in do, who. 
 
 Genus V 
 
 U has three sounds — u, u, h. 
 u long as in due, glue, 
 u short as in up, us. 
 h medial as in puli, bush. 
 
 What does each vowel constitute ? How many sounds 
 has a? Give their names and make their sound. How 
 many sounds has e ? Give their names and make their 
 sounds. — How m*any sounds has i ? Give their names and 
 maKC their sounds. How many sounds has o ? Give theii 
 names and make their sounds. How many sounas has u ? 
 Give their names and make their sounds. Now make all 
 the vowel sounds in concert. 
 
 * The T)luraJ number of genus »s gen"-e-ra. 
 
ORTHOGRAPHY. 
 
 41 
 
 Y has two sounds, but they are the same as the two 
 sounds of i 
 
 Y is a consonant when a vowel follows it in the same syllable, as 
 in ye, you, young. In other situations it is a, vowel. 
 
 * W, when a vowel, has the power of u, but is generally a conso- 
 nant, as in loine, twine, wayward. 
 
 Tel] which letters are vowels in the following words; 
 
 Examples. — Make^ fear^ interest^ compliment duty. 
 
 CONSONANTS 
 
 t A consonant is a letter which generally represents an 
 interruption of sound or breath, by the organs of speech. 
 
 The term consonant, literally means sounding with; because the^e 
 letters are never used in words, without having a vowel connected 
 with them in the same syllable ; although their sounds are c apable 
 of being uttered separately and without the aid of a vowel. 
 
 The consonants are of two kinds — single letters and 
 combinations. 
 
 The following is a list of them — c, d., f, g, h.j., L 
 
 n, p^ r, 5, w, 2 ;, y, z ; th aspirate., Ik subvocal, 
 ch., sh, zh, wh., ng. 
 
 Tell which letters are consonants in the following 
 words : 
 
 Which letters are vowels in makel—fear 1 — interest 1 — 
 compliment 1 — dutyl What is a consonant? Of how rnanj’ 
 kinds are consonants? Repeat the list. [It will be observed 
 that all the letters are consonants except five vowels — a, t 
 i, 0 , w.] 
 
 * It may he justly questioned, whether w, is ever a vowel. It cei tainly 
 Sacks one of the essential properties of a vowel, that is, of forming a 
 cyllable either alone or in connection with consonants ; which all the 
 jther vowels will do. In the words new, pewter, iewey, whether it ie 
 e or w, which represents the sound of u, it is difficult to determine, By 
 aking away w, the sound is entirely changed ; but by taking away e, nc 
 word can be formed. If it require e and w both to make up the sound, 
 D, can at most be but a part of a vowel which brings it down nearly tc 
 Its consonant properties, namely— semivowel, subvocal &c. Therefore 
 ,t is with propriety that the vowel properties of this letter are doubted. 
 
 t The consonant h, is an exception to this definition ; in articula- 
 ting it, there is no interruption by the organs of speech, but it ma^ 
 be considered defective — wanting some of the consonant properties ; 
 and w, r, and y, are less close than some other of the consonant.'^ ; 
 vet, there is a partial interruption. 
 
 4 * 
 
42 
 
 ANALYTICAL 
 
 Examples. — Bland ^ civil deputy^ fashion^ B^dg^. 
 kingly^ question^ rational^ suicide^ vjickedly^ txamfle.^ 
 zebu think^ which. 
 
 EXERCISES IN ANALYSIS 
 
 In the word had. is 6, a vowel or consonant 1 Is a, a vowel 
 or consonant ? Is c/, a vowel or consonant ? \V rite it in the 
 following manner on a black board, slate, or piece of paper 
 [ b — consonant. 
 
 Bad. ^ a — vowel. 
 
 t d — consonant. 
 
 After the scholar has written it down, he should be required to 
 read it, giving the definitions of the vowels and consonants, as he 
 proceeds ; or, perhaps the teacher would prefer to write it down 
 fiiriiself, and then require the scholar to read it. 
 
 In the word cage, is c, a vowel or consonant? Is a, a 
 vowel or consonant ? Is g, a vowel or consonant 1 Is e, a 
 vowel or ©onsonant ! 
 
 Write it down thus — 
 
 c — consonant 
 a — vowel. 
 
 K — consonant. 
 
 ' g — conson 
 b e — vowel. 
 
 Read this analysis, giving the definitions as in the pre- 
 ceding word. 
 
 Analyze in the same manner the word harvests thus — 
 
 ( h — consonant. 
 
 a — vowel. 
 
 I r — consonant. 
 Harvest. ^ v — consonant 
 e — vowel. 
 
 s — consonant 
 l — consonant. 
 
 Which letters are consonants in the examples, hlarul civU^ 
 4-c. ? [The teacher can ask the questions that occur in tlie 
 text.] 
 
ORTHOGRArHY. 
 
 43 
 
 Questions may be asked on tlie word fantastical, 
 
 ( f— consonant. 
 
 I a — vowel. 
 
 I n — consonant 
 j t*—con6oiiaiu, 
 
 [ a — vowel. 
 
 Fantastical. s — consonant. 
 
 t — consonant. 
 
 1 — vowel, 
 c — consonant, 
 a — vowel. 
 
 ^ 1 — consonant. 
 
 Also, the word changing. 
 
 Changing.^ 
 
 ch — consonant, 
 a — vowel, 
 n — consonant, 
 g — consonant, 
 i — vowel, 
 ng — consonant. 
 
 Note. — The combinations are treated like single consonants, be- 
 3ause each represents an elementary sound. 
 
 The teacher will require his pupils to analyze as many of the fob 
 lowing words as he shall think proper — gavie, jump^ which^ quench^ 
 tvm’skip, exchang'e^ Yorker ^ zenith^ tkcocracy. 
 
 The consonants may be divided into mutes and semi- 
 vowels. 
 
 For the sake of convenience we call this division into mutes and 
 Bemivowcls, the two orders. 
 
 ORDERS OF THE CONSONANTS. 
 
 The principle upon which this division is made, is, that the organs 
 of speech are more closely united in pronouncing the mutes than 
 the semivowels. 
 
 A mute or close consonant admits of no escape of 
 breath, xchile the organs are in contact. 
 
 How may the consonants be divided What is a mute ? 
 
44 
 
 ANALYTICAL 
 
 A semivowel or loose consonant does admit of’ an escape 
 of bieath, while the organs are in contact^ or nearly so. 
 
 The mutes are and g hard ; k, and c hard. 
 
 The semivowels are c soft., /, A, and g soft ; Z, m 
 '1, r, -y, a:, 3/, z ; also, all the combinations — th aspi 
 
 rate.^ th subvocal.^ ch.^ sh^ zh.^ wh., and ng. 
 
 Four of the semivowels are called liquids, because they have & 
 flcwinff sound ; because their sound smoothly unites with other con 
 sonants in the same syllable ; they are /, m, r. 
 
 Two of the semivowels m and ?i, and one of the cc mbinations ng, 
 are called nasals. 
 
 Some letters are also called sibilants, or hissing letters ; such as s 
 and 2r. 
 
 The properties called nasal, liquid, and sibilant, are not essential, 
 and are, therefore, omitted in analyzing words. 
 
 Point out the mutes and semivowels in the following words : 
 
 Examples. — Student.^ patent., splendid., bucket^ famuh 
 EXEKCISES IN ANALYSIS. 
 
 In the word hand., is 6, a vowel or consonant? Mute 01 
 semivowel? Is a, a vowel or consonant? What sound has 
 it? Is n, a vowel or consonant? Mute or semivowel ? Is 
 d, a vowel, or consonant? Mute or semivowel? Write it 
 on a black board, slate, or paper, thus — 
 r b — consonant — mute. 
 
 „ , 1 a — vowel — short sound. 
 
 Band. < , . . 
 
 \ n — consonant — semivowel. 
 
 d — consonant — mute. 
 
 The scholar should read it, giving the definitions of the 7 mites and 
 semivowels as he proceeds : and then the class can read it in concert, 
 in a natural, speaking voice — slowly the first time. 
 
 In the word concentratwe, is c, a vowel or consonant? 
 Mute or semivowel ? Is 0, a vowel or consonant ? What 
 sound has it? Is n, a vowel or consonant? Mute or semi- 
 
 What is a semivowel 1 Repeat the list of mutes. Repeat 
 the list of semivowels. What letters are mutes in the word 
 student? What letters are semivowels in the same word? 
 What letters are mutes in the word patent., &c. ? [The 
 teacher can then ask the questions that occur in the texf 
 under Exercises in Analysis. 
 
ORTHOGRAPHY. 
 
 45 
 
 vowel ?“-[and so on through all the letters in llie word.]— - 
 Write down the analysis and read it as in the word bwiidL 
 above, giving the definition of mutes and semivowels. 
 
 ' c — consonant — mute.* 
 o — vowel — short sound, 
 n — consonant — semivowel 
 c — consonant — semivowel, 
 e — vowel — short sound, 
 n — consonant — semivowel. 
 
 Concentrative. <{ t — consonant — mute. 
 
 r — consonant — sem i vowel, 
 a — vowel — long sound, 
 t — consonant — mute. 
 
 1 — vowel — short sound. 
 
 V — consonant — semivowel. 
 , e — vowel — silent. 
 
 I’reat as many of the following examples as may be 
 thought proper, in the same manner — game^ jump^ which^ 
 quench^ worship^ exchange^ Cazenovia^ theocracy^ embez- 
 zlement^ antediluvian^ ^c. 
 
 ORGANIC AL DIVISION OF THE CONSONANTS. 
 
 Organical means pertaining to the organs. 
 
 The principal organs of speech are the lips, teeth 
 longue, and palate. 
 
 The consonants are all results of the muscular action of the organe 
 of speech, in connection with the sub vocal and the breath. 
 
 If we include the combinations and exclude redundant letters, we 
 shall have seven consonants, produced by the action of the lips^ six 
 through the teeih^ eight mostly by the tongue^ and three by the 
 tongue against the back part of the palate. They are thus thrown 
 into generic groups. This division is of great importance, as the 
 subject of articulation depends mostly upon the accurate formation 
 of the consonant sounds by the organs of speech. 
 
 What does organical mean ? Which are the principal 
 organs of speech ? 
 
 • C hard^ is a mute, but c soft, is a semivowel. 
 
ANALYTICAL 
 
 46 
 
 GENERA. OF THE CONSONANTS. 
 
 The consonants may be divided into four gen e-ra or 
 families ; namely — 
 
 Labials^ dentals^ linguals^ and palatals. 
 
 The labials or lip letters, are made by the lips. 
 
 '^rhe dentals or teeth letters, are made through the teeth. 
 
 I’he linguals or tongue letters, are made by the tongue. 
 
 The palatals or paiate letters, are made by the palate. 
 
 Genus 1, labials; ^, /,* w, p^ v* and wh. 
 
 Genus 2, dentals ; j, 5 , z, cA, 5 A, zh^ and c,t and g soft 
 
 Genus 3, linguals ; c?, /, yi, r, th aspirate, and th 
 sub vocal. 
 
 Genus 4, palatals ; x, ng., c, and g hard. 
 
 The letter h is defective in its organical construction, not being 
 struck by any of the organs of speech ; it is, therefore, not included 
 in this division. 
 
 First, select the labials in the following examples ; then 
 the dentals ; and the linguals ; and finally the palatals. 
 
 Examples. — Book, paper.^ snow.^ illustrate.^ keepsake, 
 o^mazement. 
 
 EXERCISES IN ANALYSIS. 
 
 In the word man^ is m, a vowel or consonant I Mute or semi- 
 vowel I What is its organical name I How is a labial made I Is 
 a vowel or consonant I What sound I Is 7i, a vowel or consonant 1 
 Mule or semivowel I What is its organical name 7 How is a lin- 
 gual made 7 W'rite it down on a black board or slate, thus— 
 
 ^ m — consonant, semivowel, labial. 
 
 Man, a — vowel, short sound. 
 
 ( n — consonant, semivowel, lingual. 
 
 Into how many genera or families may the consonants be 
 divided? What are they? How are the labials made? How 
 are the dentals made ? How are the linguals made ? How 
 are the palatals made ? Repeat the list of labials, of den- 
 tals, of linguals, of palatals. 
 
 * In making the sounds of / and v, the lips are assisted by the 
 teeth ; but the lips have the most action.* — Wherefore in describing 
 them minutely they may be called labio-dentals. 
 
 t Redundant letters are inserted in the lists. 
 
ORTHOGRAPHY. 
 
 47 
 
 The scholars may then read this analysis in concert 
 several times, but slowly at first. 
 
 Ask questions upon the word introductory. 
 
 f i — vowel, short sound. 
 
 I n — consonant, semivowel, lingual, 
 I t — consonant, mute, lingua*. 
 
 r — consonaiit, semivowel, lingual. 
 
 ' o — vowel, long sound. 
 
 Introductory. < 
 
 d — consonant, mute, lingual. 
 
 u — vowel, short sound. 
 
 c — consonant, mute, palatal. 
 
 t — consonant, mute, lingual. 
 
 o — vowel, long sound. 
 
 r — consonant, semivowel, lingual. 
 
 y — vowel, substitute for t, short souna. 
 
 Examples for analysis. — Pm, tan, step^ hrisk^ sthr 
 dent^ tempest^ vindicate,^ decorate,^ procrastinate^ prepar- 
 atory. 
 
 There is another natural division of the consonants — that is, ir»lo 
 svhvocah and aspirates. Walker calls these properties wad sharpy 
 hut these terms are not expressive. Comstock names them sub- 
 vowels and aspirates ; but most modern writers [)refer the terms 
 subvocal^ and aspirate. This division is of great importance to a 
 correct idea of the nature of letters. 
 
 SUBVOCALS AND ASPIRATES 
 
 The consonants are naturally divided into sub vocals 
 and aspirates. 
 
 The subvocals are those consonants which produ^b an 
 under tone of voice when their sounds are uttered. 
 
 The as}uiates are mere whispers made by the organs 
 of speech and breath. 
 
 How are the consonants naturally divided ^ What are 
 the suhvocalb ? Wliat are aspirates ? 
 
18 
 
 analyticai. 
 
 The subvocals are d. g hard ; j and g soft ; I, 
 r, w, y, z, JA, zh, ng. 
 
 The aspirates are c, /, s, x, th^ ch^ 
 
 and wh. 
 
 The aspirates (except fC) are all cognates of some of the suhvocale 
 
 Cognate letters are such as are produced by the same organs of 
 speecn in a similar position. 
 
 The cognate letters may be thus arranged : 
 
 Cognates. 
 
 Subvocals- 
 Aspirates - 
 
 Labials. 
 
 -b, V, w, 
 
 -p, f, wli, 
 
 Dentals. 
 
 z, zli, j, 
 
 S, sll, cil- 
 
 Lingnals. 
 
 d, til, 
 t, th.. 
 
 PalaA/us 
 
 S- 
 
 u. 
 
 C soft, is equivalent to 5, g soft to j, and c hard and q, to k. 
 
 Tell which are sub vocals and which are aspirates in 
 the following examples. 
 
 Examples. — Bag^ since.^ hlame.^ pit, but, winter., sum- 
 mer.^ cash, sing, hat, chance, syllable. 
 
 EXERCISES IN ANALYSIS. 
 
 In tlie word hat, is h, a vowel or consonant ? Mute or 
 aemivowel? What is its organical name? Subvocal or 
 aspirate ? What is a subvocal 1 | Ans. An under tone. | 
 
 Is a, a vowel or consonant? What sound has it? Is t, a 
 vowel or consonant ? Mute or semivowel ? What is its 
 organical name? Subvocal or aspirate? What is an aspi- 
 rate ? [Ans. A mere whisper.] Write it down, thus — 
 
 r b — consonant, mute, labial, subvocal. 
 
 Bat. ^ a — vowel, short sound. 
 
 (^t — consonant, mute, lingual, aspirate. 
 
 This may be read in concert. 
 
 Ask similar questions upon the word blessing. 
 
 Give the list of subvocals. Give the list of aspirates 
 
ORTHOGRAPHY. 
 
 4y 
 
 ^ b— consonant, mute, labial, subvoca« 
 
 1 — consonant, semivowel, lingual, subvocal, 
 e — vowel, short sound. 
 
 Til i ® — consonant, semivowel, dental, aspirate. 
 
 s — consonant, semivowel, dental, aspirate, 
 i — vowel, short sound. 
 
 ^ng — consonant, semivowel, palatal, eubvocal. 
 Say this in concert, deliberately^ 
 
 Interruptedly. 
 
 i — vowel, short sound, 
 n — cons., semivowel, lingual, subvocal, 
 t — cons., mute, lingual, aspirate, 
 e — vowel, short sound, 
 r — cons., semivowel, lingual, subvocal, 
 r — cons., semivowel, lingual, subvocal. 
 
 , u — vowel, short sound, 
 p — consonant, mute, labial, aspirate, 
 t — consonant, mute, lingual, aspirate, 
 e — vowel, short sound, 
 d — consonant, mute, lingual, subvocal. 
 I — cons., semivowel, lingual, subvocal. 
 
 ^ V — vowel, substitute for i, short sound. 
 
 Examples for analysis. — Fragment^ grand^ large 
 bench^ pencil^ fancy ^ hero^ lately rebus^ shady ^ spicy ^ story ^ 
 stupid^ topaz j amaze^ unkind^ admiz^ attend^ hotels in- 
 fest^ misprint^ liberate^ venerate^ desolate^ emulate^ stim- 
 ulate^ stipulate^ animate^ meditate^ imitate^ manuaL 
 liberal^ mineral^ lateral^ several^ animal^ temporal^ ad- 
 miral^ interval^ impudent^ prevalent^ indolent^ testammU 
 instrument^ banishment^ punishment^ impotent^ penitent^ 
 latitude^ plenitude^ altitude^ multitude^ aptitude^ abschie 
 destitute^ institute^ substitute. 
 
50 
 
 ANALYTICAL 
 
 A COMPENDIOUS TABLE 
 
 EXHIBITING THE PROPERTIES OF ALL THE CONSONANTS 
 AT ONE VIEW. 
 
 *> IS a consonant, mute, labial, subvocal. 
 
 is a consonant, mute, lingual, subvocal. 
 
 f .... is a consonant, semivowel, labial, aspirate. 
 
 ^ hard is a consonant, mute, palatal, sub vocal. 
 
 ii is a consonant, semivowel, aspirate. 
 
 i IS a consonant, semivowel, dental, subvocal. 
 
 fe c hard f (/, consonant, mute, palatal, aspirate. 
 
 fi is a consonant, semivowel, lingual, sub vocal. 
 
 Ml is a consonant, semivowel, labial, subvocal. 
 
 II is a consonant, semivowel, lingual, subvoca.. 
 
 p is a consonant, mute, labial, aspirate. 
 
 I* is a consonant, semivowel, lingual, subvocal. 
 
 n c soft^ consonant, semivowel, dental, aspirate. 
 
 t is a consonant, mute, lingual, aspirate. 
 
 is a consonant, semivowel, labial, subvocal. 
 
 w is a consonant, semivowel, labial, subvocal. 
 
 y is a consonant, semivowel, lingual, subvocal. 
 
 * is a consonant, semivowel, dental, subvocal. 
 
 III is a consonant, semivowel, lingual, aspirate. 
 
 th is a consonant, semivowel, lingual, subvocal. 
 
 ell is a consonant, semivowel, dental, aspirate. 
 
 sli is a consonant, semivowel, dental, aspirate. 
 
 *ll . ... IS a consonant, semivowel, dental, subvocal. 
 
 wll is a consonant, semivowel, labia., aspirate. 
 
 ng is a consonant, semivowel, palatal, subvocal. 
 
 Note. — The above table can be repeated in concert. It should’be 
 
 committed to memory, for it will be observed in analyzing words, 
 that the same properties are always applied to the same letter, in 
 whatever word it may be found ; except silent and substituted let- 
 teia, which will be treated of hereafter. 
 
ORTHOGRAPm. 
 
 51 
 
 DIPHTHONGS, DIGRAPHS, AND TRIPHTHONGS. 
 
 A Diphthong consists of two vowels sounded in the 
 same syllable. 
 
 There are four diphthongs : ou^ oio^ oi^ oy. 
 
 But there are only two diphthongal sounds . 
 
 1. on and ow ; as in our, now 
 
 2. oi and oy ; as in oil, hoy. 
 
 Ou and ow are called inseyarahle diphthongs, because 
 their sounds can not be separated into two distinct vowel 
 sounds. 
 
 Oi and oy are called separable diphthongs, because their 
 sounds can be separated into the sound of broad d and 
 short i. 
 
 Tell which are separable and which inseparable diph- 
 thongs in the following examples ; boil.^ hoy, cloud, brow^ 
 toy, how, coin, found, vow, voice, cow, loiter, loyal, bounty) 
 bower, foible, oyster, coward^ poison, shower, fountain, 
 avoid, allow, renounce, renown. 
 
 A Digraph or improper diphthong is the union of two 
 vowels in a syllable, one of which is silent; as oa in 
 loaf, ee in tree. 
 
 The following is a list of the digraphs : 
 
 aa Canaan ay say ew jewel oo moon 
 
 ae diaeresis ea clean ey they ou four 
 
 ai aim ee seed ie friend ow blow 
 
 ao gaol ei ceiling oa coat uo. guard 
 
 au taught eo people oe foe ue due 
 
 aw law eu feud oi avoirdupoise ui guise 
 
 uy buy 
 
 Note 1. When i is preceded by the accent in the termination of 
 such words as valient^ alien^ c7Mion, it does not form a diphthong oi 
 digraph with the following vowel, but is a consonent having the 
 properties of y. 
 
 Of what does a diphthong consist? How many diph- 
 thongs are there? Will you repeat the list? But how 
 many diphthongal sounds are there ? What are mi and ow 
 called? Why] What are oi and oy called? Why? Does boi/ 
 contain a separable or inseparable diphthong ? Boy? 1 
 
52 
 
 ANALYTICAL 
 
 Note 2. In the unaccented terminations cial^ sion, tion in sucti 
 words as special^ confession^ creation^ i does not form a diphthong 
 with the following vowel, but is a consonant and readily coalescec 
 with the preceding consonant, thus producing the sound of s^. 
 
 Note 3. /is also a consonant in elysian^ brasier^ glazier ^ occasion^ 
 ind has in connection with the preceding consonant the sound ol 
 zh^ It is also a consonant in fustian, bastion, question, where in 
 connec\ion with t preceding it takes the sound of ch in chip. 
 
 Note 4. 17 in such words as question, quart, quantity, language^ 
 suavity, does not constitute a diphthong or digraph with the follow- 
 Qjg vowel, but is a consonant having the powers of w. 
 
 Point out the digraphs in the following words, and tell 
 which vowel is silent, and what sound the other vowel 
 has: aid^ beef field., jlow.^ beaten., boarder, clearly, cocoa, 
 deacon, caught, delay, forswear, hearken, leopard, yeoman, 
 feudal, survey, die., thief roach, broad, canoe, tortoise, floor, 
 flourish, guarantee, league, guide, juice, buy, neighbor. 
 
 A Triphthong is the union of three vowels in a syl- 
 lable, two of which aie generally silent; as ieu in lieu, 
 eau in beau. 
 
 Note 1. In tb.e termination ious in such words as precious., loqua- 
 cious, officious, i does not form a triphthong with the following 
 vowels, but is a consonant, coalescing with the preceding conbonant 
 and producing the sound of sh. A distinguished writer says there 
 are twm hundred and forty-five words terminating in ious, and 
 nearly two hundred derivations from them. 
 
 Note 2. In the constructions uai, uaio, uay, uea, ue:, and uoi, in 
 quail, squavy, Paraguay, squeal, queen, quoit, u does not form a triph- 
 thong with the following vowels, but is a consonant, having the 
 properties of lo. 
 
 Point out the triphthongs in the following examples, 
 and tell which vowels are silent, and what sounds the 
 other vowels have bureau, adieu, awe, beau, fiainbeau, 
 vieto^ aye, beauty, portmanteau, review, lieu, gorgeous, 
 out ageous, eye, purlieu. 
 
 Does aid contain a digraph? What letters compose it? 
 Which is silent? What sound has the other vowel? [So 
 with as many as are necessary.] What is a triphthong ?■ - 
 [The teacher can ask the questions as usual, upon the an- 
 alysis of the word bounty. When ou presents itself, the 
 questions may be asked in the following manner:] What 
 is (YU called ? What kind ? 
 
ORTHUGRAPH\ . 
 
 53 
 
 EXERCISES IN ANALYSIS. 
 
 To be read in concert. 
 
 I b — consonant, mute, labial, subvocal, 
 j ou — diphthong, inseparable. 
 
 Bounty, { n — consonant, semivowel, lingual, sub vocal, 
 j t — consonant, mute, lingual, aspirate, 
 ly — vowel, short sound. 
 
 f j — consonant, semivowel, dental, subvocal. 
 
 I oy — diphthong, separable into the sounds of 
 I P J J broad a and short L 
 ^ I r~consonant, semivowel, labial, aspirate. 
 
 I u — vowel, medial sound. 
 
 1 1 — consonant, semivowel, lingual, subvoeal. 
 
 Renown. 
 
 " r — consonant, semivowel, lingual, subvocal, 
 e — vowel, short sound, 
 n — consonant, semivowel, lingual, subvocai 
 ow — diphthong, inseparable. 
 
 . n — consonant, semivowel, lingual, subvocal. 
 
 Employ. 
 
 ( e — vowel, short sound, 
 j m — consonant, semivowel, labial, subvocai. 
 j p — consonant, mute, labial, aspirate. 
 
 1 — consonant, semivowel, lingual, subvocai. 
 oy — diphthong, separable into the sounds of 
 ^ broad a and short i. 
 
 " c — consonant, mute, palatal, aspirate. 
 
 0 — vowel, short sound. 
 
 m — consonant, semivowel, labial, suhvocftl. 
 Complain. p — consonant, semivowel, labial, aspirate. 
 
 1 — consonant, semivowel, lingual, subvocai. 
 ai — digraph, i silent, a long. 
 
 ^n — consonant, semivowel, lingual, subvocai. 
 
 [In analyzing the word joyful^ ask the question thus :7 — 
 Wliat is cm called? What kind? Into what sounds? 
 
 5 * 
 
54 
 
 analytical 
 
 t a— vovrelj long C 50 und. 
 
 Adieu. } d — consonant, mute, lingual, subvocaL 
 
 ( ieu — triphthong, i and e silent, u long sound 
 
 Beau \ ^ — consonant, mute, labial, subvocaL 
 i eau — triphthong, substitute* for o long. 
 
 Awe — triphthong w and e silent, a broad sound. 
 
 Examples for analysis. — Bounty^ employ^ noun^ spoui^ 
 boil^ clay^ hriejiy^ beauty^ ceaseless^ oily^ prairie^ naughty^ 
 ^wful^ shower^ booty ^ gorgeous^ ointment^ boyish^ reproach^ 
 ^uitaTj re/view. 
 
 SYLLABLES. 
 
 A syllable is a distinct sound, and is either the whole 
 or a component part of a word ; as peuy Pen-te-cost. 
 
 A monosyllable is a word of one syllable ; as, pen. 
 
 A dissyllable is a word of two syllables ; as pen-cil. 
 
 A trisyllable is a word of three syllables; as, pen- 
 ciMing. 
 
 A polysyllable is a word of four or more syllables , 
 as, pen-e-tra-tion, in-com-mu-ni-ca-bihi-ty. 
 
 Examples. — Tell the number of syllables in the fol 
 lowing words: bond, paper ^ publisher^ commendation^ 
 unconformabhy sadly^ congregate^ booky grammar^ or^ 
 thographijy orthoepy, aerial. 
 
 The last syllable of a word is called the ultimate syllable. The Iasi 
 but one is called the penultimate s-y liable, or the penuit. The last but 
 two is called the antepenultimate syllable, or antepenult. The last 
 but three is called the preantepenultimate syllable, or preantepenult. 
 
 "What is a syllable ? What is a monosyllable ? What is 
 a dissyllable ? What is a trisyllable ? What is a polysyl- 
 lable ? How many syllables in oudy paper^ pnhlisheVy &c. 
 
 See pagre Gl. 
 
ORTHOGRAPHY. 
 
 56 
 
 PRINCIPLES OF SYLLABICATION. 
 
 1. A vowel is essential to every syllable. 
 
 Note. — T here are sometimes two or three vowels in the same 
 syllable, only one of which is sounded, except in the diphthongs. 
 
 2. The principal sound in every syllable is produce! 
 by the vowel.* 
 
 3. Every consonant in a word belongs to some vowel 
 or diphthong, unless it is silent. 
 
 4. A consonant is antecedent to its vowel when it goes be- 
 fore it in the same syllable ; asy?, r, and v in the word fre 
 veni. 
 
 5. A consonant is consequent to its vowel when it comes 
 ifter it in the same syllable ; as n and t in the word pre-vent. 
 
 6. A consonant antecedent to its vowel, closes its appro- 
 priate organs before the vowel sound is uttered ; as in the 
 syllable be^ b closes the lips before the sound of e is uttered. 
 
 7. A consonant consequent to its vowel, closes its appro- 
 priate organs after the vowel sound is uttered ; as in the 
 syllable ew, m closes the lips after the short sound of e is 
 uttered. 
 
 8. Words always have as many syllables as they con- 
 tain vowels or diphthongs that are sounded. 
 
 9. The letters in a word must be arranged into sylla- 
 bles exactly as they are heard in correct pronunciation ; 
 as, pa-per^ or-thog-ra-phy. 
 
 What is essential to every syllable ? By what is the prin - 
 cipal sound in every syllable prod iced ? To what does every 
 consonant belong? When is a consonant antecedent to a 
 vowel? When consequent to it? What of a consonant 
 antecedent to its vowel ? What of a consonant consequent 
 to its vowel 1 How many syllables do words have ? How 
 must the letters of a word be arranged into syllables ? 
 
 * In a few unaccented syllables, sue! as the last syllable in cable 
 and in centre^ the vowel is less distinct than the consonant sounds 
 but thsse are only exceptions to the principle. 
 
56 
 
 ANALYTICAL 
 
 1 0. Derivative words are generally divii ed between 
 the primitive parts and terminations; as, ho'pt-leh%. 
 
 1 1. Compound words should be divided into the simple 
 words which compose them ; rs fire-place. 
 
 12. At the end of a line a word may be separated by 
 its syllables ; but a syllable should never be broken. 
 
 The student may exercise his taste in dividing the following words 
 tiito syllables. 
 
 Examples. — Farmer bookcase.^ opportunity.^ delicate^ 
 injury.^ spellings company.^ cornice.^ pedigree.^ aerial, la- 
 boriouSj zoology.^ 'notwithstanding.^ extemporaneous unsea- 
 worthy.^ preantepenultimate. 
 
 In the word /arme?", what vowel does f belong to? Is it 
 antecedent or consequent to its vowel al To what vowel 
 does r belong ? Antecedent or consequent? To what vowel 
 does m belong ? Antecedent or consequent ? To what vowel 
 does r belong? Antecedent or consequent] [Take ae 
 many words in the same manner as you please.] 
 
 ABBREVIATICyNS 
 
 cons, consonant 
 semi, semivowel 
 mt. mute 
 lab. labial 
 den. dental 
 subs, substitute 
 digr. digraph 
 
 lin. lingual 
 pal. palatal 
 sbv. subvocal 
 aspr. aspirate 
 vow. vowel 
 diph. diphthong 
 trip, triphthong 
 
 S. e I 6 u y — A curve downward.^ called also a shorty 
 placed over the vowels indicates that the 
 vowels have a short sound. 
 
 How are derivative words divided in syllabication? How 
 compound words ? How may a word be separated at the 
 end of a line? Pronounce the following words very dis- 
 tinctly, stopping long enough between each syllable to conn; 
 one . fanner^ bookcase., opportunity, &.c. 
 
ORTHOGRAniY. 
 
 57 
 
 ^~A 'perpendicular mark over a shows that it has a 
 medial sound, as in wear. 
 
 ii — Two dots over a shows that it has the flat sound, as 
 in far. 
 
 k — A curve upward.^ called also a circumflex^ shows that 
 a has the broad sound, as in war. 
 o — Two dots over o shows that it has the slender sound, 
 as in move. 
 
 Cl — A curve upvmrd.^ or circumflex over 7^, shows that it 
 has the medial sound, as in pull. 
 th — A line under th shows that it has the subvoca) sound. 
 
 EXERCISES IN ANALYSIS 
 IMiich the pupils are required to write out in full^ and 
 to be repeated in concert. 
 
 RIerit, Dissyllable. 
 
 m — cons., semi., lab., subvocal, antecedent to its vowel c. 
 e — vowel, short sound. E 3.* 
 
 r — cons., semi., ling., subvocal, consequent to its vowel e. 
 i — vowel, short sound. I 3. 
 
 t — cons., mt., ling., aepr., consequent to its vowel i. 
 Fretful, Dissyllable. 
 
 f — cons., semi., lab., aspr., antecedent to its vowel e. 
 r — cons., semi., ling., sbv., antecedent to its vowel e. 
 e — vowel, short sound. 
 
 t — cons., mt. ling., aspr., consequent to its vowel e. 
 f — cons., semi., lab., aspr., antecedent to its vowel u 
 u — vowel, medial sound. 
 
 1 — cons., semi., ling., sbv., consequent to its vowel u. 
 
 Examples — Compel, ratan, result, regret, transmit, 
 construct, spendthrift, relative, substantive, remedy. 
 
 We will now resume the subject of synthesis by sounds, in connectmr 
 with analysis. This will enable the pupil not only to acquire the exact 
 elementary sounds of words, but to become proficient in syllabication. 
 
 * The letter and figure refer to the Principles of Pronunciation, commencing 
 on page 81 . 
 
58 
 
 analytical 
 
 ANALYSIS 
 
 Dissyllable. 
 
 z — cons., semi., den., sbv., antecedent to its vowel i, 
 
 i — vowel, short sound. I 3. 
 
 g—cons., mt., pal, sbv., consequent to its vowel i. 
 
 z — cons., sem., den., sbv., antecedent to its vowel a 
 
 a — vowel, short sound. A 4. 
 
 g — cons , mt., pal., sbv., consequent to its vowel a. 
 
 SYNTHESIS 
 
 z ig z ag 
 zig zag 
 
 zigzag. 
 
 ANALYSIS. 
 
 Bodkin, Dissyllable. 
 
 b — cons., mt, lab., sbv., antecedent to its vowel o, 
 
 0 — vowel, short sound. O 3. 
 
 d — cons., mt., ling., sbv., consequent to its vowel a 
 k — cons., mt, pal., aspr., antecedent to its vowel L 
 
 1 — vowel, short sound. I 3. 
 
 n — cons., semi., ling., sbv., consequent ic its vowel t, 
 SYNTHESIS. 
 
 b 6 d kin 
 bod kin 
 
 Bodkin 
 
orthography- 
 
 59 
 
 ANALYSIS. 
 
 Democracy^ Polysyllable. 
 
 d — cons., mt., ling., sbv., antecedent to its vowel 
 e — vowel, long sound. E 1. 
 
 m — cons., sem., lab., sbv., antecedent to its vowel o. 
 o — vowel, short sound. O 3. 
 c — cons., mt., pal., aspr. consequent to its vowel o. 
 r — cons., semi., ling., sbv., antecedent to its vowel a, 
 a — vowel, long sound. A 1. 
 
 c — cons., semi., den., aspr., antecedent to its vowel y. 
 y — vowel, substitute for i, short sound. Y 3. 
 
 SYNTHESIS. 
 
 de mok ra ci 
 de moc ra cy 
 democ democra 
 
 l>emocracy 
 
 ANALYSIS. 
 
 ^^tirine. Monosyllable. 
 
 sh — cons., semi., den., aspr., antecedent to its vowel i. 
 r — cons., semi., ling., sbv., antecedent to its vowel i, 
 i — vowel, long sound. I 2. 
 
 D — cons., semi., ling., sbv., consequent to its vowel 
 e — vowel, silent. 
 
 SYNTHESIS. 
 
 Sh T 1 n 
 
 Shrine- 
 
60 
 
 ANALYTICAL 
 
 ANALYSIS. 
 
 Contradictory, Polysyllable. 
 
 c — eons., nit., pal., aspr., antecedent to its vowel o. 
 o — vowel, short sound. 3. 
 
 n— cons., semi., ling., sbv., consequent to its vowel o 
 t — cons., mt., ling., aspr., antecedent to its vowel a. 
 r — cons, semi., ling., sbv., antecedent to its vowel a» 
 a — vowel, long sound. 1. 
 
 d — cons., mt., ling., sbv., antecedent to its vowel i. 
 i — vowel, short sound. 4. 
 
 c — cons., mt., pal., aspr., consequent to its vowel i, 
 t — cons., mt., ling., aspr., antecedent to its vowel a 
 o — vowel, long sound. 1. 
 
 r — cons., semi., ling., sbv., antecedent to its vowel i 
 y — vowel, substitute lor i, short sound. 3. 
 
 SYNTHESIS 
 
 cdntradic to rl 
 
 con tra die to ry 
 
 contra con trad ic contradicto 
 
 Contradictory. 
 
 The analysis and synthesis of the following words 
 should be written, as in the words above, and preserved 
 in a blank book. 
 
 EXAMPLES. 
 
 hero 
 
 lady 
 
 moment 
 
 negro 
 
 smoky 
 
 diagram 
 
 fluency 
 
 abstinent 
 
 algebra 
 
 buffalo 
 
 inventory misunderstanding 
 
 necromancy predestination 
 seminary antediluvian 
 
 temperament gubernatorial 
 miscellany preantepenultimate 
 
ORTHOGRAPHY. 
 
 61 
 
 SUBSTITUTES. 
 
 A substitute* is a letter representing the sound that 
 another letter usually represents ; thus s is a substitute for 
 z in was^ i for e in shire^ / for v in 0 / ey for a long in they. 
 
 A letter when used as a substitute assumes all the 
 properties of the letter whose sound it represents. 
 
 A long has two substitutes; ei and ey^ as in weighty they 
 
 A short has no substitutes. 
 
 A medial has one substitute ; g as in there 
 
 A fiat has no substitutes. 
 
 A broad has one substitute ; 0 as in for. 
 
 E long has one substitute ; i as in machine. 
 
 E short has two substitutes ; a and u as in says^ bury. 
 
 1 long has one substitute ; y long as in rhyme. 
 
 / short has four substitutes ; y, 6, and 0 , as in hymn^ 
 England.^ busy., women. 
 
 O long has two substitutes ; eau and ew as in beau., sew. 
 
 O short has one substitute ; a as in what. 
 
 O slender has no substitutes. 
 
 U long has one substitute ; ew as in new. 
 
 XJ short has three substitutes ; 6, z, and 0 , as in her., stir, 
 son.] 
 
 U medial has one substitute ; as in wolf wool. 
 
 What is a substitute 1 What is said of a letter when used 
 as a substitute? How many substitutes has a long 7 Whnl 
 are they ? How many has a short 7 — a medial 7 What is it ? — 
 a fiat 7 — a broad 7 — What is it ? How many has e long 7 — 
 What is it ? How many has e short 7 What are they ? — 
 How many has i long 7 — i short 7 What are they ? How 
 many has o long 7 — What are they ? — 0 short 7 — What is it ?— 
 0 slender 7 — u long 7 What is it ? — u short 7 What are they ? 
 
 ♦ See Introduction, page 7. 
 
 t In unaccented syllables all the vowels when followed hy r 
 have a tendency to u short j as in liar, porter, nadir, mayor, martyr, 
 — pronounced liur, portur, nadur, mayur, martur ; in which situa^ 
 lions these vowels are substitutes for u short: but generally the 
 vowels should j reserve their own proper sounds, even in unaccente<I 
 syllables. Se€ Note 7 under Accent. 
 
 6 
 
62 
 
 AJ^ALYTICAL 
 
 B has no substitutes. 
 
 D has no substitutes. [rough 
 
 F has two substitutes ; ph and gh^ as in 'philosophy 
 
 G has no substitutes, except half of x in exisi^ Spc. 
 
 H has no substitutes. 
 
 i has two substitutes besides g soft ; di and d in con- 
 nection with y understood before w*; as in soldier 
 verdure. 
 
 K has two substitutes beside c hard and half of x ; ch 
 and gh as in echo^ lough. 
 
 L has no substitutes. 
 
 M has no substitutes. 
 
 N has no substitutes. 
 
 P has no substitutes. ' 
 
 R has no substitutes 
 
 vS has two substitutes ; csoft and z as in centre, quartz. 
 
 T has one substitute; ed final after any aspirate except 
 t, as in 'mixed. 
 
 V has one substitute ; / in the word of. 
 
 *W has one substitute ; w as in quake. 
 
 X is frequently used as a substitute for gz, as in 
 exist. 
 
 *y has one substitute ; i as in alien. 
 
 Z has three subst4tutes ; s, c, and x, as in was, sufiice, 
 xebec. 
 
 How many substitutes has u medial I What is it ? How 
 many has B ? D ? F ? What are they ? How many has G ^ 
 H ? How many substitutes has J ? What are they ? How 
 many substitutes has K ? What are they ? How many substi* 
 tuteshas L?M?N?P?R?S? What is it?— T? What 
 is it? — V? What is it? — W? What are they? — X? Whai 
 does it frequently do ? How many substitutes has Y ? What 
 is it? How many substitutes has Z? What are they? 
 
 ♦ Y consonant is frequently understood before u ; as in use, unUy 
 vckie. W is also understood before o in onx and once. 
 
ORTHOGRAPHY. 
 
 63 
 
 Th has no substitutes for either of its sounds, 
 
 Ch has two substitutes ; ti and t in connection with y 
 understood before u* ; as in question^ nature. 
 
 Sh has SIX substitutes; eg, ci, ch., and 5 ; as in 
 
 ocean., social., mansion., nation., chaise., sugar. 
 
 Zh This sound is represented by si^ zi., and z and 5 , 
 before u, as in fusion^ glazier, azure., rasure. 
 
 Wh has no substitutes. 
 
 Ng has one substitute ; n generally before the palatals ; 
 
 as in thank., uncle., finger., conquer., anchor. 
 
 Tell which are substitutes and for what substituted in the 
 following examples. 
 
 Examples. — Eight, cork, any, antique, busy, beau, wad, 
 crew, come, cook, alphabet, rough, arduous, tedious, ache, 
 braced, Stephen, as, bank, anger, rancor, quack, linguist, 
 ocean, chicanery. 
 
 EXERCISES IN ANALYSIS 
 To he repeated in concert, 
 
 ANALYSIS 
 
 Veil, Monosyllable. 
 
 V — cons., semi., lab., sbv., antecedent to its digraph ei, 
 ei — digraph, substitute for a long. A 3. 
 
 1 — cons., semi., ling., sbv., consequent to its digraph ei 
 
 SYNTHESIS. 
 
 V a . veil. 
 
 How many substitutes has th 1 How many substitutes 
 hasc^? What are they? How many substitutes has s/i / 
 What are they ? By what letters is the sound of zh repre 
 eenteo ? How many substitutes has wh ? How many eub- 
 siitutes has ng 7 What is it ? When is it ? 
 
 * See note on opposite page. 
 
64 
 
 ANALYTICAL 
 
 ANALYSIS. 
 
 Obey, Monosyllable, 
 o — vowel, long. 1. 
 
 b — cons., rnt., lab., sbv., antecedent to its digraph cy, 
 ey — digraph, substitute for a Long,* A 3. 
 
 ANALYSIS 
 
 Wad, Monosyllable. 
 
 w — cons., serni., lab., sbv., antecedent to its vowel a. 
 a — vowel, substitute for o short. A 12. 
 d — cons., mt, sbv., ling., consequent to its vowel a. 
 
 SYNTHESIS. 
 
 w 6 d wad. 
 
 ANALYSIS. 
 
 Fiireitsy, Dissyllable. [vowel e. 
 
 ph — subs, for f, cons., semi., lab., aspr., antecedent to its 
 r — cons., semi., ling., sbv., antecedent to its v-owei e. 
 e — vowel, short sound. 3. 
 
 n — cons., semi., ling., sbv., consequent to its vowel e. 
 s — subst. for z. semi., dent., sbv., antecedent to its vowel ?/. 
 y — vowel, substitute for i, short sound. 3. 
 
 ANALYSIS 
 
 Arduous, Trisyllable, 
 a — vowel, flat sound. A 8. 
 
 r — cons., semi., ling., sbv., consequent to its vowel a, 
 d — subst. for j, cons., mt., ling., sbv., antecedent to its 
 vowel u. 
 
 u — vowel, long sound. (J 1. 
 
 ou — digraph, o silent, u short sound. 
 
 s — cons., semi., dent., aspr., consequent to its digraph 
 
 Supply the Synthesis where it is wantinir. 
 
ORTHOGRAPHY. 
 
 65 
 
 SYNTHESIS. 
 
 A r j ii us 
 ar du oue 
 
 ardu arduous. 
 
 EXAMPLES OF SUBSTITUTED VOWELS. 
 The sxibsiituted letters are in italic. 
 
 ei and ey 
 
 a and u 
 
 wander 
 
 for a long 
 
 for e short 
 
 what 
 
 heinous 
 
 any 
 
 
 obc^ 
 
 huxy 
 
 w 
 
 purvey 
 
 said 
 
 for u long 
 
 survey 
 
 says 
 
 creto 
 
 sk^;^n 
 
 
 fleto 
 
 veil 
 
 e and u 
 
 neio 
 
 
 for i short 
 
 vieto 
 
 0 before r 
 
 ^England 
 
 
 for a broad 
 
 been 
 
 0 6% 
 
 cork 
 
 basy 
 
 for u short 
 
 for 
 
 
 come 
 
 morn 
 
 eau 
 
 bird 
 
 storm 
 
 for 0 long 
 
 her 
 
 
 bean 
 
 sir 
 
 t 
 
 hnreau 
 
 
 for e long 
 
 
 00 
 
 caprice 
 
 a 
 
 for u mea 
 
 machine 
 
 for 0 short 
 
 book 
 
 shire 
 
 wad 
 
 foot 
 
 
 wanton 
 
 good 
 
 
 what 
 
 root 
 
 
66 
 
 ANALYTICAL 
 
 EXAMPLES OF SUBSTITUTED CONSONANTS. 
 
 fh and gh 
 
 lilacA 
 
 rose 
 
 forf 
 
 nionarcA 
 
 tongs 
 
 alphabet 
 
 pasc’Aal 
 
 was 
 
 pAiiarithropy 
 
 scAolar 
 
 wise 
 
 pAilosophy 
 
 scAool 
 
 
 philology 
 
 
 nfor ng 
 
 pAlebotomy 
 
 ed filial 
 
 before the 'podaiaU 
 
 pArenology 
 
 for t 
 
 bank 
 
 p /alter 
 
 hruced 
 
 briwk 
 
 pAiegin 
 
 ^xed 
 
 chmk 
 
 pAospAorus 
 
 ixiined 
 
 cra7ik 
 
 p Ay sic 
 
 passed 
 
 i?ik 
 
 sopAistrv 
 
 plac<j6Z 
 
 la/ik 
 
 zephyr 
 
 
 pi/ik 
 
 cough 
 
 striped 
 
 ra/ik 
 
 enough 
 
 vexed 
 
 C7ichor 
 
 lau^A 
 
 
 awger 
 
 rou^^'A 
 
 f and fh 
 
 ao?iquer 
 
 tou^^A 
 
 for V 
 
 fi? 2 ger 
 
 ^f 
 
 loTiger 
 
 d 
 
 nepAevv 
 
 mung\e 
 
 for) 
 
 stepAen 
 
 rancor 
 
 arduous 
 
 
 sirigle 
 
 gran^ieu * 
 
 5 
 
 tangle 
 
 soyier 
 
 for z 
 
 uncle 
 
 teci^ious 
 
 us 
 
 wrangle 
 
 ver»:iure 
 
 cause 
 
 drowse 
 
 extinct 
 
 ck 
 
 ease 
 
 oe 
 
 for k 
 
 has 
 
 Jor sh 
 
 ancAor 
 
 his 
 
 herbaceous 
 
 cAaos 
 
 lose 
 
 tophaceous 
 
 cAorus 
 
 lungs 
 
 argillaceous 
 
 echo 
 
 epocA 
 
 noise 
 
 ocean 
 
ORTHOGRAPHY. 
 
 67 
 
 Note. In the following examplee, u is a consonant, and 
 
 substituted for tv, 
 
 u 
 
 pinguid 
 
 queen 
 
 buoy 
 
 qtmil 
 
 quell 
 
 conquest 
 
 quaint 
 
 quench 
 
 distinguish 
 
 quart 
 
 quick 
 
 language 
 
 quash 
 
 suavity 
 
 linguist 
 
 quartz 
 
 vanquish 
 
 In the following examples, i is a consonant when before 
 a vowel and preceded by the accent, and is substituted for 
 y consonant. 
 
 X 
 
 billion 
 
 minmn 
 
 alien 
 
 brilliant 
 
 pillion 
 
 bagnio 
 
 filial 
 
 pinion 
 
 bilious 
 
 million 
 
 valiant 
 
 and zi, when before a vowel and preceded by the 
 
 accent, take 
 the accent. 
 
 the sound ol* zh — also, 
 
 z before w, preceded by 
 
 brazier 
 
 trea.yure 
 
 exposure 
 
 gla;^ier 
 
 vi.sion 
 
 illusion 
 
 mea.yure 
 
 vij^ier 
 
 Infusion 
 
 plea.yure 
 
 ca.vual 
 
 inva.sion 
 
 ra^ure 
 
 ely.yian 
 
 occa.sion 
 
 seizure 
 
 encWure 
 
 profu.yion 
 
 T before 
 
 M, and ti before a or 
 
 0, and preceded by the 
 
 accent, take the same sound that ch would in the same situa- 
 
 tion ; they may therefore be said t ' 
 
 ‘ be substituted for ch» 
 
 capmre 
 
 gesmre 
 
 venture 
 
 chrw^iar 
 
 lecmre 
 
 virtue 
 
 creamre 
 
 picmre 
 
 acmal 
 
 cukure 
 
 posmre 
 
 cenmry 
 
 feamre 
 
 question 
 
 mu^uaI 
 
68 
 
 ANALYTICAL 
 
 
 fortune 
 
 rapmre 
 
 naffiral 
 
 fracture 
 
 scripture 
 
 ritual 
 
 fumre 
 
 sculpture 
 
 situate 
 
 fus/ian 
 
 stame 
 
 pemlant 
 
 In the following examples, oiu is not a triphthong, nor are 
 
 ia^ xe and oi digraphs ; but i coalesces with the preceding 
 
 consonant, producing the sound of sh 
 
 
 ci 
 
 malicious 
 
 devotion 
 
 prece us 
 
 musician 
 
 donation 
 
 special 
 
 official 
 
 duration 
 
 vicious 
 
 officious 
 
 initial 
 
 auspicious 
 
 physician 
 
 SI 
 
 delicious 
 
 proficient 
 
 admis5ton 
 
 deficient 
 
 ti 
 
 accession 
 
 efficient 
 
 ablution 
 
 aggression 
 
 judicial 
 
 creaifton 
 
 ascension 
 
 ACCENT 
 
 Accent is a stronger enunciation of one syllable than 
 others in the same word. 
 
 Every word of more than one syllable, has one of its 
 syllables accented ; as com-pdre. 
 
 Words of three syllables, or more, frequently take a 
 primary and secondary accent ; as dnte-di-lu-vi-an 
 
 Primary accent is the principal accent. 
 
 Secondary accent is a partial accent. 
 
 The primary accent is indicated by an acute ; thus, (') 
 
 The secondary accent is i.idicated by a grave ; thus, (') 
 
 What is accent ? What has every word of more tJian 
 one syllable ? What is said of words of three or more syl- 
 lables ? What is the primary accent ? What is the sec- 
 ondary accent? How is the primary accent indicated? 
 How is the secondary accent indicated ? 
 
ORTHOGRArilY. 
 
 69 
 
 Note 1. Acceikt in its very nature implies a companson with 
 other syllables; it is therefore not applied to monosyllables. 
 
 Note 2. The primary accent is essential to every word of more 
 than one syllable. 
 
 Note 3. The secondary accent is not essential, as it is frequently 
 suppressed when the word is placed in a different position with res- 
 pect to the accent of the other words in a sentence ; as. Contradict 
 tion is impolite. Here the secondary accent is on the first syllables 
 of contradiction and impolite; but in the following sentence, We 
 shoitid abhor contradiction as extremely impolite talk^ the secondarj’ 
 accent is not heard in these words. 
 
 Note 4. The secondary accent is always two syllables, at least, 
 distant from the principal accent; as, demonsti ition^ alligator ^ mete^ 
 orology. 
 
 Note 5. Words sometimes take two secondary accents; as indi- 
 visibility^ in which the secondary accent is on the first and third, 
 and the primary on the last but two. 
 
 Note 6. The primary and secondary accents frequently change 
 places with each other ; as in cdravdn^ caravan^ domineer^ domineer. 
 
 Note 7. Vowels in accented syllables have their sounds very dis- 
 tinct, but vowels in unaccented syllables frequently have the sound 
 of some other vowel, or their sounds are rendered indistinct, or they 
 are sometimes nearly suppressed : 
 
 F^rst. When the vowels are followed by r and preceded by th? 
 accent, they are frequently sounded like u short ; as in liar, tender, 
 nadir, mayor, martyr , — pronounced liur, tendur, nadur, mayur, mar- 
 tur. But there are many exceptions to this rule, so that great care 
 should be taken not to run these vowels into this sound if it can be 
 avoided. When the vowels before r are followed by the accent, they 
 generally preserve their own sound ; as in arrest, erratic, irrespoih- 
 sible, incorrect, tyrannical. The sound of a vowel is frequently 
 changed from long to short by the absence of the accent, for example, 
 in the word admire, i being under the accent, has its long sound ; 
 but in admirable, where the accent is changed to the first syllable, \ 
 has its short sound as in mirror. The custom of good speakers 
 must determine whether a letter is to have its own sound, or whether 
 it is a substitute for some other letter. The teacher and the pupils 
 should exercise their judgment in all cases of doubt, but each vowel’s 
 own sound should be preserved if possible.* 
 
 * Walker says that “ there is scarcely any thing more distinguishes 
 a person of mean and good education than the pronunciation of the 
 unaccented vowels. When the vowels are under the accent the 
 learned and the ignorant, with very few exceptions, pronounce them 
 in the same manner, but the unaccented vowels in the mouth of the 
 former have a distinct, open and specific sound, while the latter often 
 totally sink them, or change them into some other oound. Those 
 
70 
 
 ANALYTICAL 
 
 Second. The vowels in some situations have an indistinct oi 
 obscure sound when not under the accent ; as the a in abide^ aboard, 
 akead^ and the e before I in ravel^ shovel, hazel, also i in the first syl. 
 (able of diversity, divorce, when not spoken deliberately, and the first 
 0 in d‘:lock. In analyzing words, these may be called the obscure 
 minds of the vowels. 
 
 T%i^d. In the unaccented terminations le and re, in such worde 
 as trouDi£, able, battle, candle, acre, Instre, e is thought by many orthfMy 
 pists to be entirely suppressed, but many of these same writers say 
 that “ a consonant cannot be uttered without the aid of a vowel 
 but here are whole syllables, pronounced, as they say, without a 
 vowel sound, how then are these things to be reconciled I It is my 
 opinion that the sound of e is not wholly suppressed in these termi- 
 nations, but that there is a slight trace of the vowel sound left, which 
 is partly merged in the sub vocal sound of the consonants I and r. 
 The sound of e in these situations therefore may also be called an 
 obscure sound, and I and r are transposed. 
 
 How many syllables are there in each of the following 
 words, and v^hich is the accented syllable ; also, which syl- 
 lable has the secondary accent, if any? 
 
 Examples; Basket, brindle, damage, dazzle, esteem, 
 exchange, comprise, consume, default, bourgeois, enjoy, 
 beautiful, grievously, numerous, infamous, conjugate, 
 abusive, acquaintance, endanger, commandment, adver- 
 tise, coincide, amateur, supervise, afternoon, admirable, 
 dangerously, multiplicand, superintend, hieroglyphic^ 
 superintendent, alphabetically, extemporaneously, perpen- 
 dicularity. 
 
 therefore who wish to pronounce elegantly, must be particularly 
 attentive to the unaccented vowels, as a neat pro lunc tation of these 
 forms one of the greatest biauties of speaking ” 
 
ORTHOGRAPHY. 
 
 71 
 
 EXERCISES IN ANALYSIS. 
 
 [To he repeated in concert*] 
 ANALYSIS. 
 
 jBRsRet 9 Dissyllable, accent on the first syllable, 
 b — cons., mt., lab., sbv., antecedent to its vowel a. 
 a — vowel, short sound. A. 4. 
 
 s — cons., semi., den., aspr., consequen to its vowel a 
 k — cons., mt., pal., aspr., antecedent to its vowel e. 
 e — vowel, short sound. E. 3. 
 
 ♦ — cons., mt, ling., aspr., consequent to its vowel e. 
 
 SYNTHESIS. 
 
 k e t 
 ket 
 
 ba^^ket. 
 
 b a s 
 has 
 
 ANALYSIS. 
 
 martyr, Dissyllable, accent on the first. 
 
 m — cons., semi., lab., sbv., antecedent to its vowel a 
 a — vowel, flat sound. A. 8. 
 
 r — cons., semi., ling., sbv., consequent tc its vowe cl 
 t — cons., mt., ling., aspr., antecedent to its vowe. y, 
 y — vowel, subst., for u short, 
 
 r — con., semi., ling., sbv., consequent to its vowel y 
 
 SYNTHESIS. 
 
 mar 
 
 mar 
 
 t u r 
 tyr 
 
 martyr. 
 
 ♦ If the teacher think advisolUe. 
 
72 
 
 ANALYTICAL 
 
 ANALYSIS. 
 
 Admirable, Polysyllable, accent on the first. 
 
 a — vowel, short sound. A. 4. 
 d — cons., mut., ling., sbv., consequent to its vowel cl 
 m — cons., lab., sbv., antecedent to its vowel i. 
 
 1 — vowel, short sound. 3. 
 
 r — cons., semi., ling., sbv., consequent to its vowel i. 
 a — vowel, long sound. 1. 
 
 b — cons., mt., lab., sbv., antecedent to its vowel e. 
 
 I — cons., semi., ling., sbv., transposed and sounded after e 
 e — vowel, obscure short sound. 
 
 SYNTHESIS 
 
 k A m f r a b e 1 
 ad mir ble 
 
 admir admira admirable. 
 
 ANALYSIS. 
 
 Comprise, Dissyllable, accent on the first, 
 c — cons., mt., pal., antecedent to its vowel o. 
 
 0 — vowel, short sound. 3. 
 
 m — cons., semi., lab., sbv., consequent to its vowel o. 
 p — cons., mt., lab., aspr., antecedent to its vowel t. 
 r — cons., semi., ling., sbv., antecedent to its vowel t. 
 
 1 — vowel, long sound. 2. [vowel <. 
 
 8 — subst, for z, cons., semi., dent., sbv. consequent to its 
 e — ^v'owel, silent. Rule 2. 
 
 SYNTHESIS 
 
 k 6 m p r 1 z 
 ?X)in prise 
 
 comprise* 
 
ORTHOGIlArHY. 
 
 73 
 
 ANALYSTS. 
 
 Hieroglyphic^ Polysyllable, primary accent, on the pen* 
 ultimate* syllable and secondary accent 
 on ihe first. 
 
 jj — cons., semi., ■. aspr., antecedent to its vowel ) 
 
 i — vowel, long sound. 1. 
 e — vowel, long sound, 1. 
 
 r — cons., semi., ling., sbv., antecedent to its vowel o. 
 
 0 — vowel, long sound. 1. • 
 
 g — cons., rnt, pal., sbv., antecedent to its vowel y. 
 
 1 — cons., semi., ling., sbv., antecedent to its vowel y. 
 y — vowel, substitute for i, short sound. 2. 
 
 ph —cons., subst. for^ sem., lab., aspr., consequent to M 
 vowel y, 
 
 I — vowel, short sound. 3. 
 
 c —cons., mt.. pal., aspr., consequent to its vowel L 
 SYNTHESIS 
 
 hi e r 0 g 1 i f I c 
 111 1 o glyph ic 
 
 hie hiero hieroglyph fiiieoglyphic. 
 
 SILENT LETTERS. 
 
 The rules are constructed upon the following princi- 
 ple : 
 
 Whenever a letter is always, or usually, silent in sim- 
 ilar situations, a rule is formed. For illustration, “ JS 
 dnal is silent when another vowel precedes it in the same 
 
 Upon what principle are the rules constructed ? — Illustrate. 
 
 ♦ The terms pemdtimate, antepenuUimo.te^ Szc., are sometimes used 
 in describing syllables (see page 54, fine print;) but it would be 
 better not to use these terms on the first syllable. Some however 
 will prefer the numerical order, first, second, &c. 
 
 7 
 
74 
 
 ANAI.YTICAL 
 
 syllable,’ and this is always true, for the t cannot be 
 sounded without forming another syllable. Again, “ G 
 is silent before m or in the same syllable as in 
 phlegm^ resign. It needs no other proof than experiment 
 that g cannot be placed before m or in the same sylla- 
 ble without being silent not only in any word existing in 
 the English language but any word that can be formed ; 
 therefore a rule is constituted. 
 
 Rule A Digraph must have one vowel silent ; as iii 
 
 vail 
 
 dear 
 
 deuce region 
 
 guard 
 
 faint 
 
 free 
 
 alley boat 
 
 tie foe 
 
 blue 
 
 drew 
 
 either 
 
 build 
 
 day 
 
 leopard 
 
 marriage famous 
 
 ANALYSIS. 
 
 buy 
 
 Loaf, Monosyllable. 
 
 I — cons., semi., ling., sbv., antecedent to its digraph oa- 
 oa — digraph, o, long sound — a silent. Rule 1. A digraph, &c- 
 f — cons., semi., lab., aspr., consequent to its digraph oa 
 
 I 0 f 
 
 loaf. 
 
 SYNTHESIS. 
 
 Rule 2. E final is silent when another vowel precedes 
 it in the same syllable ; as in 
 
 bake 
 
 grape 
 
 mope 
 
 ride 
 
 spike 
 
 bride 
 
 grade 
 
 ode 
 
 robe 
 
 tone 
 
 cease 
 
 ice 
 
 quite 
 
 share 
 
 vie 
 
 change 
 
 like 
 
 race 
 
 slake 
 
 made 
 
 Note. E final generally preserves the long sound of the pre- 
 ceding vowel. 
 
 What is Rule first? What is Rule second ? What is the 
 Lote under Rule 2? 
 
ORTHOGRAniY. 
 
 T 5 
 
 ANALYSIS. 
 
 BsoLke, Monosyllable. 
 
 b — cons., mt., lab., sbv antecedent to its vowe a. 
 a — vowel, long sound. 
 
 k — cons., rnt., pal., aspr., consequent to its vowel a. 
 e— vowel, silent. Rule 2. E final is silent when, 
 
 SYNTHESIS. 
 
 b a k 
 
 Rule 3. B is silent before t or after m in the same 
 syllable, as in 
 
 climb jamb subtle tomb 
 
 comb lamb debtor dumb 
 
 debt numb thumb <fec. 
 
 ANALYSIS. 
 
 a>et>tor', Dissyllable, accent on the first, 
 d — cons., mt., ling., sbv., antecedent to its vowel e 
 e — vowel, short sound. 
 
 b — cons., silent before t. Rule 3. B is silent before <k,c 
 t — cons., mt, ling., aspr., consequent to its vowel e. 
 
 0 — vowel, substitute for u short, 
 r — cons., semi., ling., sbv., consequent to its vowel o 
 
 SYNTHESIS 
 
 (let u r 
 
 debt or 
 
 debtor 
 
 4th. C IS silent before k in the same syllable ; as in 
 back chuck crick lack 
 
 Remark 1. C is silent in czar, czarina, corpuscle, indict, muscle, 
 ictuals. 
 
 What is Rule third] What is the first Remark? 
 
76 
 
 ANALYTICAL 
 
 ULE 5. D 
 
 is silent before 
 
 g in the 
 
 same syllable 
 
 1 
 
 badge 
 
 dredge 
 
 hedge 
 
 ridge 
 
 bridge 
 
 edge 
 
 judge 
 
 sedge 
 
 budge 
 
 fledge 
 
 ledge 
 
 trudge 
 
 drudge 
 
 grudge 
 
 pledge 
 
 \vedge 
 
 ANALYSIS 
 
 Monosyllable. 
 
 b — cons., mt., lab., sbv., antecedent to its vowel a. 
 a — vowel, short sound. 
 
 d — cons., silent before g. Rule 5. D is silent before g, cf c 
 g — cons., semi., den., sbv., consequent to its vowel a. 
 e — vowel, silent. Rule 2. E final is, &c. 
 
 SYNTHESIS. 
 
 h a j 
 
 ISadge. 
 
 Rule 6. G is silent before m ox n 'lti the same syllable 
 ^ in 
 
 airaign design impugn phlegm 
 
 apothegm gnash malign resign 
 
 assign gnat oppugn sovereign 
 
 ANALYSIS. 
 
 Dissyllable, accent on the last, 
 a — vowel, short sound. 
 
 r — cons., semi., ling., sbv., consequent to its vowel a. 
 r — cons., semi., ling., sbv., antecedent to its digraph ox 
 ai — digragh, i silent, a long sound, 
 g — cons., silent, before n. Rule 6. G is silent before, Su 
 n — cons., semi., ling., sbv., consequent to its digraph at. 
 
 Repeat the 4th Rule. What is the 5th Rule ? 
 
ORTHOGRAPHY. 
 
 77 
 
 SYNTHESIS 
 
 Hr ran 
 
 ar raign 
 
 arraign. 
 
 RrLE, 7. H is silent after g ox r in the same syllable, 
 as in 
 
 ghost gherkin rheurn rhubarb 
 
 ghastly rhaspsody rheumatism rh^^me 
 burgh rhetoric rhinoceros (Stc. 
 
 ANALYSIS. 
 
 Gbost, Monosyllable. 
 
 g — cons., mt, pal., sbv., antecedent to its vowel o. 
 h — cons., silent after g. Rule 7. H is silent after g or, 
 o — vowel, long sound. 
 
 s — cons., semh, den., aspr., consequent to its vowel a 
 t — cons., mt., ling., aspr., consequent to its vowel o. 
 
 SYNTHESIS 
 
 g 0 s t 
 
 gliost 
 
 Observation 1. H \s silent after in ast/irna, istAmus, pht^sic 
 Thomas, T/iames. 
 
 Rule 8. H final, following a vowel, is always silent ; 
 as in oA, a A, Sara A, NineveA, JehovaA, JosiaA, MessiaA. 
 
 Rule 5th ? What is tlie first Observation 7 Ruls 7tb 
 
78 
 
 ANALYTICAL 
 
 ANALYSIS 
 
 iVineveli, Trisyllable, accent on the first 
 n — cons., semi., ling., sbv., antecedent to its vowel i, 
 i — vowel, short sound. 
 
 n — cons., semi., ling., sbv., consequent to its vowel i, 
 e — vowel, long sound. 
 
 v — cons., semi., lab., sbv., antecedent to its vowel e. 
 e — vowel, short sound. 
 
 h — cons., silent Rule 8. ^filial following, &c. 
 
 SYNTHESIS. 
 
 e V e 
 veh 
 
 nine Niue veil. 
 
 Observation 2. H initial is silent in a few words : viz — heii^ Aerb, 
 Aonest, Aour, tumble, Aumur, and their derivatives. 
 
 Rule 9. K is silent before n, in the same syllable : 
 as in 
 
 ^narl Aiiee Anife 
 
 ANALYSIS. 
 
 Knee, Monosyllable, 
 k — cons., silent before n. Rule 9. 
 n — cons., semi., ling., subv., antecedent to its digraph ee. 
 ee — digraph, second e silent — first e long sound. Rule J 
 
 SYNTHESIS. 
 
 Q e 
 
 knee. 
 
 a 
 
 n i n 
 nin 
 
 Observation 2nd ? Rule 8th ? 
 
ORTHOGRAPHY. 
 
 79 
 
 Rule 10. L after a is silent wlien followed by/, m, k 
 or V in the same syllable, (except valve ) ; as in 
 
 chaZk 
 
 salve 
 
 ba/lc 
 
 fo/ks 
 
 sta/k 
 
 ca/k 
 
 ha/f 
 
 ta/k 
 
 ca/k 
 
 halve 
 
 wa/k 
 
 calf 
 
 pa/m 
 
 a/ms 
 
 calm 
 
 qua/m 
 
 ba/m 
 
 6lc. 
 
 Give the analysis and synthesis of all the examples 
 under each Rule, Observation, and Remark, and apply 
 the rules. 
 
 Obsertation 3 . — L is silent in couM wouZd, and shou/xl. 
 Remark 2.-3/ is silent in ?«.ne monic, wne monies. 
 
 Rule 11 . — N final after I or w, is silent; as in 
 
 hym/i columTt condemn 
 
 kiln solem/i contemri 
 
 Rule 12. — P initial before n, 5, or is silent ; as in 
 
 pneumatics psalm pshaw ptolemaic 
 
 pneumatology psalmody psychology ptyalism 
 pneumonia psalter ptisan &c. 
 
 Remark 3. — jS is silent in i5le, island, puisne, viioount, corps 
 belles-lettres. 
 
 Rule 9th ? What is Observation 3d 1 What is Remarl< 
 2pd? Rule 10th? Rule llth? Remark 3d? 
 
80 
 
 ANALYTICAL 
 
 Rule 13 . — T is silent before ch in the same syllable; 
 ns in 
 
 ca^ch 
 
 fe^ch 
 
 inarch 
 
 scratch 
 
 clu/ch 
 
 ha/ch 
 
 rio/^ch 
 
 stretch 
 
 di/fch 
 
 hi^ch 
 
 pa/ch 
 
 tha/ch 
 
 wa^ch 
 
 la^ch 
 
 pi^ch 
 
 ve^ch 
 
 Observation 4.- 
 
 — Tis silent in 
 
 Christmas, ecla^, 
 
 , mor/gacre and a 
 
 few others. 
 
 Rule 14. — 
 
 ■ W is silent before r in the 
 
 same syllable ; 
 
 as in 
 
 z^?rangle 
 
 -wTeck 
 
 t/^retch 
 
 'Mjrithe 
 
 wap 
 
 ?/’ren 
 
 ?/ 7 rigg]e 
 
 wong 
 
 wrass 
 
 w’rench 
 
 -wTinkle 
 
 t^jroth 
 
 wxaih 
 
 w rest 
 
 'M;rist 
 
 16* fought 
 
 t/u'eath 
 
 ?iuestie 
 
 t^?rite 
 
 w’ry 
 
 Observation 5.- 
 
 — R^is silent in i/;hole, i^boop, s2i7ord, ans 2 ^?er, tiao. 
 
 Rin.E 15. — 
 
 Gk IS always silent after i ; 
 
 as in 
 
 bli^At 
 
 ixighi 
 
 ni^A 
 
 slei^At 
 
 bri^/it 
 
 hei^At 
 
 ni^At 
 
 sli^At 
 
 ei^^t 
 
 hi^At 
 
 pli^At 
 
 ti^At 
 
 ^gh\. 
 
 li^At 
 
 ri^^At 
 
 vvei^gAt 
 
 fli^At 
 
 mi^At 
 
 sigkt 
 
 vvrigAt 
 
 frei^At 
 
 nei^A 
 
 sleigA 
 
 6lc. 
 
 Observation 6. — Gk, when not substituted for /or is silent oHci 
 
 au and (nu ; as in a.\ight, slau^A'ter ; ou^At, bou^At, throuo^4. 
 
 Remauk 4. — Ck is silent in dracAm, scMsm, yacAt. 
 
 General Remark . — All the letters except f, j, q, r, x, 
 and z, are occasionally silent. 
 
 Rule 12th? Observation 4th ? Rule 13th? Observation 
 5th 1 Rule 14th? Observation 6th? Remark 4th? General 
 Remark ? 
 
ORTHOGllArHY, 
 
 81 
 
 PRIJNCIPLES OF PRONUNCIATION. 
 
 A. 
 
 SPECIFICATION. 
 
 A ie a vowel, and represents five different sounds which 
 may be called its own ; they are heard in ate^ at^ air^ art. 
 all. It is a substitute for e short ; as in says^ and for o 
 short, as in whcU. 
 
 PRINCIPLES. 
 
 1. A has its long sound when it ends an accented sylla- 
 ble ; as in pa-per, spec-ta-tor. 
 
 Exceptions. — In the accented syllables of papa^ father^ mamma 
 a has its flat sound ; and in water it has its broad sound. 
 
 2. A has its long alphabetical sound when followed by a 
 single consonant, (except r,) and silent final e in the same 
 syllable; as in made, fate, compensate. 
 
 Exceptions. In have, a has its sJwrt sound, and in gape and 
 are it has its Jlat sound. 
 
 3. The digraphs ai and ay are always sounded like a long. 
 if they are not followed by*r ; as in pain, daisy, payment. 
 
 Exceptions. In said, saith, again, and against, a is a substi- 
 tute for e short, and in aisle a is silent, i having its long sound, but 
 in the termination ian as in mountain, captain, &c., the a is silent, 
 and i has its short sound ; also prayer and its derivatives, in which a 
 has the medial sound. 
 
 4. A generally has its short sound when followed by a 
 single consonant in the same syllable (except r and some- 
 times 1) ; as in bal-lad, capstan. 
 
 Exceptions. In alien, ancient, cambric, chamber, manger, and 
 their derivatives a has its long sound ; also in angel but whose deriv- 
 atives have a short according to the gener.il principle. 
 
 5. A generally has itf short sound when followed by more 
 than one consonant in the same syllable, (except r, I, and s, 
 followed by another consonant) ; as in hand, camp, apt, ^c. 
 
 6. A has its medial sound when followed by r and silent 
 final e , as in /are, care, square, compare. 
 
 Exception. In aie a has its flat sound 
 
82 
 
 ANALYTICAL 
 
 7. A in the digraph ai has the medial sound when Ibi 
 lowed by r ; as in air, fair, lair, 
 
 8. A followed by r, and another consonant in the same 
 syllable, has the flat sound ; as in hartshorn, part^ card. 
 
 Exceptions, When the a is preceded by as in wardj warp, 
 it has the broad sound. 
 
 9. In monosyllables ending in r, and their derivatives, a 
 has its flat sound ; as in star, bar, tar, (f c. 
 
 Exceptions. The word war has the broad sound of a, 
 
 10. A followed by h has the flat sound ; as in ah, 
 
 11. followed by ll has its broad sound; as in all, wait 
 fall, d^c, 
 
 12. When w precedes a it gives it the sound of short o, as 
 in was, wad, ^c. ; Except when immediately followed by a 
 palatal sound ; as in thwack, v)ag, wax, twang, also the word 
 war, 
 
 13. When a is preceded by qu, and followed by a single 
 consonant, it has the sound of short o ; as in quality, 
 
 14. A has its broad sound in the digraph au ; as in taught, 
 raught, austere, <^c. 
 
 Exceptions. When au is followed by n and another consonant, 
 a has the flat sound ; as in aunt, jaundice, (f*c. 
 
 15. A in the digraph aw always has its broad sound ; as 
 in law, tawny, dj*c, 
 
 E. 
 
 SPECIFICATION 
 
 E is a vowel and represents two different sounds which 
 are its own ; they are heard in eve, ebb. It is a substitute 
 for a long, as in they, weight ; for i short, as in been ; for u 
 short, as in her, 
 
 PRINCIPLES. 
 
 1. E has its long sound at the end of a syllable ; as in 
 me-te-or, de^ple-tion, 
 
 2. E generally has its long sound when followed by a sin- 
 gle consonant and silent final e ; as in here, austere, revere, ^c. 
 
 Exceptions. In where, there, and their derivatives, e has the 
 sound of a rrwdiad and in were, e has its short sound. 
 
ORTIIOGRAPHl . 
 
 83 
 
 3. E geaeially has its short sound when followed by a 
 consonant in the same syllable; (except r ;) as in nest^ pei^ 
 amendment. 
 
 Exceptions. In England^ yes and pretty^ e haf? the sound of j 
 shxyrt. 
 
 4. The digraph ee is always sounded like e long ; as in 
 tree^ sweet, proceed. 
 
 Exception. In the words breeches and heen^ ee has the sound of 
 i siwri. 
 
 5. When ei and ey are in an accented syllable, or in a 
 monosyllable, they have the sound of long a ; as in weight, 
 they, convey. 
 
 Exceptions. In ceil, ceiling, conceit, deceit, receipt, conceive, per- 
 ceive, receive, deceive, inveigle, seize, seisin, seignior, seine, obeisance, 
 either, neither, leisure, and key, e has its long sound ; heir and heiress 
 have the sound of a medial ; and height and sleight which have the 
 sound of long i. 
 
 6. In the digraph eu, e is always silent, and u has its long 
 sound ; as in feiid, deuce, (f*c. 
 
 7. The digraph ew is always sounded like u long; as in 
 dew, crew, (^-c. 
 
 I. 
 
 SFECIFICATION. 
 
 / is a vowel and represents two different sounds, which are 
 its own ; as in ice, it. / is a substitute for e long, as in ma- 
 chine; for n short, as in stir, and for y consonoM, as in 
 
 PRINCIPLES. 
 
 ^ 1. / generally has its long sound when it ends an accented 
 syllable ; as in ti-tle, compli-ance. 
 
 2. /generally has its long sround in a monosyllable or in 
 an accented syllable, when followed by a single consonani 
 and silent final e ; as in pine, combine. 
 
 Exceptions. Live, give, and their derivatives, have the i short; 
 but lively and livelily follow the general principle ; also live, when 
 an adjective, as a live man. Words derived or incorporated from 
 the French language, having i in the situation described above, give 
 ’t the sound of e long as in mcxhine, caprice- 
 
84 
 
 ANALYTICAL 
 
 3. /lias its short sound when followed by a single conso- 
 nant in an accented syllable; as in pm, tim-ber, finish. Alec 
 as the combinations th^ ch, sh^ and ng are single consonant 
 sounds, i follows the same general principle; as in wUhrer 
 whichj dishj sing-er. 
 
 4. / is a consonant when it begins a syllable and is imme- 
 diately followed by a vowel which is sounded in the same 
 syllable ; as in al-ien, val-iant 
 
 O. 
 
 SPECIFICATION 
 
 O is a vowel, and represents three different sounds, which 
 are its own ; they are heard in oak^ on and do. It is a sub- 
 stitute for broad a. as in sought ; for u shorty aa in son^ and 
 for u medial, as in wolf. 
 
 PRINCIPLES. 
 
 1. O has its long sound when it ends an accented syllable 
 as in mo-ment, so-lo. 
 
 Exceptions. In do^ to, wko^ two^ ado^ and oo final, as woo^ ham^ 
 boOy 4*c., 0 has its slender sound. 
 
 2. O generally has its long sound when followed by a 
 single consonant and silent final e in the same syllable ; 
 as in hone, remote. 
 
 Exceptions. In prove^ move^ behove.^ lose, o has its slender sound, 
 and in love, dove, above, come, done, glove, none, one, pomegranite, 
 shove, and some, it has the sound of u short. 
 
 3. O generally has its short sound when followed by a 
 consonant (except r) in an accented syllable; as in on,* 
 oom-mod-ity. 
 
 Exceptions. In whom, tomb, womb, o has its slender sound, and 
 in a few words, such as son, ton, wonder, it takes the sound of 
 
 (i short. 
 
 4. In the digraph oa, o has its long sound, a being silent 
 as in hoat^ coat^ boarder. 
 
 Exceptions. In broad, atroad, groat, the a has its broad sound 
 ^ being silent. 
 
ORriIOGRAPHY. 
 
 85 
 
 5. The diphth.ongs oi and oy always have llie sounds of 
 broad a and short i in rapid succession in every word in 
 which they occur. 
 
 EyOEPTiONiS. Choir connoisseur nnd chamois. 
 
 6 The digraph oc has the sound of o slender ‘ as in 
 moon food., boot, cf c. 
 
 Exceptions. In mool^ wood, good, hood, foot, stood, understood, 
 ujithstood, 00 has the sound of u medial ; in hhod aiid food, the sound 
 of u shori ; and in dxtor and fl>oor, the sound of o long. 
 
 7. The digraph oe has the e silent and o long sound ; as 
 in foe, doe, toe. 
 
 Exceptions. In co.noe and shoe, o has its slender sound, and in 
 ioes it has the sound of n short. 
 
 u. 
 
 SPECIFICATION. 
 
 1/ is a vowel and represents three different sounds, which 
 are its own; they may be heard in due, up, and jmll. It is a 
 substitute for e short, as in huj'y ; for f short, as in busy. 
 
 PRINCIPLES. 
 
 1. U has its long sound when it ends an accented syllable ; 
 as in du-ty, tu-mult. 
 
 2. U generally has its long sound when followed by a sin- 
 gle consonant and silent final e ; as in mute, com-mune. 
 
 Exceptions. P before r in the unaccented syllal»les of mixture, 
 posture, &c. has its short sound. 
 
 3. C7has its short sound when followed by a consonant 
 in the same syllable ; as in but, unjust. 
 
 Exception. In union, u has its long sound. 
 
 4. When ue ends a word and is preceded by any other 
 consonant except q or g, the e is silent and u has its long 
 sound ; as in due, glue, pursue. 
 
 5. When ue final is preceded by q or g, the u and e are 
 both silent ; as in oblique, fatigue. 
 
 6. In the digiaph uy the u is silent, and the y has its short 
 sound, as in plaguy, roguy ; but in the v^ord buy the y has 
 its long sound. 
 
86 
 
 ANALYTICAL 
 
 7. f/, when tne attendant of and not silent, is a conso- 
 nant and a substitute for w ; as in antiquary^ conquest^ vaw 
 qiiish 
 
 8. When ii is preceded by g or s, and immediately in the 
 same syllable is followed by a vowel which is sounded, it is 
 a consonant and a substitute for w ; as in langxiag persuade . 
 
 Y 
 
 SPECIFICATION 
 
 Y is generaLy a vowel and represents two different sounds 
 which are exactly coincident with the sounds of i: as in 
 by^ syl-la-ble. It is therefore, when a vowel, considered a 
 substitute for i. It is also a substitute for u shorty in martyr^ 
 satyVj d^c, 
 
 1. Fhas its long sound when it ends an accented syllable, 
 except the final syllable of a word of more than one syllable; 
 as in Jiy^ ly-ing^ py-rites. 
 
 2. y has its short sound when it is followeil by a conso- 
 nant in an accented syllable ; as in sym-phony. syn-chronisrru 
 
 3. y has us short sound at tlie end of a word ; as in pano- 
 plyj lovely^ parody. 
 
 Exceptions. Words ending in fy have y long; SiS in justify. 
 sLorify. Also multiply and occupy. 
 
 B. 
 
 1. In the antecedent part of a syllable,* h is sounded before 
 ^ r, or a vowel., as in bland., brake., be ; but after no letter. 
 
 2. In the consequent part of a syllable h is sounded before 
 
 as in hubs ; and after /, r, or a vowel, as in bulb, curb, ebb. 
 
 3. In other situations it is silent. See Rule 3, page 75 
 
 C. 
 
 1. In the antecedent part of a syllable, c is sounded before 
 (, r, or a vawel ; as in clay, cry, cube ; but after no letter. 
 
 ♦ The antcoedent part of a syllable is that which occurs the 
 vowel, and the consequent part is that wliicb follows the vowel 
 
ORTHOGRAniY 
 
 87 
 
 y. In tlic consequent part of a syllable, c is sounded before 
 s and t; as in sacs^ compact ; and after r or a vowel ; as in 
 arc, panic. 
 
 3. In other situations, c is sdent. See Rule 4, and Remark 
 I, Page 75. 
 
 4. C is always a substitute either fo/ k or s. 
 
 5. It is a substitute for s, before e, i and y \ as in ceM 
 cider, cypher. 
 
 6. It is a substitute for k before a, o u, l^r and t ; as in 
 cane, come, cup, climb, crimp, conduct. 
 
 7. C is a substitute for z ; as in suffice. 
 
 8. C is a substitute for sh before e and i, in such words as 
 ocean, social. 
 
 D. 
 
 1. In the antecedent part of a syllable d is sounded before 
 r, w, or a vowel ; as in draw^ dwelt day ; but after no letter. 
 
 2. In the consequent part of a syllable, d is sounded be- 
 fore s, z, th, or a vowel ; as in rods, adze, width; and after 
 n, r, or a vowel ; as in mind, word, head. 
 
 3. In other situations d is silent. See Rule 5, Page 76. 
 
 4. D is a substitute for^‘ whenever the sound of y is under- 
 stood between the d and u immediately following j as in 
 verdure, procedure. 
 
 5. Di and de are substitutes for 7 in such words as soldier 
 yprandeur, <^c. 
 
 ED. 
 
 Whenever the letters ed constitute the inflection of a verb, 
 the pronunciation is controlled by one of the three following 
 principles. 
 
 1. When the syllable ed is added to a verb ending in d or t, 
 the e and d are both sounded, and constitute a separate sylla- 
 ble ; as in blend, blended, cor"cct, corrected. So when d 
 only IS added to a verb ending in silent e, after d, or t, the 6 
 assumes its sound and forms a separate syllable with the a 
 which was added : as in grade, graded, recite, recited. 
 
88 
 
 analytical 
 
 2. When the syllable ftd is added to a verb ending in 
 vowel or any snb vocal, 2;ircept cZ, the sound of the e is sup- 
 pressed, and the d is sounded with the preceding syllable ; 
 as in obey^ obeyed^ endow ^ endowed^ fail, failed^ name, named, 
 infer, infer ed cfc. ; except in Bible language. 
 
 3. When the syllable ed is added to a verb ending in any 
 aspirate except t, the sound of e is suppressed, and d sink? 
 into a substitute for Z ; as in lock, locked, stamp, stamped 
 wish, wished. 
 
 F. 
 
 1. In the antecedent part of a syllable, jf is sounded before 
 /, r, or a vowel ; as in flow, frame, few ; but not after any 
 letter. 
 
 2. In the consequent part of a syllable, / is sounded be- 
 fore s, t, or th, as in griefs, left, fifth ; and after I, r, or a 
 vowel, as in shelf dwarf, reef 
 
 3. F is never silent. 
 
 4. Fis a substitute for v in the word of— the, only instance 
 in which it '*aries from its own peculiar sound. 
 
 G. 
 
 1. In the antecedent part of a syllable g is sounded be- 
 fore I, r, or a vowel ; as in glad, grow, gay ; but not after 
 any letter. 
 
 2. In the consequent part of a syllable g is sounded be- 
 fore s ; as in bags ; and after I, n, r, or a vowel ; as in 
 bulge, strange, barge, egg. 
 
 3. In other situations g is silent. See Rule 6, Page 76. 
 
 4. G soft is always a substitute for j, which occurs only 
 before e, i, and y ; as in gem, ginger, prodigy ; but there 
 are many exceptions to this rule ; as in gear, gird, buggy. 
 
 5. G always has its own hard sound before a, o, u, or 
 any consonant. 
 
 6. G is always hard at the end of a wora ; as in wag, log 
 and generally at the end of syllables ; as in foggy, coagulate 
 
 7. When g follows n in the same syllable, the two letters 
 represent a different sound than either n or g. See page 3P 
 
ORTHOGRAPHY. 
 
 89 
 
 fl 
 
 1. Tlie jnire i?(mnd of h is never made either before oi 
 alter any other consonant in the same syllable unless a 
 rowel intervenes. 
 
 2. H, as a single letter, is never sounded except immedi- 
 ately before a vowel. In other situations h is either silent^ 
 (see Rules 7 and 8, and Observations 1 and 2, Page 77,) or 
 .n connection with other letters, it represents other sounds 
 dilferino: widely from the pure original sound of the letter. 
 (See TH, CH. SH, and WH. Page 93.) 
 
 3. H is sometimes used in connection with p and g — ph 
 constitute a substitute for f in philosophy^ and quite a large 
 class of words ; and gh are substituted for / in roughs <^c.. 
 and for k in lough. 
 
 J. 
 
 J never has any other consonant connected with it either 
 before or after a vowel In the same syllable ; in other words, 
 it stands alone, in the antecedent or consequent part of a 
 syllable. J is never silent, nor is it ever a substitute for any 
 other letter. 
 
 K. 
 
 1. In the antecedent part of a syllable k is sounded before 
 1, r, or a vowel ; as in klick, kruka, kite ; and after 5; as in 
 skjj. 
 
 2. In the consequent part of a syllable k is sounded be- 
 fore s ; as in tacks ; and after /, n, r, s, or a vowel; as in 
 tndk,^ bank, bark,^ bask, make. In other situations it is silent 
 See Rule 9, Page 78. 
 
 3. K is never a subsiituie for any other letter. 
 
 L. 
 
 1. In the antecedent part of a syllable I is only used be 
 fore a vowel ; as in let, lilach ; and after b, f g, k, p or $ , 
 as in blow^ flow, glad, klick, play, slay. 
 
 2. In the consequent part of a syllable I is sounded before 
 any of the consonants ; (except h,j, n, q, r, w, and ng ;) and 
 after r or a vowel ; as in world, all, wolf, milk, cf c. 
 
90 
 
 ANAI.YTICAL 
 
 3. In otlit^r situations I is silent. See Rule 10, and Ob 
 servation 3, Page 79. 
 
 4. L is never used as a substitute. 
 
 M. 
 
 1. In the antecedent part of a syllable, m is sounded be 
 fore a vowel only ; as ^n man, me, and after s ; as in smcdl 
 smite. 
 
 2. In the consequent part of a syllable m> is sounded be 
 fore p ov s ; as in hemp^ gums^ and after /, r, 5 , th^ or a 
 \X)wel ; as in elm, form^ chasm, rytkm^ am. 
 
 3. M is silent in but one word, mnemonics^ and its deriva- 
 tives. 
 
 4. M is never a substitute for any other letter. 
 
 N. 
 
 J. In the antecedent part of a syllable n is sounded belore 
 a vowel only as in no, name ; and after s only as in snow. 
 
 2. In the consequent part of a syllable n is sounded before 
 
 g, /c, s, .r, 2 :, th or ch ; as in band^ range^ cf c., and 
 
 after r or a vowel ; as in warn. on. 
 
 3. In other situations n is silent. See Rule 11, Page 79. 
 
 4. N is usually a substitute for the elementary sound of 
 ng when it is followed by any of the palatals ; as in thank 
 uncle, Jinger^ conquer, anchor. 
 
 P. 
 
 1. In the antecedent part of a syllable, p is sounded be- 
 fore I, r, or a vowel ; as in play, pray. pay. 
 
 2. In the consequent part of a syllable p is sounded before 
 s or ^ ; as in perhaps, apt, and after I, m, r, s or a vowel ; as 
 in scalp, camp, carp, gasp, gap. 
 
 3 In other situations p is silent. See Rule 12, Page 79. 
 
 4 P is never a substitute except in connection with h. 
 See H- 3. 
 
 a. 
 
 1 . a is always placed before u either in the antecedent 
 or consequent part of a syllable. 
 
OHTHOGRArilY. 
 
 9i 
 
 2. It always has the power of A:, and the u winch follows 
 It if not silent, is always a consonant having the powers of 
 w ; thus qiiake is pronounced as if written ku ake* 
 
 3. a is never silent. 
 
 R. 
 
 1. In the antecedent part of a syllable r is sounded betore 
 a vowel only, as in ray. red ; and after 6, cZ, f, g, /c, p, tfu 
 sh, as in bray. dray, fray ^ 
 
 2. In the consequent part of a syllable r is sounded before 
 all the consonants except w ; and after a vowel only, as in 
 bar^ arm, <^c. 
 
 3. R is never silent. 
 
 4. R is never used as a substitute for any other letter 
 
 S. 
 
 1. In the antecedent part of a syllable s is sounded before 
 0, h. A:, Z, m, ?i, p, q. Z, it? or a vowel ; but after no letter. 
 
 2. In the consequent part of a syllable s is sounded before 
 Zc, m, p, q or Z, as in ask^ chasm..^ clasp, casque, b^st ; and 
 after all the letters except For situations in wliich it is 
 silent see Remark 3, Page 79. 
 
 3. Usually when s follows any subvocal in the same syl- 
 lable, and particularly when it forms the plural number ot 
 nouns in that situation, it is a substitute for z ; as in bogs, 
 cars. 
 
 T. 
 
 . In the antecedent part of a syllable Z is sounded before 
 
 r, w or a vowel, as in track, twinkle, ton ; and after s, as in 
 stay. 
 
 2. In the consequent part of a syllable Z is sounded before 
 
 s, as in pits, lots ; and aherf 1. p, n, s or a vowel, as in aft, 
 halt, apt, anU past, at. 
 
 3. In other situations t is usually silent. See Rule IS, 
 and Observation 4, Page 80. 
 
 4. T, when followed by ia, ie or io. and preceded by the 
 accent, is a substitute for sh, as in par'tial. patient, ratio , 
 except when preceded by s or x, when it takes the sound of 
 ch, 08 in Christian, wixtion. 
 
 5. T, when followed by long u and preceded by the ac- 
 cent. takes the sound of ch, as in pasture. 
 
92 
 
 ANAL Yl'I CAL 
 
 V. 
 
 1. In the antecedent part of a syllable v is sounded before 
 a vowel only, as in vain: but not after any letter. 
 
 2. In the consequent part of a syllable v is sounded after 
 
 f, r or a as in helve, stance, behave. 
 
 3. V is never silent. 
 
 4. is never a substitute for any other letter. 
 
 W. 
 
 1. In the antecedent part of a syllable w is sounded be- 
 fore a vowel only, as in way : and after d, s, t or th, as in 
 dwell, s'well, twill, thwart. 
 
 2. In the consequent part of a syllable w is never sounded 
 as a consonant at all. 
 
 3. For its silence see Rule 14, and Observation 5, Page 80. 
 
 4. W is never a substitute for any consonant. 
 
 X. 
 
 1. X never represents its own sounds in the antecedent 
 part of a syllable. 
 
 2. In the consequent part of a syllable x is sounded be- 
 fore t ov th^ as in mixture, sixth : and after n or a vowel as 
 in phalanx, ox. 
 
 3. X is always silent in the antecedent part of a syllable, 
 as in xebec. 
 
 4. X is silent in a few words of French origin, as billet- 
 doux, chevfaixdefrise, 
 
 5. X is composed of two elementary sounds, k and s. 
 
 6. When .r is followed by an accented syllable beginning 
 with a vowel sound, it generally slides into the subvocal 
 sounds of gz, as in exist, exhort. 
 
 Y. 
 
 1. When y is a consonant it is used only in the antece- 
 dent part of a syllable without having consonants cx3me 
 either before or after it. 
 
 2 Y when it is a consonant is never substituted. 
 
 3, Y is never silent. 
 
 Z. 
 
 1. In the antecedent part of a syllable z is us^^d before a 
 vowel only, as in zeal: but not after any letter. 
 
 2. In the consequent part of a syllable z is sounded after 
 r or a ixnccl as m furze, buzz 
 
ORTHOGRAPHY. 
 
 93 
 
 3. Z is ne v^er silent. 
 
 4. Wlien z is followed by la, ie^ to, or long u. and preceded 
 by tlie accent, it takes a peculiar sound whichmay be called zh, 
 
 TH. 
 
 1. In the antecedent part of a syllable th is sounded be- 
 lore r, te or a vowel, as in throw, thwack, thaw. 
 
 2. In the consequent part of a syllable th is sounded be- 
 fore m or s, as in rythm, paths ; and after d,f, I, n, r, x or a 
 vowel, as in width, Jifth, wealth, tenth, earth, sixth, path. 
 
 3. Th represents two distinct elementary sounds — an as- 
 pirate sound, as in think, and a subvocal sound, as in though. 
 
 CH. 
 
 1. Ch, when representing its own peculiar elementary 
 sound, is used before a vowel only in the antecedent pari 
 of a syllable ; as in chain. 
 
 2. In the consequent part of a syllable it is sounded after 
 I, n, r, or a vowel : as in filch, bench, search, attach. 
 
 3. In words derived from the ancient languages, ch nia}/ 
 be considered substituted for k: as in chimera. 
 
 4. In words derived from the French language, ch gen- 
 erally has the sound sh: as in chaise, machine. 
 
 SH. 
 
 1. In the antecedent part of a syllable sh is sounded be- 
 fore r or a vowel : as in shred, show. 
 
 2. In the consequent part of a syllable sh is sounded after 
 I or a vowel: as in Welsh, wash. 
 
 WH. 
 
 Wh IS only sounded before a vowel in the antecedent pan 
 of a syllable ; as in what, when. 
 
 NG. 
 
 'Sg is only sounded after a vowel in the consequent part 
 cf a syllable ; as in sing, long. 
 
 Whenever a letter is substituted for another, it not cnly assumes 
 all the properties of that other letter, but it is generally placed in 
 limilar situations with respect to other letters ; for instance, we call 
 ph a substitute for /, and it can then be used before I and r, as in 
 
PART THIRD. 
 
 WORDS AND DERIVATION 
 
 A word is a single part ot speech, consisting either ol 
 one syllable, or more than one 
 
 Words are designated in two different ways. 
 
 First, as simple or compound. 
 
 Second, as primitive or derivative. 
 
 A simple word is one that is not composed of two or 
 more whole words ; as, man^ silver^ slayer. 
 
 A compound word is composed of two or more distinct 
 words ; as, silveT’Smith^ manslayer^ nevertheless. 
 
 The pupils may tell which words in the following examples are 
 simple, and which compound and how compounded. 
 
 Examples ; stove, fireplace, benches, stovepipe, book, 
 writing, pencil, paper, sincerity, bookcase, writingbook, 
 happy, unhappy, hatband, football, churchyard. 
 
 The following is the mode of analyzing compohno 
 words : 
 
 What is a word I How are words designated 1 The 
 first? The second ? What is a simple word? What is 8 
 compound word ? Is stove a simple or compound word 
 Fireplace? &c. 
 
ORTHOGRArHY. 
 
 95 
 
 ANALYSIS. 
 
 Overwork — Compound, primitive word, compounded of 
 over, a primitive word, signifying too and 
 
 work a primitive word signifying to labor. 
 
 The meaning, therefore, is, to labor too much 
 Trisyllable, accent on the last and first 
 
 (Tp««priug — compound, primitive word, compounded of 
 ujp. a primitive word, signifying upward^ and 
 springy a primitive word, signifying to sto.rt. 
 
 The meaning is, therefore, to start upward, or 
 spring up. 
 
 Dissyllable, accent on the last. 
 
 La,iAci^a^ — Compound, primitive word, compounded of 
 land, a primitive word, signifying the soilj and 
 tar, a primitive word, signifying a rate. 
 
 The meaning is, therefore, a rate upon the 
 soil, or a tax upon land. 
 
 Dissyllable, accent on the first. 
 
 FS^^werstalk — Compound, prim, word, compounded of 
 flower, a primitive word, signifying blossom, and 
 stalk, a primitive word, signifying a stem. 
 
 The meaning is, therefore, the stem of a bloo 
 som. 
 
 Trisyllable, the accent on the first. 
 
 Sciiatccliamber — Compound, prim, word compound, of 
 senate, a primitive word, signifying the upper house 
 of the legislature, and 
 
 chamber, a primitive word, signifying a room. 
 
 The meaning is, therefore, the room for the 
 upper branch of the legislature, or chamber 
 of the senate. 
 
 Polysyllable, accent on the first and third. 
 
96 
 
 ANALYTICAL 
 
 EXAMPLES FOR ANALYSIS. 
 
 air-box 
 
 air-gun 
 
 air hole 
 
 air-pump 
 
 air-tube 
 
 aJ ms-box 
 
 alms -chest 
 
 alms-deed 
 
 alms-house 
 
 back-bone 
 
 back-door 
 
 back-ground 
 
 back-house 
 
 back-room 
 
 back-side 
 
 back-slide 
 
 back-yard 
 
 bank-bill 
 
 bank-note 
 
 bank-stock 
 
 birth-day 
 
 birth-place 
 
 birth-right 
 
 black-ball 
 
 black -bird 
 
 black-fish 
 
 black-lead 
 
 post-house 
 
 post-man 
 
 post-mark 
 
 post-paid 
 
 post-town 
 
 sea-born 
 
 sea-beach 
 
 sea-breeze 
 
 sea-calf 
 
 breast-knot 
 
 breast-plate 
 
 breast-work 
 
 broad-cloth 
 
 broad -cast 
 
 broad-sword 
 
 church-man 
 
 church-yard 
 
 cow-house 
 
 cow-pen 
 
 cow-pox 
 
 day-book 
 
 day-break 
 
 day-light 
 
 day-star 
 
 day-time 
 
 eye-ball 
 
 eye-brow 
 
 eye-glass 
 
 eye-lash 
 
 eye-lid 
 
 eye-shot 
 
 eye-sight 
 
 eye-sore 
 
 eye-stone 
 
 eye-tooth 
 
 field-bed 
 
 field-book 
 
 sea -term 
 
 sea-weed 
 
 sea- wo If 
 
 sea-horse 
 
 toll-bridge 
 
 toll-gate 
 
 toll-house 
 
 up-hill 
 
 school-master 
 
 school-mistresa 
 
 field-duck 
 
 field -fa re 
 
 fire-a rms 
 
 fire ball 
 
 fire-brand 
 
 fire-brush 
 
 fire-fiy 
 
 fire-hook 
 
 fire-lock 
 
 fire-man 
 
 fire-new 
 
 fire-pan 
 
 fire-place 
 
 fire-plug 
 
 fire-ship 
 
 fire-side 
 
 fire- ward 
 
 fire-wood 
 
 fire-work 
 
 foot-ball 
 
 foot-boy 
 
 foot-hold 
 
 foot-rnan 
 
 foot-pace 
 
 foot-path 
 
 foot-step 
 
 wood-houjse 
 
 wood-land 
 
 wooddark 
 
 wood-louse 
 
 wood-mite 
 
 wood-note 
 
 wood-nymp!i 
 
 work-house 
 
ORTHOGRArHY. 
 
 97 
 
 candle-stick 
 
 church-member 
 
 copy-book 
 
 copy-right 
 
 news-paper 
 
 plumb-pudding 
 
 school-district 
 
 school-fellow 
 
 under-cur rem 
 under sheriff 
 under-tenant 
 un-sea-worthy, &rC. 
 
 A primitive word can be reduced to no fewer letters 
 than it has, without destroying, or radically changing its 
 signification ; as, /azr, repejit^ man^ be. 
 
 A derivative word is formed from a primitive, genC' 
 rally by the addifion of prefixes or suffixes, or of both ; 
 as, unfair^ repentance^ unmanly. 
 
 A word may be both sim; Je and primitive at the same time ; os 
 man : It may be simple and derivative at the same time ; as manly : 
 It may be compound and primitive at the same time; as matchman. 
 It may be compound and derivative at the same time; as manslayer. 
 But a word is never simjde and compound at the same time, noi 
 primitive and derivative at the same time. 
 
 Promiscuous Examples: Sun, starry, unsuccessful, 
 marketable, showy, book, ashes, complaining, unsea 
 worthy. 
 
 A prefix is a letter or letters, syllable or syllables, 
 joined to the beginning of a word ; as, the syllable un^ 
 in the word lenfair ; a, in ashore ; inter ^ in interchange. 
 
 A suffix is a letter or letters, syllable or syllables join 
 ed to the end of a word ; as, y in dusty ; er^ in hunter ; 
 a^/e, in conformable. 
 
 When prefixes or suffixes are added to a word without changing 
 the letters in the primitive part, (except sometimes final, silent <?,) it 
 is called a regular derivative ; as, dusty ^ hanger restoreng. 
 
 When the letters in the primitive part are changed in forming 
 derivatives, the word is called an irregular derivative ; as brought 
 from^?t^/ was^ from be; from go\ &c. 
 
 A whole English word which retains its original meaning when 
 used in connection with other words, is not a prefix or a suffix, but 
 
 Wnai IS a primitive word ? What is a derivative word 7 
 le a primihve or derivative word 7 Starry? Howie 
 it formed ? Unsuccessful 7 &r. 
 
 9 
 
98 
 
 ANALYTICAL 
 
 constitutes part of a compound word ; as out in the compound word 
 outside^ and some in somebody. But in outrun^ out loses its primarjf 
 signification and then becomes a prefix to run ; and in quarrelsome^ 
 the original meaning of some is changed ; it therefore becomes a 
 suffix in \ derivative word. 
 
 Whenever the meaning of a word is radically changed by the 
 'iddition of prefixes or suffixes, it is still a primitive word, notwith 
 Standing the addition; as in reproofs in which the meaning of nei- 
 ther re nor proof is retained ; they, therefore, constitute only a 
 primitive word. 
 
 Whenever a prefix or suffix is joined to parts of English words, 
 parts or whole of Latin or Greek words, or any other language, if 
 they are not whole English words, the words thus formed are still 
 primitive words ; take for example the words reduce and lenity^ al- 
 though re is usually a prefix, and ty is generally a suffix ; yet, duce 
 and Uni are not whole English words ; therefore, redu/x and lenity ^ 
 are primitive words in our language. 
 
 ANALYSIS. 
 
 Undesigned — Simple, derivative word, from primitive 
 design^ prefix un and suffix ed. — Trisyllable, 
 accent on the last, 
 a — vowel, short sound. U 3. 
 
 n — cons., semi., ling., sbv., consequent to its vowel u. 
 d — cons., mt., ling., sbv., antecedent to its vowel e, 
 e — vowel, long sound. E 1. 
 
 b — cons., subst. for z, (See S 3.) semi., den., subv., ante- 
 cedent, &c. 
 i — vowel, long sound, 
 g — cons, silent. Rule 6, Page 76. 
 n — cons., semi., ling., sbv., consequent to its vowel t. 
 e — vowel, silent. ED 2. 
 
 d — cons., mt.. ling., subv., consequent to its vowel i. ED 2 
 
 SYNTHESIS BY SOUNDS. 
 
 u-n d-e z-i-n-d 
 
 un ae signed 
 
 unde undesigned. 
 
 The pupil may now take words from any book and analyze 
 them according to the above plan. 
 
ORTHOGRAPHY. 
 
 90 
 
 Each word in the following sentences may be analyzed in 
 puccessiou ; thus, 
 
 We — . love — . . . enjoyment — , 
 
 w— 1— 
 
 e— . . o — . . . 
 
 V — e — . . . 
 
 e — . . . . n — . . . 
 
 j— . . . . 
 
 oy— .. 
 
 m — . . 
 e — . , . 
 n — . . . 
 
 t— 
 
 Most men are selfish. 
 
 Contentment is desirable. 
 
 Analysis is a key which unlocks the iron-bound re- 
 ceptacles of science. 
 
 The undersigned respectfully suggests uncompromi- 
 sing hostility. 
 
 Science is a collection of principles systematically ar- 
 ranged. 
 
 Full many a gem of purest ray serene, 
 
 The dark unfathomed cavee of ocean bear ; 
 
 Full many a flower is born to blush unseen, 
 
 And waste its sweetness on the desert air. 
 
 The following is a list of the prefixes which are applied 
 tc whole English words, with their signification. 
 
 a signifies on, in, af, to. or tcnoards:^ as abroad, abed, 
 
 Ptb signifies from: as, aboriginal, from the first. 
 
 * Tho prefix is sometimes redundant; ap adry, ameliorate, fci 
 dry and meliorate. 
 
lOO 
 
 ANALYTICAL 
 
 ad ' 
 
 
 ' adjoin, join to. 
 
 ae 
 
 
 accredit, credit to. 
 
 af 
 
 
 affix, fix to. 
 
 as 
 
 
 agglomerate, gather to. 
 
 at 
 
 ^ Signify as.^j 
 
 allure, entice to. 
 
 an 
 
 annumerate, number to. 
 
 ap 
 
 
 approximate, approach to. 
 
 ar 
 
 
 arrange, range to. 
 
 at ^ 
 
 
 ^ attune, tune to. 
 
 ante signifies before ; as, antemeridian, beforci noon, 
 ansti signifies as, antiniasonry, against masoniy 
 
 be signifies uporij to 'make, or for ; as, bespatter, belaid, 
 bespeak. 
 
 bi signifies two ; as, bifbld, biform. [around 
 
 cireiiiii signifies around; as, circumnavigate, to sail 
 
 coil ^ f conjoin, to join with, 
 
 com 1 I commingle, to mingle with. 
 
 CO ^signify as,^ coequal, equal with. 
 
 col 1 collect, to place with or together 
 
 cor j L correlative, relating with. 
 
 coiilra ) signify i contradance, a dance opposite, 
 counter ] opposite; as, ( counterview, a view opposite. 
 
 di > signify i ditone, an interval of two tones, 
 dis \two ; as, \ dissyllable, a word of two syllables. 
 
 dis signifies not or un ; as, dissimilar, not similar ; disband, 
 unband. 
 
 e ) C emigrate, to move out. 
 
 ex > signify out ; as, < export, to carry out of port, 
 et ) i effluent, flowing out. 
 
 eqiii signifies equal ; as, equidistant, at an equal distance, 
 extra, signifies beyond; as, extraordinary, beyond ordinary 
 hex signifies six ; as hexangular, six angled, 
 hyper signifies aver ; as hypercritical, over critical. 
 
 In ^ rincompletCjindent, not complete, dent in 
 
 im I signify J imprudent, not prudent, 
 il ynot ovin; as, 1 illegal, illapse, not legal, sliding in. 
 ir j I irregular, not regular. 
 
 inxta signifies next ; as, iuxtaposition, placed next 
 
ORTHOGRAPHY. 
 
 lOJ 
 
 mal eigriifies bad; as, malpractice, bad practice, 
 mis signifies wrong ; as, misapply, to apply wrong, 
 iiioiio signifies one; as, monosyllable, one syllable, 
 iiiiilfi signifies ; as multiform, having many forms, 
 noil signifies 7iot ; as, nonessential, not essential, 
 oct signifies eight ; as. octangular, eight anglea. 
 oiiiiii signifies all; as, omnipotent, all powerful, 
 out signifies to exceed, ov beyond; as, outdo, to exceed 
 in doing ; outmatch, to match beyond, 
 ov^i signifies an egg ; as oviform, egg-shaped, 
 por signifies by ; as, perchance, by chance, 
 fieri signifies around; as, pericranium, the membrane 
 around the skull. 
 
 Iilciii signifies full ; as, plenipotent, full of powei. 
 l>oly signifies many; as, polysyllable, many syllables. 
 po!><t signifies after ; as, postfix, fix after, 
 pro signifies befori; as, prefix, fix before. 
 
 S>reter signifies beyond ; as, preternatural, beyond natural, 
 pro signifies for ; as, pronoun, for a noun, 
 proto signifies first ; as, protomartyr, the first martyr, 
 quad signifies four ; as, quadrangle, four angled, 
 re signifies again or back ; as, reappear, to appear, 
 again ; rebound, to bound back. 
 
 rect } signify right \ rectangle, right angle, 
 recti S or straight ; as, \ rectilinear, straight lined. 
 
 retro signifies 6ac/c; as, retroaction, back action. 
 
 semi ') C semicircle, half circle, 
 
 demi > signify half; as, < demitone, half a tone. 
 
 Iiemi ; r hemisphere, half a sphere. 
 
 stereo signifies solid ; as, stereot 3 q)e, solid type. 
 
 siib > signify zmc/er, i subcommittee, under committee 
 stif 3 less^ or after ; as, \ suffix, to fix after. 
 
 super \ signify over, or ^ superhuman, more than human. 
 Siir S ^ore than ; as, ( surcharge, overcharge. 
 
 trans signifies across, again, or through; as, transatlon* 
 tic, across the Atlantic; transform, to form 
 again ; transfix, to fix through, 
 signifies three ; as, triangled, three angled 
 signifies not ; as, unable, not able. 
 
 Q* 
 
 iiu 
 
:02 
 
 ANALYTICAL 
 
 ALPHABETICAL ARRANGEMENT 
 
 OF THE SI7FFIXES. 
 
 JTJ* The figures refer to the signification of the suffixes 
 
 able 
 
 6 
 
 ess 
 
 9 
 
 1 nic 
 
 15 
 
 ac 
 
 15 
 
 full 
 
 23 
 
 ness 
 
 24 
 
 age 
 
 13 
 
 ^'y 
 
 14 
 
 ock 
 
 22 
 
 ar 
 
 15 
 
 head 
 
 16 
 
 oid 
 
 25 
 
 an 
 
 8 
 
 hood 
 
 16 
 
 or 
 
 8 
 
 ance 
 
 4 
 
 lan 
 
 8 
 
 ory 
 
 26 
 
 ant 
 
 7 
 
 ible 
 
 6 
 
 ous 
 
 17 
 
 ar 
 
 15 
 
 ic 
 
 15 
 
 ress 
 
 9 
 
 ary 
 
 15 
 
 ile 
 
 15 
 
 ric 
 
 27 
 
 ast 
 
 8 
 
 ing 
 
 2 
 
 san 
 
 8 
 
 ate 
 
 11 
 
 ion 
 
 12 
 
 ship 
 
 28 
 
 ble 
 
 6 
 
 ish 
 
 19 
 
 some 
 
 31 
 
 cle 
 
 22 
 
 ism 
 
 18 
 
 ster 
 
 10 
 
 cy 
 
 4 
 
 ist 
 
 8 
 
 tial 
 
 15 
 
 dom 
 
 27 
 
 ite 
 
 8 
 
 tion 
 
 12 
 
 ed 
 
 1 
 
 ive 
 
 17 
 
 tude 
 
 29 
 
 ee 
 
 8 
 
 ix 
 
 9 
 
 ture 
 
 12 
 
 eer 
 
 8 
 
 ize 
 
 14 
 
 
 33 
 
 en 
 
 14 
 
 kin 
 
 22 
 
 ude 
 
 29 
 
 ence 
 
 4 
 
 less 
 
 20 
 
 ule 
 
 22 
 
 ent 
 
 7 
 
 ling 
 
 22 
 
 ure 
 
 12 
 
 er 
 
 10 
 
 iy 
 
 5 
 
 ward 
 
 32 
 
 ery 
 
 30 
 
 ment 
 
 12 
 
 y 
 
 21 
 
 SIGNIFICATION OF THE SUFFIXES. 
 
 1 ejL^ when it forms the termination of a verb, signifies 
 
 did ; as, played, did play ; but when it is 
 the termination of a participle, it signifies 
 was ; as, completed, was finished. 
 
 2 ing^ when it is the termination of a participle, signi- 
 
 fies continuing; as walking, continuing to 
 walk. 
 
OflTHOGRAniY. 
 
 103 
 
 3 5 , wlien they form the plural of a noun, means 
 inort than one ; as books, more than one book 
 
 \ a7icej ancy^ ency^ cy^ ity^ ty^ ude^ signify the stcde^ 
 condition^ act of^ or the thing : endurance, the 
 state of enduring ; ability, the condition of 
 being able ; insolvency, the state of being in 
 solvent ; safety, the condition of being safe. 
 
 5 ly signifies like^ when joined to a noun ; as manly, 
 
 like a man ; but when it is a suffix to an ad- 
 jective, it signifies in a manner ; as calmly, in 
 a calm manner. 
 
 6 able^ ihle^ hle^ signify capable of beings or that may be : 
 
 as returnable, that may be returned. 
 
 7 ant^ ent^ when they form nouns, signify the person or 
 
 thing ; as defendant, the person who defends ; 
 component, the thing composed ; but when 
 an adjective is formed by the addition of these 
 suffixes, they can generally be defined by ing 
 
 8 ast^ ee^ cer^ ian^ ist^ ite^ or^ san^ generally imply th 
 
 perso7i who; as 
 
 European, a person who lives in Europe ; 
 payee, trie person to whom money is paid ; 
 auctioneer, the person who sells at auction ; 
 physician, the person who practices medicine; 
 fatalist, a person who believes in fate ; 
 Campbellite, a person who believes the doctrinef 
 of Campbell ; 
 
 actor, the person who acts ; 
 
 partisan, the person who adheres to a party. 
 
 9 esSf ressj ix^ imply a female^ as 
 
 lioness, a female lion ; 
 instructress, a female instructer ; 
 administratrix, a female who administrates. 
 
104 
 
 ANALYTICAL 
 
 iO 6?j signifies the 'person who^ except when it forms 
 the comparative degree of an adjective ; as 
 speaker, the person who speaks. 
 
 . 1 ale when it forms a verb with a primitiva, signi- 
 fies to make; as predestinate. 
 
 12 ion ment^ ure^ signify staze^ or act; as 
 
 location, the act of locating. 
 
 13 age^ denotes the condition or reward ; as 
 
 pupilage, the condition of a pupil ; 
 brokerage, the reward of a broker. 
 
 14 ize^ signify to make; as 
 blacken, to make black ; 
 brutify, to made one a brute ; 
 immortalize, to make immortal 
 
 15 al^ ac^ ar, ary^ ic^ ile^ ial^ usually pertaining to , 
 
 demoniac, consular, planetary, syllabic, 
 infantile, partial. 
 
 { 6 head^ hood^ signify character^ or state ; as 
 Godhead, manhood. 
 
 17 ive^ ous^ iniply tending to or having the quality cf ; 
 
 oppressive, tending to oppress ; 
 solicitous, having the quality to solicit. 
 
 18 ism^ generally signifies doctrine or peculiar to ; as 
 
 Calvinism, the doctrine of Calvin. 
 
 19 ish^ implies somewhat or characteristic of ; as 
 
 orownish, somewhat brown ; 
 
 Swedish, characteristic of a Swede. 
 
 20 denotes destitute of or without ; as 
 
 hopeless, without hope. 
 
 21 y, implies plenty or abounding in ; as 
 
 wealthy, abounding in wealth ; 
 smolry , plenty of smoke 
 
ORTHOGRAniY. 
 
 105 
 
 22 Img kin^ cle^ ock^ ule^ import Utile or young , as 
 
 duckling, a little duck ; 
 lambkin, a little lamb ; 
 particle, a small part ; 
 hillock, a little hill ; 
 globule, a little globe 
 
 23 full^ signifies full of ; as 
 
 sorrowful, full of sorrow. 
 
 24 ?iess^ signifies the quality of the state of ; as 
 
 whiteness, the quality of being white ; 
 willingness, the state of being willing. 
 
 25 oif denotes resewhlmg ; as 
 
 spheroid, resembling a sphere. 
 
 26 ory^ implies having the quality of ; as 
 
 vibratory, having the quality of vibrating. 
 
 27 nc, dom^ denote office ; as 
 
 bishropric, the office of a bishop ; 
 kingdom, the office of a king. 
 
 28 shif^ signifies the condition ; as 
 
 stewardship, the condition of a steward ; 
 professorship, the condition of a professor, 
 
 29 tude^ ude^ signify the state of being ; as 
 
 similitude, the state of being similar. 
 
 30 eryy usually signifies an act ; as 
 
 witchery, the art of a witch ; 
 cookery, the art of a cook. 
 
 31 some^ implies full of; as 
 
 quarrelsome, full of quarreling. 
 
 32 wanrd^ implies to or towards ; as 
 
 westward, towards the west 
 
 13 ity^ ty^ signify the condition of being ; as 
 
 perplexity, the condition of being perplexed 
 
 Note. — There are some exceptions to the foregoing definitione, 
 Oiid therefore the judgment must be exerch-td in applying them to 
 me anfJvde of words. 
 
106 
 
 ANALYTICAL 
 
 The following is the mode of analyzing derivative 
 words. 
 
 ANALYSIS. 
 
 Alike — Simple, derivative word, from 
 
 like^ the primitive pan, meaning similar^ and 
 a, a prefix, eignifying to. 
 
 Alike, tlierefore, means similar to. 
 
 Uiseyllable, accent on the last. 
 
 Abide — Simple, derivative word, from 
 
 bide^ the primitive part, meaning to remain^ and 
 a, a prefix, signifying at. 
 
 Abiae.^ therefore, means to remain at. 
 
 Dissyllable, accent on the last, 
 a — vowel, long sound. 
 
 b — cons., mt, lab., sbv., antecedent to its vowel t. 
 i — vowel, long sound. 
 
 d — CA)ne., niL, ling., cbv., consequent to its vowel i. 
 e — vowel, silent Rule 2. 
 a bid 
 bide 
 
 Abide. 
 
 The following are most of the words having a for a 
 prefix : 
 
 EXAMPLES FOR ANALYSIS. 
 
 ’board 
 
 top 
 
 maze ed 
 
 drift 
 
 bed 
 
 nights 
 
 far 
 
 midst 
 
 piece 
 
 float 
 
 slant 
 
 right 
 
 grounu 
 
 sleep 
 
 kin 
 
 1 light ed ing 
 
 slope 
 
 like 
 
 loft 
 
 thirst 
 
 back 
 
 mend ed ing 
 
 bide ing 
 
 down 
 
 pace 
 
 breast 
 
 fore 
 
 shore 
 
 head 
 
 stern 
 
ORTHOGRAPHY. 
 
 107 
 
 i original-ality-ally—alness-atod-ating-ation. 
 erring-ed-able-ableness-antry-atio-atical-atically 
 or-ed-ancy-ant-ation. 
 
 ANALYSIS. 
 
 /I d joins — Simple, derivative word from 
 
 pin^ the primitive part, meaning to unite. 
 
 ad^ a prefix, signifying to. 
 adjoin — to unite to. 
 
 #, a suflEix, signifying doe^. 
 adjoins — does join to. 
 
 Dissyllable, accent on the lavst. 
 
 EXAMPLES FOR ANALYSLS. 
 
 ad 
 
 af 
 
 "join 
 
 C location 
 
 judge 
 
 aJ < lot 
 
 measure 
 < minister 
 
 ( lure 
 
 mix 
 
 venture 
 
 an —numerate 
 
 verb 
 
 "cord 
 
 i position 
 * ( proximate 
 
 credit 
 
 ... S ‘^''d 
 
 J cumulate 
 
 1 curse 
 custom 
 quiesce 
 
 rfix 
 
 J 
 
 I fright 
 
 L freight 
 
 C glomerate 
 
 1 tune 
 
 >ed ing 
 
 ( group 
 
108 
 
 ANALYTICAL 
 
 ANALYSIS 
 
 Afiteiiiericliaii— Simple, derivative word^ from 
 meridian^ the primiLve part, meaning noon 
 ante, a prefix, signifying before 
 antemeridian^ before noon. 
 
 Polysyllable, accent on the first and fourth. 
 
 EXAMPLES FOR ANALYSIS. 
 
 ante 
 
 act 
 
 chamber 
 
 date d 
 
 diluvian 
 
 meridian 
 
 mandane 
 
 nuptial 
 
 past 
 
 penult 
 
 room 
 
 bi 
 
 ^fold ed 
 form ed 
 lateral 
 literal 
 J nominal 
 ] partable 
 pedal 
 quadrate 
 section al 
 valve ed 
 
 anti^ 
 
 L 
 
 Christ lan 
 
 climax 
 
 contagious 
 
 federal ist ism 
 
 mason ry ic 
 
 democratic 
 
 ministerial 
 
 monarchical 
 
 papal 
 
 patriotic 
 
 pestilential 
 
 republican ism 
 
 revolution ary 
 
 scorbutic 
 
 scripture aJ 
 
 social 
 
 spasmodic 
 
 trinitarian ism 
 
 type ical 
 
 upa 
 
 angular 
 
 distant 
 
 lateral 
 
 liberate 
 
 noise 
 
 
 judicial 
 mundane 
 ordinary ly 
 parochial 
 regular 
 
 her. angular 
 
 borean 
 erme al 
 
ORTHOGRArHY. 
 
 109 
 
 ANALYSIS 
 
 Counterpoised — Simple, derivative word, from 
 poise, the primitive part, meaning to balance. 
 
 ed, a suffix, signifying did, 
 poisedj did balance. 
 
 counter, a prefix, signifying opposite 
 Counterpoise, did balance opposite. 
 
 contra 
 
 ( dance 
 ( distinguish 
 
 'act 
 balance 
 charm 
 check 
 march 
 mark 
 mine 
 
 counter*^ petition 
 plea 
 plot 
 poise 
 project 
 revolve 
 view 
 work 
 
 circum < 
 
 navigate ion 
 ed ing 
 polar 
 ^ rotary 
 
 di i tone ed 
 dis ^ syllable 
 
 >*er ed ing 
 
 dia-metrical 
 
 ANALYSIS. 
 
 Disability — Simple, derivative word, from 
 able, the primitive part, meaning capable. 
 
 ity, a suffix, signifying the state, 
 ability the slate of being capable. 
 
 dis, a prefix, signifying not, 
 disability, the state of not being capable. 
 
 Polysyllable, accent on the third and firsi:. 
 
 There are over one hundred words to which dis is joined 
 as a prefix, A few only are given, as follows : 
 
110 
 
 ANALYTICAL 
 
 ' abuse 
 
 burden 
 
 en tangle 
 
 relish " 
 
 allow 
 
 close 
 
 en throne 
 
 satisfy 
 
 J agree 
 
 compose 
 
 esteem 
 
 taste 
 
 I appoint 
 
 connect 
 
 gorge 
 
 use 
 
 avow 
 
 em bark honor 
 
 trust 
 
 hand 
 
 en able 
 
 inherit 
 
 robe 
 
 ANALYSIS 
 
 Uouc^Mtratioii — Simple, derivative word, from 
 
 centre — the primitive, meaning a 'point in the middle. 
 
 con — a prefix, signifying with or together, 
 concentre — to come together to a point. 
 
 ate — a suffix, signifying to make or cause. 
 concentrate — to cause to come together to a point 
 ion — a sutfix, signifying the act. 
 concentration — the act of bringing together to a point 
 Polysyllable, accent on the third and first* 
 
 centre ate ation 
 
 
 'mingle ed ing 
 
 cession 
 
 
 minute 
 
 citation 
 
 
 mission ed ing 
 
 cord ance 
 
 
 mix ture ing 
 
 dense ed 
 
 com-^ 
 
 motion 
 
 descend ing ly 
 
 
 patriot 
 
 doled 
 
 
 peer 
 
 duplicate ion 
 
 
 plot 
 
 federate ion 
 
 
 ^ press ed ing ion 
 
 figure ation 
 firm ed ation 
 
 col 1 
 
 ) lapse ed ing 
 
 fix 
 
 I locate ion 
 
 glomerate ion 
 join ed ing 
 
 cor < 
 
 j relative 
 
 tribute ion ed 
 
 \ respond ing ed 
 
 * Tne syllable on which the primary accent is placed is always men* 
 nons^l first 
 
ORTHOGRAPHY. 
 
 11 ] 
 
 ANALYSIS. 
 
 Elapsing — Simple, derivative word, from 
 
 lapse — the primitive part, meaning to glide , 
 e, a primitive, signitying out or away ; 
 elapse — to glide out or away. 
 
 ing — a suffix, signifying continuing ; 
 elapsing — continuing to glide away. 
 Trisyllable, accent on the second. 
 
 EXAMPLES FOR ANALYSIS. 
 
 ' lapse 
 
 
 
 1 
 
 migrate 
 
 
 bale 
 
 ' able 
 
 numerate 
 
 
 balm 
 
 act 
 
 radiate 
 
 
 bark 
 
 camp 
 
 radicate 
 
 
 battle 
 
 case 
 
 vanish 
 
 .2 
 
 
 blaze 
 
 danger 
 
 ^vaporate 
 
 (n 
 
 
 body 
 
 feeble 
 
 
 } be 
 
 em< 
 
 bowel 
 
 force I 
 
 k port 
 
 
 
 bolden^^*^ 
 
 joy r 
 
 f press 
 
 
 
 bovver 
 
 kindle 
 
 
 
 park 
 
 large 
 
 'face 
 
 
 plaster 
 
 noble 
 
 feminate 
 
 
 poison 
 
 rage 
 
 fluent 
 
 
 power 
 
 rich 
 
 flux 
 
 
 purple 
 
 &:c, 
 
 . fuse 
 
 
 
 j 
 
 ed mg 
 er s 
 men* 
 
 Note. — The analysis of most of the examples given shoald he 
 «vritten in a blank book kept for that purpose. TTnis exercise wifi 
 enable the student, in a very short time, to become familiar with the 
 citeral meaning of most of the words in the English language; be- 
 sides, the spelling will be more permanently impressed upon his 
 memory, by the act oi writing each aynstituent part several times m 
 the course of analyzing one word. 
 
112 
 
 AJNALYTICAL 
 
 ANALYSIS 
 
 fisnacctiracy — Simple, derivative word, from 
 accurate^ the primitive part, meaning correct ; 
 
 cy, a suffix, signifying the condition ; 
 accuracy^ the condition of correctness ; 
 
 in, a prefix, signifying not ; 
 inojccnrcucy^ not in a condition of correctness 
 Polysyllable, accent on the second. 
 
 EXAMPLES FOR ANALYSIS 
 
 'Phere are about 240 words having in as a prefix, and 
 over 60 with m, a few of which are given below. 
 
 Many of the following examples are not primitive, but 
 have a suffix attached to the primitive part. 
 
 cage ^ 
 
 
 'affable 
 
 cavate 
 
 
 applicable 
 
 close 
 
 
 capable 
 
 cloud i 
 
 compatible 
 
 crust 
 
 
 comprehensible 
 
 dent 
 
 
 compressible 
 
 dwell 
 
 
 conceivable 
 
 fold 
 
 
 condensible 
 
 < graft 
 
 Od S . ; 
 
 r ;n<r 
 
 curable 
 
 gulf 
 
 mg 
 
 destructible 
 
 lay 
 
 
 excusable 
 
 scribe 
 
 
 exhaustible 
 
 sight 
 
 
 extricable 
 
 snare 
 
 
 fallible 
 
 spirit 
 
 
 feasible 
 
 still 
 
 
 flexible 
 
 _ t wme 
 
 
 sensible 
 
ORTHOGRAPHY. 
 
 l\6 
 
 ANALYSIS. 
 
 Predestination — Simple, derivative word, from 
 (Xestine^ the primitive part, meaning to doom ; 
 
 prt, a prefix, signifying before ; 
 jredesiim to doom before ; 
 
 ate^ a suffix, signifying to make ; 
 predestinate, to make, or cause to be doomed before , 
 ion. a suffix, signifying the act of; 
 predestination., the act of making doomed beforehand 
 Polysyllable, accent on the fourth and first. 
 
 EXAMPLES FOR ANALYSIS. 
 
 admonish 
 
 compose 
 
 dispose 
 
 require 
 
 suppose 
 
 ition 
 ^ed s 
 ing 
 
 access 
 
 act 
 
 admit 
 
 animate 
 
 assert 
 
 Hon 
 
 pre*< 
 
 destine 
 
 determine 
 
 design 
 
 examine 
 
 figure 
 
 meditate 
 
 nominate 
 
 occupy 
 
 ordain 
 
 ation 
 ^ed s 
 ing 
 
 acquaint ^ ance 
 
 exist > or 
 
 eminent S ence 
 
 I 
 
 re^ 
 
 adjust 
 
 appoint 
 
 apportion 
 
 assign 
 
 commence 
 
 ment 
 >-ed s 
 ing 
 
 build 
 
 claim 
 
 conduct 
 
 pay 
 
 produce 
 
 view 
 
 unite 
 
 1 
 
 er ed 
 ing 
 
 10 ' 
 
114 
 
 ANALYTICAL 
 
 ANALYSIS 
 
 Subjoined— Simple, derivative word, from 
 the primitive part, signifying to unite , 
 ed^ a suffix, signifying was 
 joined^ was united ; 
 
 suh^ a prefix, signifying after , 
 subjoined^ was joined after. 
 
 Diss} liable, accent on tlie last. 
 
 EXAMPLES FOR ANALYSIS 
 
 divide 
 
 join 
 
 merge 
 
 merse 
 
 scribe 
 
 serve 
 
 sign 
 
 ed s 
 Mng er 
 
 s\\b< 
 
 deacon 
 
 committee 
 
 dean 
 
 sequence 
 
 1 
 
 acid 
 
 aquatic 
 
 jaccnt 
 
 lingual 
 
 marine 
 
 species 
 
 stratum 
 
 terraneous 
 
 eminent 
 
 excellent 
 
 fine 
 
 human 
 
 incumbent 
 
 ry 
 
 super 
 
 abound 
 
 add 
 
 induce 
 
 saturate 
 
 scribe 
 
 , ed s 
 
 ^ng 
 
 cargo 
 
 structure 
 
 angelic 
 
 lunar 
 
 mundane 
 
 royal 
 
 stratum 
 
 abundant 
 
 Iran 8 
 
 ' atiantic 
 
 J scribe ed s ing 
 I lucid ly 
 ^ plant ed s ing 
 
 form ed s ing 
 figure ed s ing 
 ship ed s ing ment 
 migrate ed s ing ion 
 
ORTHOGRAPHY. 
 
 115 
 
 THE FUIX ANALYSIS AND SYNTHESIS OF 
 A WORD. 
 
 lTiikuowiiij;*ly — Simple, derivative word, from 
 kmyiD^ the primitive part, meaning to understand ; 
 
 ing^ a suffix, signifying continuing ; 
 knowing, continuing to understand ; 
 
 ly, a suffix, signifying in a wanner ; 
 imowingiy^ in an understanding manner ; 
 
 un, a prefix, signifying not , 
 unknowingly, not in an understanding manner. 
 Polysyllable accent on the second. 
 
 n — vowel, short sound ; 
 
 n — cons., semi., ling., sbv., consequent to its vowel w s 
 k — consonant, silent after n ; Rule 8. 
 n — cons., semi., ling., antecedent to its vowel o ; 
 ow — digraph, w silent, o long sound ; 
 i — vowel, short sound ; 
 
 ng — cons., semi., pal., sbv., consequent to its vowel i, 
 
 I — cons., semi., ling., sbv., antecedent to its vowel y; 
 y — vowel, short sound. 
 
 u n no 1 ng I I 
 
 im know ing ly 
 
 unknow unknowing tiiikiiowlMgly. 
 
 There are about two thousand words having un for u 
 prefix. They may be found in any dictionary, and some 
 of them on almost every page in an}^ book. It is there- 
 fore thought not necessary to give a list of them. 
 
RULES FOR SPELLING, 
 
 taken from different authors. 
 
 Rule i. — Monosyllables ending in /, or 5 prece 
 ded by a single vowel, double the final consonant ; as 
 staffs spell^ mill — except if^ of^ as^ gas^ has. was. 3/cs, 
 
 his^ this^ us^ thus. 
 
 Rule ii. — W ords ending in any other consonants than 
 /, /, or .9, do not double the final letter — except add^ 
 odd^ ebb, egg, inn, err, hunn, purr, butt, buzz. fuzz. 
 
 Rule iii. — Monosyllables, and words accented on the 
 last syllable, when they end with a single consonant, 
 preceded by a single vowel, double their final conso 
 nants before a suifix that begins with a vowel ; as fog 
 foggy ; begin, beginner — xis an exception. 
 
 Rule iv. — A final consonant, when it is not preceded 
 by a single vowel, or when the accent is not on the last 
 -syllable, should remain single before a suffix ; toil, 
 toiling ; visit, visited, visiting. 
 
 Rule v. — Silent e, when the final letter must be 
 dropped before the addition of suffixes beginning with 
 a vowel ; as debate, debatable — except words ending in 
 ce, and ge ; as peace, peaceable ; outrage, outrageous 
 
 Rule vi. — When a word ending in silent e has a 
 suffix added to it beginning with a consonant, the e is 
 retained — except abridge, acknowledge, argue, awe, due, 
 judge, lodge, true, whole. 
 
 Rule .VII. — When a termination is added to a word 
 ending in y, preceded by a consonant, the y is changed 
 toi; as try .trial — except when the termination ing is 
 added. 
 
 Rule vm. — Compound words generally retain the 
 orthography of the simple words of which they are 
 composed 
 
4 
 
 r 
 
 117 
 
 RULES 
 
 TUIINEP INTO RHYME. 
 
 RULE L 
 
 ^ Those monosyllables which end 
 
 In/, or s, or 
 After a single vowel do, 
 
 With double letters spell — 
 
 • Except a dozen little words. 
 
 And these are mentioned thus ; 
 
 To wit : this^ gas^ of, his, idos, yes 
 if, thus, is, has, us. 
 
 RULE II. 
 
 But words, with other consonants 
 ^ Than f or s, or /, 
 
 Their final letters double not 
 When rightly them we spell — 
 
 Except ten words, which we may know 
 ^ Wherever they occur ; 
 
 And here they are : add, odd. butt, err, 
 Inn, egg buzz^ ebb bunn, purr. 
 
 RULE m. 
 
 Those monosyllables and words 
 With accent on the last, 
 
 When ending in one consonant 
 Aftei one vowel placed, 
 
118 
 
 Double this final consonant, 
 
 When suffixes are added 
 'beginning with a vowel ; as 
 In foggy, gimner, padded, 
 
 RULE IV. 
 
 ‘^ut final consonants which have 
 Two vow'els them preceding, 
 
 (Or words not having accent lost) 
 Are doubled not ; as pteadrmg* 
 
 RULE V. 
 
 Ail words in silent final e, 
 
 (But ce and ge,) 
 
 Drop e before suffixes, whose 
 Initials, vowels be. 
 
 RULE VI. 
 
 But words in silent, final c, 
 
 When suffixes connect. 
 
 Beginning with a consonant, 
 
 Do not the e reject — 
 
 Except the following useful words, 
 And they are but a few: 
 
 Awe, argiie, judge, due, lodge,, abridge 
 Acknowledge,, v'fhole,, and time, 
 
 RULE VII. 
 
 A termination added to 
 A word which ends in 
 Preceded by a consonant, 
 
 Changes that y to i ; 
 
 As try to trial, dry to dried ; 
 
 Except the suffix ing, 
 
 Which changes not the y to L, 
 
 As hurry, hurrying. 
 
119 
 
 RECOMMENDATIONS 
 
 OF THE FIRST EDITION * 
 
 [From the Rome Sentinel,] 
 
 Whight’s Analytical Orthography. — This work is a 
 little volume on the elements of the English language^ of 
 which Mr. A. D. Wright, the Principal of the Female Sem 
 inary, located in this village, is the author. We have been 
 able to give the work only a cursory examination, but having 
 enjoyed an opportunity to witness the facility with which its 
 principles may be taught and applied, it is but just to say 
 that it is believed the public would be benefitted by a 
 more intimate and extensive acquaintance with it, and that 
 its general introduction into our schools would render the 
 acquisition of the knowledge of the principles of orthoepy 
 and orthography much more easy and interesting. The 
 rules of orthography are so far practical as to be applied to 
 some extent on every occasion when a word is articulated. 
 
 This science is the corner-stone of the language ; and 
 yet how badly taught! how poorly understood! This 
 effect, however has resulted almost necessarily from the 
 manner in which the subject has been considered in the 
 various systems which have treated upon it. It has been 
 made an uninteresting, and to many pupils an unintelligible 
 study. And they have more frequently deemed it an irk- 
 some and useless task to make themselves acquainted with 
 it, than they have taken in it the smallest interest, oi 
 thought it of ihe least utility. 
 
 In Mr. Wright’s work these difRculiies seem to be obvia 
 ted, the subject is considered in a simple, easy, and system- 
 atic manner, and would seem to be intelligible to learners 
 of every age. By this system the student is readily enabled 
 so to analyze words as to understand and define the office 
 
 * For recommendations to this Edition, see pages \25-6 
 
120 
 
 and power of each letter of which they are composed and 
 in fine, die work seems well calculated to elucidate the cub 
 ject on which it treats. 
 
 [From the Common School Assistant ] 
 
 ‘ Elements of the English Language ; or Analyt- 
 ical Orthography.” — The two prominent and distinguish 
 ing features of this work are, first, the elemental sounds ol 
 language are assumed as a basis ; and, secondly, the prince 
 pies of ortliography and orthoepy are applied directly to words 
 and to tetters while standing in words by a regular system. 
 
 Wlulo the importance of orthography is admitted, it is 
 known tx) parents and teachers that it is too much neglected 
 by scholars, because they seldom succeed in understanding 
 the application of the abstract principles. These difficul- 
 ties are obviated by the attractive system of application in 
 this work. 
 
 It has been examined by some of the most learned ana 
 popular teachers in the country, and by them pronounced tc 
 be a work of great excellence, and one that is destined im- 
 mediately to take a stand among the most valuable school 
 books extant. 
 
 [From Rev. W. W. Ninde, Pastor of the 1st Society of the 
 Methodist E. Church in Rome.] 
 
 April 16, 
 
 Every judicious attempt to leach the elemental principles 
 of the English Language, must be hailed with pleasure by 
 the learned, and facilitate the improvement of the student. 
 From a hurried examination of Mr. Wright’s work, and from 
 listening to a recitation by his class in Orthography, I have 
 satisfied myself that his system of instruction on this subject, 
 cannot fail materially to aid in respect both to composition 
 and elocution. Two important advantages cannot fiiil to be 
 secured, viz : a correct dejinitiori of words., and good spelling. 
 With the suggested improvements in the forthcoming 
 edition I think Mr Wright’s work — perfectly unique in its 
 
I 
 
 121 
 
 character — will be found fully adequate to the end proposed 
 and happily adapted to the use of both teacher and scholar 
 in this primary and important study of the mother ton^ie. 
 Mr. Wright is known here to be a highly practical and suo 
 cessfu) teacher. 
 
 Aurora^ May 20^/i, 
 
 Mr. Wright — Dear Sir: I have examined your * Ana- 
 lytical Orthography,” and am well pleased with the work. 
 It is in my view well adapted to accomplish the object you 
 I propose. For those who design to teach, it is an admirable 
 
 auxiliary. To scholars of sufficient age to discriminate the 
 different sounds of the several vowels and consonants, with 
 some understanding of the circumstances on which they 
 ► depend, it must be exceedingly valuable. The exercises 
 
 will necessarily lead them to perceive, and give them the 
 ability to assign a reason for the manner in which words 
 ought to be pronounced. And, finally, it will enable stu- 
 dents readily to distinguish between primitive and deriva- 
 tive, simple and compound words, in all cases. 
 
 Yours, &c. 
 
 SALEM TOWN, 
 
 Author of Analysis^ Spelling Book, etc, 
 
 
 [From Rev. Loren L. Knox, A. M., Principal of Gouverneur 
 Wesleyan Seminary, May 5th, 1842.] 
 
 Mr. a. D. Wright — Sir: I have examined your “ Ana- 
 ^ lytical Orthography” with considerable attention, and do not 
 
 hesitate to speak in its favor. 1 think you have hit upon 
 the true method of teaching the English alphabet. To 
 know the nature of a thing, is more important always, than 
 to know only its name. Your book has been used with 
 good success in this Seminary. 
 
 ^ [From Rev, Harrison Miller, A. M., Principal of Carthapfo Academy,] 
 
 December 20th^ 
 
 Dear Sir — I have used your work on Orthography since 
 \ ou were here, and am highly pleased with the plan and 
 
 \ U 
 
122 
 
 matter of it. I meet with no difficulty in teaching Ortliog- 
 ra})hy successfully and pleasantly, on your plan, and am 
 truly tlianklul that such a method has been devised. 
 
 1 find wherever it has been introduced into the common 
 Scliools in this vicinity, they are well pleased with it, and 
 speak of it with great approbation. 
 
 (From S. R. Sweet, Teacher, and Professor of Elocution.] 
 
 April 2Qtk^ 
 
 I have been somewhat familiar with Mr. A. D. Wright’s 
 Analytical Orthography since its first publication. I deem 
 it a work of merit on an important subject, and would 
 recommend it to ail who wish to become acquainted with 
 the nature and power of letters and the principles of orthog- 
 raphy. 
 
 The second edition, now in press, is much improved, and 
 with the addition of such improvements from time to time in 
 the succeeding editions, as the lights of experience may fur- 
 nish, 1 am confident it will be acceptable to the friends of 
 education, and become a standard work in our schools and 
 seminaries of learning. 
 
 [Extract from a recommendation by Miss D. Mills, Teacher.] 
 
 Mr. Wright, in reducing Orthography to a regular sys- 
 tem, has elevated it to a science. The little book, entitled 
 ^ Analytical Orthography,” will bear the most familiar 
 acquaintance without falling in the estimation of teachers, 
 and though contained in comparatively small dimensions it 
 is no less a great work. 
 
 Recommendations for the Second Edition. 
 
 Canastota., July 9, 
 
 Dear Sir — I have attentively examined the second edi 
 rion of your Analytical Orthography, and am specially and 
 highly pleased with it. When I commenced visiting scliools, 1 
 soon found that all our teachers, with but very few exceptions, 
 were very deficient in the elements and rudiments of our lan- 
 guage, and at the same time were teaching them. I found it 
 
123 
 
 in v-ain to call the attention of teachers and scliolars to tliia 
 evil ; for tne reason, ihat t.liere were no books adapted to 
 the use of common schools. Rusli’s Philosophy of the 
 Voice, and Barber’s Elocution were too voluminous for 
 children; there was. therefore, an apparent barrier in the 
 way of this important branch of education. But i am happy 
 tx) learn that your second edition above spoken of is admi- 
 rably adapted to the wants of primary schools, and will be 
 usefully instrumental in revolutionizing the study of the 
 elements of our language. With it, a knowledge of orthog- 
 raphy, which has ever been a drudgery and a discouragement 
 to children, will be easy, pleasing, and triumphant, and the 
 organs of speech and their functions will be understood. In 
 short, I recommend it as a work invaluable in its intended 
 place, and hope it may be universally introduced into our 
 common schools. If this shall be done, and attention be 
 given it, the common and true saying that “ we have but 
 few good readers and speakers,” will soon be heard no more 
 Yours, &c., 
 
 THO. BARLOW, Dep^y SuperH Madison Co. 
 
 Albert D. Wright. 
 
 Phoenix^ July 2, 
 
 Mr. a. [). Wright — Dear Sir: I have examined the 
 ‘ First Part” of your Analysis. It is just the thing we want 
 in our schools. I hope you will soon have agents located 
 in different parts of our Country, and 1 think there will be 
 QO difficulty in introducing it into our schools. 
 
 Yours respectfully, 
 
 O, W. RANDALL, DepH SupePt Owsego O) 
 Mexico., July 5, 
 
 Dear Sir — After a thorough examination of your System 
 of Orthography, I consider it well adapted to the capacity 
 of learners. This work, or something similar, should be 
 mtroduced into every school. 
 
 Yours, &c., 
 
 D. P. TALMADGE DepH SupePt Oswego Co. 
 
124 
 
 Mr. a. D. Wright — Dear Sir: I have long been aware 
 Jhat a good elementary treatise on Practical Elocution is a 
 desideratum among the text books of our country. It waf 
 with pleasure, therefore, that I received the announcement 
 of your forthcoming publication. From what examination 
 I have been able to make of the sheets put into my hands 
 I am persuaded that your little work, when completed, wifi 
 deserve and receive a general patronage. Its method if 
 simple, style easy, and principles correct. It is well calcu- 
 lated, as 1 believe, to supply a great deficiency, which has 
 long been felt, to the serious injury of multitudes. 
 
 Very respectfully, yours, JOHN J. BUTLER, 
 Principal o f the Clinton Seininary, Oneida, Co.^ JV. V, 
 
 Clinton, July 12, 1842. 
 
 Onandaga flollow, JiUy oth, 
 
 Mr. a. D. Wright — Sir: I have examined with some 
 attention your system of “ Analytical Orthography,” and 
 feel satisfied that your theory is the true one. As such, it 
 has my cordial approbation. With my best wishes for your 
 success, I remain, Yours truly, J. L. HENDRICK, 
 
 Pr'incipal of Onondaga Academy. 
 
 Cazenovia.. July 21, 
 
 Mr. a. D. Wright — Dear Sir: I have been permitted 
 by the kindness of the publishers, to examine, in sheets, the 
 greater part of the second edition of your Analytical 
 Orthography. Our institutions, particularly our common 
 schools, have long felt the need of a good work on Orthog- 
 raphy ; and from what I have seen of it, I am happy to say 
 it answers my expectations ; and I shall use my influence 
 as I have done in anticipation of its merits, to have it intro 
 duced into our schools without delay. 
 
 A. B. CANFIELD. Teacher O. C. Seminary. 
 
 Cazenovia. April 19. 
 
 Mu. Wright, — Sir : As to analyze is to learn — is the onlj/ 
 road to literarv" eminence, all text books should be analjmc 
 
125 
 
 cliose, especially, wliich we put into the hands of youth at 
 an early age, in order to make analysis w ith them a perma- 
 nent habit. Having read your Analytical Orthography, 
 and witnessed its practical application and utility in this in- 
 stitution, 1 fully concur in the opinion that it supplies a very 
 important desideratum. GEORGE G. HAPGOOD, 
 Principal Oneida, Conference Seminary. 
 
 Albany^ March 18, 
 
 This IS to certify, that about two weeks since. 1 organized 
 in my school a class in Wright’s Analytical Orthography ’’^ — 
 that Mr. Wright met the class daily, for a week, s})ending 
 about an hour at each lesson — and that at the close of the 
 course, P. Dwight, Esq., Superintendent of Schools, with 
 several School officers of the city and other friends of educa- 
 don, were present at an examination of the class, and that all 
 expressed themselves as being highly gratified with the 
 result. 
 
 I have for several years felt the want of a work like this in 
 teaching the elements of the language. The works of Walker, 
 Rush, Barber, and others, are not adapted to the wants of our 
 public schools ; consequently this study, which is the (bunda- 
 tion of good speaking and reading, has been much neglected. 
 
 This work supplies our wants in this particular, — it is 
 brought within the reach of all, and those who will, may study 
 with the assurance that they can understand and profit by it 
 5 speak with the more confidence on this point from having 
 tested it in a class. 1 have never seen more interest excited 
 by the introduction of a new work, than in this. I feel confi- 
 dent that a fair trial will satisfy any one that it is a work of 
 great merit, capable of producing, by diligent study, accom 
 plished readers and speakers. J. W. BULKLEY. 
 
 [KxlUict from the Report of the Regents of the University of the 
 State of N. Y., to the Legislature of 1844. Page 155.] 
 
 The analysis of the sounds of the letters, is finely give 
 LQ Wright’s Analytical Orthography. This lias been used 
 
 11 * 
 
126 
 
 to considerable extent. His view of the letters seems more 
 truly philosophical than any other. Thus, to the letter a. 
 he gives five sounds, as heard in the words bate^ bcU, baj\ 
 ball^ bare: or in hate, hat, hart, hatl, hare or hair. Tlie 
 sound of a, in what, is that of short o ; and in this case a ib 
 a substitute for o. Sanders, Webster, and most otliera, 
 leave out the sound of a in bare, fare, hare or hair, fair, 
 Dare or pair, 7nare, fare or tear, rare, although this sound 
 is as palpable as in the other cases. The sound of ei in 
 vein, is the same as a in vane, and ei is therefore a sub- 
 stitute for a; and so of many others. These views are far 
 in advance of those in the spelling books of Cobb, Sanders, 
 Webster, &c. The little work of Mr. Wright is deserving 
 of high commendation. It may be added, too, that the 
 views of Dr. Rush and Dr. Barber, on the vocal elements, 
 nre far behind those of Wright in this particular. 
 
 [An Extract from the jjrocecdings of the Broome County Educa- 
 tional Society, held at Binghampton, in April, ]844.J 
 AVright’s Analytical Orthography is without a rival, li 
 is perfectly unique in its conception, and no teacher should 
 be without a copy. A pupil will learn more of the power 
 of letters, by studying Mr. AVright’s work for one term, in 
 connection with his other studies, than he would in pursuing 
 the course as laid down in our spelling books, for years. In 
 short, it is practicaL No good teacher will hesitate in say- 
 ing, that Orthography and Orthoepy are important branches, 
 and that they have been very much neglected in all of our 
 schools. Many instructors make, as an excuse for not teach- 
 ing Orthography in their schools, that the parents object to 
 it, thinking it a waste of time, and of no use. This feeling 
 undoubtedly arises from the fact that they were taught Or- 
 thography in the old fashioned hum-drum course — -‘repeat- 
 ing the fore part of the spelling book” without a word of 
 explanation or illustration ; — all presented to the eye, and 
 nothing to the understanding. Hereafter a thorough know- 
 ledge of this branch will be insisted upon, as a neceasar}’ 
 qualification in a teacher. 
 
^r. » 
 
 
 r}'- 
 
 
 
 i 
 
 ,1 
 
rzL. 
 
 
 PAVIES’ NEW PRIMAilY AEITHMETIO. 
 
 I DAVIES’ NEW INTELLECTUAL ARITHKICT^G. j 
 I DAVIES’ ELEMENTS OF WRITTEN ARITEMETIC. j 
 I DAVIES’ NEW PRACTICAL ARITHMETIC. 
 
 I DAVIES’ NEW UNIVERSITY ARITHMETIC. j 
 
 I PRIMARY ARITIDIETIC. This work is constructed ''n the jj 
 < principle of object teaching. The combinations of nim.bers j 
 
 I i:ve illustrated by sensible objects. The nbnd of the pupil is 
 gra l iMlly led, by a series of illustrations, from what is risible 
 and tangible, to the abstract properties of numbers. This work 
 1 is ; pecimen, in method, arrange^ment, style, and typography, 
 
 ; c.r I new series. 
 
 ' ! ' M.*' iYTELLECTUAL ARITBMETIC. This work is construct 
 
 ! I ed on the priiiciple, tliat every o|>erHtion in Arithmetic has ref- 
 I erence to ihe unit 1. "J’he whole subject is treated with reference ‘ ’ 
 
 I to this fact. 'J'he work dilfers essentially from the one which ]' 
 1 j prec( derl it. It is, indeed, a new devolopnient of the subject, and > 
 j* is CO’’ lently commended to the notice of teachers. . . ‘ 
 
 I ELK:ir..>'TS,CF^\rii|p^EN This is a new work, i 
 
 j desigi.ed as a PradicaV Introduction to the study of Arithmetic, 
 j It explains the operations of Arithmetic by Practical Examples, 
 j ciircluily selected and graded. It embnvees the five fundamen- 
 I lid lies. Common and Decimal Fractions, and Denominate j 
 
 j j 
 
 ! PRiCTIClL AUITIMIETIC. This work is » carefully revised j 
 
 ! and ii'iprovud edition of the New Sc- ool Arithmetic Many il 
 [ • hatiges were found necessary, in the cld vork, to bring it into ! | 
 
 j lwirTr.'':\t bh the other parts of the New Se ' It was, || 
 
 I tliereli o, ceerned best to reiuodel it, and to giva to it new ’ 
 
 I name — tlutt it might not be confoundc :1 with previous Cs..itions, 
 
 ! and that it might share in the many improvements w’ h have 
 •icen introduced ir ‘o the New iSerie.s. *• 
 
 I OiVERSIlT ARITBMETIC. The object of this work is to te£.ch Ij 
 the general principles and science of Numbers, and also to extend , ; 
 their applications, not to i nange the me. hod of application — these | < 
 
 I are, and should be the same.