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( ta to tarn tern stem et met mat

most tost tast

set sets Stat

pa past post

I pet pat tap

pan step spas

pep spec spoc

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au

se sau

aa

sa saa

so soo

ne nanaa nau no noo

^ m m m m m # ^

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mmm

se me sit up sit on thi mat put on this cap sit on thi step tac up thi mat met me at noon niac thi top spin sam must not sta

t**i!

sam can et a nut set me on thi step tac that cac tu sam tom tuc a pes tu et put nuts in thi pan thi cat tuc thi met nan-si sau us scat min-i sau me scip

torn can spin thi top pus ma et sum met too cats on thi mat tac sum nuts tu sam put sum met tu cue maa ma set thi te thi cat tuc thi met tac too nuts tu sami tha sau thi sun set

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1 Q}, mi toi

mit coi

ow now cow

u

nu pu

nis com sow cut

smit

tim

pin

in /town su iMt/^ nown sut owt mut

spin^Mi^^powt tun spit \ wl3 s to wt s t u thi i& scowt pus thin -ife^cownt scu

&

<T?

m

w we wa wac wen wet west w^auc w^in w^in swin swim

y

y^ ya

yon

yet

yot

yes

yam

yoc

yaun

hu

h he hat haa hauc hom hoo hi

hoist how^ hw^ot hw^en

1

pet bet pop bob pep bub pit bit put biic pop bon spec bee spot bat spat best past bast

tan dan tarn dam tip dip tuc due tern dem set sed set sed bet bed net ned stop stud

448521

cam gam sac saa

pic cap cot pec

stac

pig

gap got

P^g stag

cum oum

caut

n£

m

sa

cu

van

vat

vin

vim

sav

si V

GOV

moov

trn^u

mm

thin then th au t th 6

them

6th

both

sooth

sovv^th

mith

sun zon nest zest pes pez tost toz nots noz bets bez mats maz sacs sagz

as

sho cash shoo WIS shop busi sham fish ship (dash shun push

vizh-on

^

mmmmmm^s^mm

can u et ten wurdz ?

for lit-1 chics aul waucing in a ro iz not that a prit-i wa for lit-1 chics tu go?

fiv lit-1 duc-lingz aul wob ling in a ro iz not that a fun-i wa for lit-1 dues tu go^

^^

thi cat can jump az hi az thi pump thi dog can jump cwit o-vur thi pump

wun thing at a tim and that dun wel iz a ver-i gud rool az men-i can tel

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«v^o«^ooooo^i&^

mi lit-1 gurl with brush and pan haz mad thi hows luc spic and span and hw^en tw^oz clen and aul w^oz throo she luct a-bowt for mor tu doo

66

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13

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68

\/ V V V V V V

wurc hwil u wurc pla hwil u pla this iz thi wa tu be hap-i and ga aul that u doo _ doo with ur mit thingz dun bi haavz ar nev-ur dun rit wun thing at a tim and that dun wel iz a ver-i gud rool az men-i can tel moments ar us-les trif-ld a-wa so wurc hwil u wurc and ola hwil u pla

down in a gren and shad-i bed

a modest vi o-let groo

its stauc woz bent it hung its bed

az if tu bid from vu

and yet it woz a luv-li flow-ur

its cul-or brit and far

it mit bav grast a roz-i bow-ur

in-sted ov biding thar

and yet it woz con-tent tu bloom

in mod- est tints a-rad

and tliar di-fuzd its swet purfum

witb-in its si-lent sbad

tben let me tu tbi val-i go

tbis prit-i flow-ur tu se

tbat i ma aul-so lurn tu gro

in swet bu-mil-i-ti

s sSSS

mmmm t tttt

nnnnn

ppppp

e eee6

6 OOOO

A lit-I far-mur boi i am, tu la-bur hard I ffnd i can, az much az if i wur a man.

Ml wurc tu me iz fun and pla, o! I'm so hap-i ev-ri da, hwen tu ml wurc f'm on mi wa.

"^^^^^^^ir^

Az tu ml wurc I go a-long, i doo not stop tu doo wun rong, but b5ld-li sing ml morn-ing song

At ev-ning I can troo-li sa, t±iat !'v bin us-ful aul thi da, and hav not thron mT tim awa.

1 no I fel much bet-ur then, yes, bet-ur far than ten timz ten az men-j id-1 jent-l-men.

i hav a bet-ur ap-e-tit,

1 slep much bet-ur ev-ri nit,

and in thi morn-ing fel so brit.

And now mi child I'l tel mi plan Fl aul-waz wurc, for nev-ur can I be an Id-I jent-1-man.

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Is it possible to make the acquirement of reading easy and pleasant ?

It is not, if the child degins its instruction with our lawless and per- plexing orthography.

Is it possible to make instruction in reading so thorough and efficient, that it shall, while being easy and pleasant, include drill in correct pro- nunciation, clear enunciation, and proper modulation, resulting in that much-to-be-desired acquirement, distinct and pleasant speech ?

It is not possible, so long as the present alphabet and existing spell- ing are employed, because the forty sounds of English speech cannot be represented by the twenty-six letters of the Roman alphabet, which have 642 different significations ; as, for example, using a for different sounds, \n fade, fall, fal, father, any, want, Isaac; while the ioxiy sounds of the language are represented in not less than 615 different ways; as, for example, the sound of o, in so, no, etc., differently in boat, doe, know, s7vord, towards, shew, beau, though, owe, hauteur, Bordeaux, oglio, yolk, depot, brooch, sewed, bone, Pharaoh, Soane, Knowles, Cockburn, etc.

To help the child, or the foreign-born student, to master this confu- sion, lexicographers considerately offer their help. Note how ! Finding that the letters, especially the vowels, have varied powers, they attempt to give reliability to the letters of the alphabet by the use of diacritic marks, so that a letter marked in a given way stands for a definite sound, just as a figure represents one and always the same power.

Five dictionary-makers take the following way to overcome the per- plexities of English spelling, as far as the vowels are concerned :

I

_ NV

"An Alphabet will be perfect if the| Onumber of its symbols corresponds| yiko the number of its simple sounds, Encyclopaedia Britannica.

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Jif-^

aaaaaaaaaa^/aaaaaaa

eeeeee eeeeeye ew e e e e t- e e

i I 1 i I I i T i

60660 0*0 odboooooooioy ow 61 6y 6u 6w o

ijuuuuuuiiuijiju

y y y y y

Seeing there are but twelve simple vowels and four diphtliongs in English speech, the learner may well be appalled at the task of mastering so complex a scheme as here presented, and assumed to be necessary to interpret the anomalies of our orthography. It clearly points to tlie rem- edy ; a full and efficient Alphabet ; a letter or a diagraph for each sound of the language, with an unvarying power. This is the plain and simple remedy for the confusion of the existing spelling. Without using any letters beyond those furnished by the Roman alphabet ; by giving the vowel signs a, e, i, 0, u, their most frequent powers, and by employing six diacritic marks to indicate their longer sounds, the difficulty, with respect to the vowels, is met. The only exception is in the employ- ment of ti, where a distinction must be made between the //, in l>i<t ; the //, in /«/; and that in tune. The open vowel in alms, father, etc., is indicated, as in (lerman, by aa : while that in faun, talk, etc., is uni- formly represented by r/w. The diphthongal glides, 7, i)/, <77£», as heard in time, toil, town, present noditticulty when represented as here indicated.

The following is an orderly arrangement of the vowels, or unoi)- structed Vocals of the English language :

LONG VOWELS, e a aa au

as in meet, mate, alms, fall,

SHORT \()WELS. i e a o

as in pit, pet, pat, pot,

2

0	00
fold,	fool
U	11
but,	put.

'Ai^

C'lt is remarkable that a nation

•^ idistinguished for its eruditic"

ishould tolerate these enormi

^ies." Imperial Dictionary.

DIPHTHONGAL GLIDES.

1 as in fine,

Ol

foil,

ow

found,

U feud.

Here are six diacritic markings and five diagraphs, as against S6 in the above suggestions, and they are all that are necessary to provide for a truthful representation of English vowels. Two diagraphs, as will be seen, must be used to complete the representation of the long vowels ; aa for the vowel in, ahns, fatlier, etc., and au, to indicate the vowel in all, talk, etc. The former should never be called douhle-a, or the latter, a-you, but each diagraph must be pronounced as a simple vowel-sound, as heard in the words above given.

The two coalescents, rv, y, are E,xplosive Vocals. These sounds are usually defined as "sometimes vowels and sometimes consonants," when in fact they are neither. They are unlike vowels, in that they are not wholly unobstructed sounds, and they cannot be prolonged, or sung, but are exploded like consonants ; and they are unlike consonants in that they never occur in English, as final sounds in syllables or words. If the reader, instead of naming them double-you and zuye, will pronounce their true powers, (roughly indicated by wuh, yuh,) each one, several times, he will have a correct appreciation of their relative values, namely that w, is an explosive vocal, pronounced with the organs in the <'<i posi- tion, and that J' is a like explosive vocal, pronounced with the organs in the e position.

One aspirate, indicated by h, completes the scale of Unobstructed English sounds. In use the aspirate is an unobstructed, audible breath- ing, used before simple vowels, diphthongs, and coalescents, (in Welsh, preceding /, in Spanish and Arabic, preceding ;-, ) and necessarily varies in sound as it is modified by the position of the organs and the quality of the vocal it precedes. The reader will readily understand the varied quality of sound represented by this one letter, if he will deliberately pro-

3

iAyVA^^r^ur orthoeraohv is a masf; nf^ .-'^^'"'^'^

.X

Our orthography is a mass o: nomalies, the result of igno- rance and chance."

Bishop Thirwall.

iiouiice the words heel, and hall, afterwards haw, then hoo, (who), then ■wheel (really h'weel) and finally hue, and he will perceive that h, tiiougii used to indicate all these very unlike sounds, uniformly represents an audible breathing through the position of the organs necessary to produce any unobstructed, or only partially obstructed vocal sound, as w, y, /, or trilled ;-. The aspirate, (/^) slightly vocalized, becomes a Sigh; fully vocalized it is a (iroan, and in a higher pitch of tone it becomes a Scream or a Shriek. The aspirate (//) slightly vocalized, in the ;// or n position, becomes a Moan, through a vowel position, such as a, (fate) or o, (owe) it becomes a IVail.

CONSOA'ANTS.

\\'liile the Vowels are unobstructed sounds, the distinctive (juality being due to the more or less open position of the vocal organs, the Con- sonants of the language are produced by an explosive breathing through a more or less obstructed passage, due mainly to the position of the tongue. The sounds thus produced may be defmed as Noises, consisting of hisses, buzzes, puffs, sniffs, trills, and lingual, dental, and gutteral explosions, either as audible breath, (i. e. whispered) or voiced, that is, with a vibra- tion of the vocal chords. These are thoroughly unmusical sounds when uttered as elements, but when preceded or followed by unobstructed and comparatively musical vozuels, they make up our wondrously complex, sonorous, and expressive language.

The Consonants of English speech are naturally arranged and class- ified as follows :

EXPLODEAT^.

as m pip " " bib " " tight

" " died

ch as

in church " judge " cake " gag

"No philological scholar of eminence |in England or America can be named Ijwho is not an out and out advocate of 7/the simplification of our spelling. Ajr/zy,

CONTINUANTS.

f as	in fife	s ♦' " sops
V "	" valve	z " " zones
th "	" thigh	sh " " sure
ih "	" thy LIQUIDS.	zh " " vision
	1 as in lull r	as HI roar
	NASALS.
m, as in mame n, as in nine	ng, as in sing

For convenience of naming these elements, a vowel-sound is usually employed, preceding or following the consonantal element, as pe, be, ef, ve, ess, ze, jay, kay, etc., but as the vowel is no part of the consonant, that alone should reach the child's ear and be associated with the sign used for its representation, (jood reading and speaking are not to be attained without the distinct and precise utterance of these explosive elements, first by the teacher, then by the pupil.

As there are no separate letters in the present alphabet to represent ch, as in cheer ; th, as in thigh ; th, as in thy ; sh, as in sure ; or zh, as in vision, or the final itg, as in sing, the customary digraphs may still be employed. The typic inconsistency of representing elementary sounds by double letters must be explained to the child by saying that there are, at present, no single letters to represent them (!).

Doubtless a more philosophic representation of the language woukl be obtained by providing a separate letter for each elementary sound ; but numberless experiments during the past century have shown that the seventeen typic additions that would have to be made to the alphabet, would introduce hybrid and ugly forms, so that the eye, accustomed to the symmetrical and beautiful forms of the existing alphabet, would not accept them. A still greater barrier to an extended alphabet would be

J-u-ni i\7J//0/:>//'j"; r'SVrli/l^jh'jj cfhrf(t/ini>/I^J^ul'^^

1{'}\LJCT^ l'9l\ ^'''>'^-^'ff"l':('^ '?i/mx(:?/(njm cvViridz./uii Itn

fmJiL \ n\ ' VC^IIIIK ate lllfl HU/((liJV/l VII rriiiii^. ini^ 1 1 1, 5«ps ^^\,i'n..ii/Tini(/io dft/i -/^'-Afifi, /ncfpifm M'cDc/idic

the fact that printing-offices have only the Roman letters, and would not, while there is no demand, be at the trouble and expense of obtaining new and untried forms.

SOUNDS AND THEIR NAMES.

It is of prime importance, that the teaclier should be master of the sounds for which the letters stand. Usually the child is not taught the sounds the letters stand for, but is mystified by being told their historic names, which, in many cases, have no relation whatever to their actual values, as heard in words. W hat, for example, has the sound of the word double-owe to do with the short vowel sound heard \n put, foot, etc., or double-yew with the initial explodent-vocal in tve, way, etc., or what has wye to do with the final sound in beauty, pity, etc., or what could be further from suggesting the final lingual-dental explosive noise heard in oath, myth, etc., than by calling it tee-aitch? Many teachers fail to see, till special attention is called to the subject, that it is utterly absurd to expect a child to say WE, when the teacher says, " what does double-you-e spell ? " Or for the child to say good, after the teacher has said ^"^ gee- double-owe dee y A little reflection will convince the in- structor that the customary naming of letters is nothing short of mystifica- tion, tending to distract the child's ear from the true sounds of letters, and its eye from their association with the sounds they are used to repre- sent.

Spelling, phonetically considered, is but separating the elementary sounds, and, as it were, stretching out a word, just as a piece of rubber may be stretched, which, when released from the pull, resumes it natural length. Phonetic spelling .should be regularly insisted on, as by this exer- cise alone can the teacher be assured that the pupil knows the correct sounds contained in a word.

6

'The present spelling establishes a^ barrier against the most important| agent in the civilization and Christi- fanization of the world."A.D.White«

LsgS

DIPHTHONGAL GLIDES.

As set down in most phonetic works and modern dictionaries, i, in tinw, eye, is said to be a compound of ah-e ; o-c, as in no-a, our, is defmed as a compound of ah-oo ; while //, is said to be a compound of e-oo or y-oo. These sounds are vocal glides, whose initial and final elements are only approximately indicated by the above letters. /, and u, are, as yet, variously pronounced by the English speaking race. The late Sir Isaac Pitman insisted on using e-i, for long /.• thus he wrote Eizac, which probably indicates the customary English usage, but Amer- icans, very generally would prefer n-i to indicate the glide of vocal posi- tion in the utterance of this diphthong. But experience has shown that typic and vocal difficulties are avoided by representing each of these diphthongs, at least for the present generation, by a single letter. Oio, as in our, town, is also variously pronounced ; its initial element being, approximately, ah-oo, or aw-oo. It is therefore advisable to allow the digraph otu, its most customary representation, to stand for this glide.

Letters indicate definite sounds in quality, not quantity. We avail ourselves of this distinction to interest the child in pronouncing the ele- mentary sounds with varying and increasing degrees of intensity, as shown on page 76. This exercise should embrace all the sounds of the lan- guage, till they can be given with clearness and precision. The teacher must be careful not to permit a preceding aspirate (h) to be heard before the voicels, instead of a clear and forcible enunciation of the pure voiced sounds. An excellent exercise in modulation is to pronounce the long vowels and diphthongs with varying degrees of intensity, first with a fall- ing, then with a rising inflection, or better still with a circumflex. Vocal exercises of this kind will alone prevent the habitual monotony of tone so often, and so unpleasantly heard in American speech.

7

'h'rnrrt the very beginning English has ever been striving to make its:] jorthography represent its pronunci- afinn more or less accurately"

tMvMI

um

Among the new and important features of this presentation of a Scientific Alphabet, are the following :

It teaches the child the elementary Sounds of speech liy an Aljjhahet in which there is no varying of the powers of letters, nor contradiction in their use, so that Reading and Spelling are made easy and pleasant of ac(juirement.

It wholly avoids the difficulties, time-wasting perplexities, and, what Lord Lytton calls, the " lying" of our lawless spelling ; and the teacher has the satisfaction of knowing that the child, when, from the first, it is taught the Truth, that is, an unvarying representation of the sounds of language, it will instinctively and easily interpret it on all occasions.

It gives no Pictures of Objects in this Child's First Reader, where the attention of the learner is now to be centered on a new kind of pic- ture— distinct and important little pictures of Sounds, which when placed together, make Words, that are the Names of real objects, having noth- ing to do with the Pictorial representation of things.

It presents but a single page at each opening of the book for the eye and mind of the child. Interest and concentration are thus secured on the lesson for the day ; to this end each page of the book is made as dis- tinct, attractive, and impressive as possible.

It aflords the shortest and easiest way of learning to read, so that when the child can read English, thus presented, with some degree of ease, it is able, with a little guessing, to read a page of ordinary spelling ; it is best therefore, to begin with the Phonetic method.

Rightly understood, the teaching of reading means something more than imparting a knowledge of letters and their powers. It should in- clude drill in correct enunciation, and proper modulation of the voice. A suggestive hint in this direction is given on page 75.

'The adoption of the English laiv^<i^' 'fe. "

and dependencies is important and] imperative." Edward Jones

S<5!St:S l^€.

The left hand page of each opening of the book is devoted to Num- bers, and the Figures by which they are represented. The pages, as numbered, aided by the teacher's upturned fingers, may be used to teach Numeration and simple problems in all four of the rules of arithmetic, all of which should precede the memorizing of Tables of numbers.

When a child is old enough to learn to read, and to observe the forms of letters, it is time for it to begin to draw, that is, to trace out- lines of letters, numerals, and such simple, geometrical forms as abound in this book. Page 77 is to be looked at, and explained, and then drawn. A child is benefited by having its mind, eye, and hand exercised in the endeavor to realize the undeviating truth of a right line, of parallel lines, of the arc of a circle ; correctly to divide a given line into two or more parts, to draw a right angle, and to name and trace the outlines of such simple, geometrical figures as are here presented. These exercises should be continued and drawn in varied lengths and sizes till they can be executed with some degree of accuracy. Then, but not before, should the child be encouraged to draw the outlines of objects. This will be the only drawing-book required to develop an observing eye and an expert, possibly an artistic, hand.

The advance towards a satisfactory representation of English here presented, is the result of sixty-six years of continuous thought, teaching, and experiment, — experiments critically conducted, on a large scale, and embracing all ranks of English and American society. The special claim for this representation is, that while it is sufficiently scientific to satisfy the phonetician, it is free from the charge of novelty, and so little does it ignore the eye-trained habit of the reader of English as now presented, that it is more likely to be generally welcomed than any of the schemes of reform heretofore offered ;— schemes that, as a rule, but mirror the idio- syncrasies of the authors.

9

A scientiHc alphabet, "a sign for a sound," was earnestly contented for by Sir Isaac Pitman, and Dr. Alexander J. Ellis, as the basis of their scheme. Experience has shown that this is too radical a change to be accepted by the present generation.

Schemes of "Amended Spelling," proposed by the English "Spell- ing Reform Association," and the "American Philological Association," have done good service in calling attention to the unphonetic character of modern spelling, these associations have advised specific changes in a phonetic direction, such as dropping useless letters, writing hav ior have, toisht for wished, thru for through, etc. ; but the present orthography cannot be reformed on these lines. The only possible remedy is to supply an efficient, working Alphabet. To continue to spell by, yet, pity, instead of b'l, yet, pili, using j' for three unlike sounds, would be a concession to present custom that would be a puzzle and an inconsistency to every child of the future, who might, with good reason, resent it as confusing and unnecessary.

A scheme such as Alexander M. Bell's "Visible Speech," — pho- netically the most accurate and philosophic ever devised, and deemed of sufficient importance to be used as a key to sounds in the Standard Dictionary — is so unsatisfactory to the eye, trained to the classic simplicity of Roman forms, that of all improved methods, it is probably the least likely ever to be generally accepted.

Illustration.

SOUNDS ANU IHElk RELATIONS

Any scheme that introduces even a few new letters of uncouth shape, whose place can be supplied more satisfactorily by forms at

lo

present in use, — by a few vowels diacritically marked, and by the use of digraphs such asrA, sh, th, etc., to which are attached uniform sounds — , will never be likely to be generally accepted.

A scheme like that presented in these pages, to which the fewest objections can be urged on the score of change, but which successfully bridges the difficulty of our present unsatisfactory, time-wasting orthog- raphy, will prove a national blessing in the degree in which it is adopted.

EXPLANATORY NOTE.

In this First Reader the child is taught that each separate sound of its talk is represented by a Letter, and it will naturally suppose, by only one. In the last two pages the new fact is brought to the child's atten- tion, that, for certain reasons, afterwards to be explained, each sound is also pictured by a larger sign, generally of a somewhat different and more stately shape, and that such letters are called CAPITALS. These letters will be introduced in the Second Reader and their uses shown.

Attached to the figures employed for paging this book, are certain designs, intended merely to give an idea of importance to the signs em- ployed for Numbers, for it will probably seem to the child quite wonderful that the simple little picture, looo, for example, stands for the idea of a thousand things! The following numbered illustrations may need ex- planation.

2. Cipher B. P. 42. Saracenic design.

8. Roman Acanthus leaf. 50. Succory leaf and flower.

10. Chinese plant. 60. Wild Parsley leaf.

12. Conventional design. 62. Wild Parsnip leaf.

14. Narcissus flower. 64. Cleopatra's signature.

18. Japan Fern leaves. 66. Cuneiform writing.

20. Celery leaf. 68. Chinese writing.

22. Wild Parsnip flower. 70. Persian design.

38. Rosette; Wild weed. 72. Acanthus design.

"NIVKRSITY of CAUFUKXtiA AT ^ ANGELES

..ilJRARY ■

LAWYER '"^LLAS/IEJLU

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UNIVERSITY OF CALIFORNIA LIBRARY Los Angeles This book is DUE on the last date stamped below.
ftB4 ^^'' NOV 2 0 1964 TWO W/f K.SJRQW DATE OF NON-RUbfiBis 195^ . 7|3 9ll0lll(iP|i f9|o,	JAN 1 2 1987
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