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Ui3 15 2.5

SUPPLEMENT AR Y ANNO UNCEMENTS. xxi

Supplementary Announcement.

MARCH'S A-B-C BOOK.

By F. A. March, LL.D., Professor of the English Language and Comparative Philology, Lafayette College, Pa.

It is well known to our best teachers that half the time spent in our schools in teaching the beginnings of reading and spelling may be saved. Teachers who understand the phonic method and the word method, and Dr. Leigh's, pronouncing orthography, can teach beginners almost as rapidly and pleasantly as though our spelling were regular.

But the use of these methods calls for a good deal of knowledge of phonetics and much skill in preparing suitable lessons, and it is not making as rapid progress as its importance demands, outside our larger and most progressive towns and cities.

Professor March has made an A-B-C book as elementary as pos- sible. He begins with the easiest letters, and goes on in a progressive method, explaining, in extended directions to teachers, exactly how to apply the best methods of teaching, and the best apparatus, to the sounds and words of each lesson. No words are introduced in the book, except such as are spelt in the same general way in common and phonetic spelling. So that, so far as the reading and spelling in this book is concerned, children will be able to read and spell right off, as soon as they learn their letters. It is hoped that this book will enable any teacher easily to learn the use of the improved methods, and will lighten the labors of those who already use them. \_Ready

GIOT & HEATH, Publishers, Boston, New York, and Chicago.

Copyright, 1881, hy F. A. Maech.

J. S. CUSHING, PEINTEB, BOSTON.

TO TEACHERS.

Keep the scholars doing something with their hands and voices. Have them sound the letters ; pick them out in the book or on the blocks, or cards, or charts; arrange them into words; write and print them. Letters printed and sounded are the real objects for eye and ear in learning to read. Pictures of other objects help easy guessing rather than easy reading.

APPARATUS.

1. Writing materials. For the teacher, — a blackboard or large slate. For pupils, — slate, paper, or clean sand spread over a table.

2. Charts^ blocks, cards^ with large letters. If not to be bought, let the teacher make them with the help of pupils. Make a chart on the blackboard, or a roll of paper ; or use a page of the book. Draw the letters on slips of pasteboard, or paper. Paste them on blocks.

Teachers who have learned the phonic method, or spelling by sounds, will find this book specially prepared for them. They will see, however, that the consonants &, c, d, etc., are here uttered with a slight vowel sound, instead of a whisper, or murmur. This is not essential. Use the whisper, if you prefer it. Each type has the same sound every- where ; so that its sound in any word is its name.

Teachers who have not learned the phonic method have only to call the letters by the names given them in the alphabet at the end of the book, and all will come easy.

Teachers who prefer the word method without writing can begin with Lesson X.

Dr. Edwin Leigh has helped make this book, kindly lending his types and his advice. It is hoped that it may lead many teachers to the use of the more advanced Readers of Dr. Leigh and Mr. Vickroy, in which similar types are used.

MARCH'S A-B-C BOOK.

LESSON I

0

o

0

o

To Teachers. — Scholars may read the O's in the picture, but it is better to begin this lesson without the book.

1. The Blackboard. — Write O on the blackboard, and say, " This is 0, round O." Write another O, and ask, "What is this ?" Make the scholars all answer, " O," " O." Write another O, and ask, " What is this ? " Have it sounded loud, long, and often.

2. The Chart. — Let each find O's on the chart, or on this page.

3. The Blocks. — Let each pick out the O's from the blocks or cards.

4. The Slate. — Let each write O's on the slate.

Working Lesson. — Let each make cards and write 0 on them, or write five O's on the slate, to hand in at the next Lesson.

March's A-B-C Book,

LESSON 11.

o o o

To Teachers, — Let the scholars hand in their cards or their slates with O's written on them for the Working Lesson. Let them look at each other's work, and correct it.

Repeat Lesson I. Then teach S without book. In writing S, make it like printed S at first.

1. TJie Blackboard. — Write S on the blackboard, and say, " This is S, crooked S." Write another S, and ask, '' What is this?" Make the scholars all answer, " es," "es." Write another S, and ask again, "What is this?" Let the hissing sound be prolonged, "e-s-s-s-s." Have it sounded long, loud, and often. Teachers who are used to the phonic method, or spelling by sounds, may make the hissing part of " es-s-s " alone, if they prefer. But it is better to sound the '•' e " of '^ es-s-s " lightly, and prolong the '' s-s-s."

2. The Chart. — Let each scholar find S's on the chart. See who can find most. Or find them on this page.

3. The Blocks. — Let each scholar pick out the blocks or cards with S on them.

4. The Slate. — Let each write S on the slate or blackboard.

Working Lesson. — Let each, before the next Lesson, write ten S's and ten O's on the slate ; or make cards with S's and O's on them.

March's A-B-C Booh.

LESSON III.

8 O 8 8 8 O

8 O O 0 8 0

To Teachers. — This Lesson is to make the scholars see and hear that the sound of s followed by the sound of o makes the word "so."

1. The Blackboard. — Write S, and ask, *' What is this? " Write O some inches to the right of S, and ask, " What is this? " Write another S and O below the first and nearer each other, as in the picture. Write SO together, as in the picture. Take a pointer and say, " When I point to a letter, make the sound for it." Point to the upper S. All say *' es-s-s." Have the hissing sound prolonged. Then point to the upper O. All say, '"• O-o-o." Point to the middle S and 0 more quickly. Point to the lowest S and 0 so quickly as to make the sounds run together. Repeat often, until all see that the " es-s " and " o" make "so."

2. The Chart. — Find the word SO on the chart; or, if you have no charts, hunt out the SO's on this page.

3. The Blocks. — Put blocks or cards together to make SO.

4. The Slate. — ^xitQ SO on the slate.

Spelling. — Say, " Spell SO." Have the scholars say, " es o, so.''

Working Lesson. —The scholars print cards with SO ; or write SO on the slate, to hand in at the nej:t Lesson.

March's A-B-C Booh

LESSON IV.

n o

no

n

o

no

To Teachers. — 1. Blackboard. — Wv'itQ n on the board, and say, " This is n." Write another n, and ask, '' What is this?" Have the scholars all answer, "en," "en." Notice that n is made through the nose, and can be prolonged, " en-n-n-n." Have it sounded long, loud, and often.

2. Chart. Let the scholars And n's on the chart, or open page.

3. Blocks. — Let the scholars pick out n's from the blocks or cards.

4. Slates. — Let all write n's on their slates, or the blackboard.

Repeat Lesson III. Then teach that the sounds of n and o make the word no, just as you did that s and o make so.

1. Write on the blackboard, as in the picture, and sound the letters n o, till the scholars see that they make no.

2. Find no on the chart, or on this page.

3. Make no by putting blocks or cards together.

4. Write no on the slate.

Spelling. — Say, " Spell NO." Have the scholars say, " en o, no." " Spell SO." Answer, — " es o, so."

Working Lesson. — The scholars print cards with no, or hand up slates with no written ten times.

March's A-B-C Book

LESSON V.

m m

80

m in no

This Lesson is to teach the letters m and p, and

To Teachers.

the word mfe.

First, ra. — 1. Blackboard. —Write m, and say, " This is m." Write another m, and ask, "Wliat is tliis?" The scholars answer, "em." Notice that m is made through the nose, and can be prolonged, " em- m-m." Have it sounded long, loud, and often.

2. Chart. — The scholars find m's on the chart, or this page.

3. Blocks. — The scholars pick out m's from the blocks or cards.

4. Slates. — All write m's on their slates.

Second, b. — 1. Write fe on the board. Notice that it is dotted. Dotted B is a different letter from e without a dot ; b has the name which used to be given to e, i.e., the vowel sound in me, he, she, we. Say, " This is fe." Write another fe below, as in the picture, and ask, " What is this? " They answer, " fe." Write '' me " below, as in the picture. Take a pointer and teach that the sounds of m and r make the word '* mfe," just as you taught so and 7io in Lessons III., IV. 2. Chart; 3. Blocks; 4. Slates. Find and write e and mv.

Spelling. — Say, "spell mi?." They answer, "em e, mfe." Spell

80 no

Working Lesson. — Print cards with m,v, and mfe. Hand in on the slates, written five times,

mfe no 80

March's A-B-0 Booh,

LESSON VI.

i9 ^

no

To Teachers. — ^h is called one letter. Its name is *' ish." Be careful never to call it es aitch.

1. Blackboard. — Write ^ on the board, and say, "This is ish." Write another ^i, and ask, "What is this?" Teach the scholars to answer, " ish," " ish." Notice that ish is a hissing sound, and can be prolonged, " ish-sh-sh." It is often used to tell children to hush. Have it sounded long, loud, and often, just as you have been sounding es-s-s.

2. Chart. — Let the scholars find ^I's (ish's) on the chart, or on this page.

3. Blocks. — Let them pick out blocks with ^i (ish) on them.

4. Slates. — Let them write ^. Take the pointer and teach that "• ish fe" spells " ^ife," just as you taught that " em b" spells " mfe " in Lesson V.

Spelling. — Say, "Spell ^hfe." Scholars say, "ish fe, "^fe." Spell

no 80 mfe ^fe

Working Lesson. — Print cards with €h. and ^b ; or hand in. on the slates, written five times,

^fe

no

so

March's A-B-0 Book.

LESSON VII

1 W

lo mfe

w 1 wo wfe

To Teachers. — l. Blackboard. — Write 1, and say, "This is el." Write another 1, and ask, "What is this?" Scholars answer, "el." Notice that the murmur of 1 over the tongue can be prolonged, " e-l-l-1-1." Have it sounded long, loud, and often. Write 1 o, as in the picture, and vs^ith a pointer teach that the letters make the vrord lo, as you did with s o, so, in Lesson III.

2. Chart. Find 1 and " lo " on the chart, or on this page.

3. Blocks. — Put blocks together to make '• lo."

4. Slate. — Scholars write 1 and '' lo."

W. — The name of w is changed. It is not double yu. It is wu (woo). Write w on the board, and say, " This is wu." Write another w, and ask, "What is this?" Scholars answer, " Wu." Notice that the first part of the name maybe prolonged, "oo-oo-u." Point out that wu o spells " wo," and wu h spells " wfe." Use chart, blocks, and slate upon w and " wo."

Spelling. — Spell

no mfe lo ^fe 80 wo wfe

Working Lesson. — Print cards with

1 w wo wfe

or write five of each on the slates.

10

Marches A-B-C Book.

LESSON VIII

t t

a a mat

at at

8 t m

sat

To Teachers. — l. Blackboard. — V^Yite t, and say, "This is tfe." Write another t, and ask, " What is this? " Scholars answer, " tfe."

2. Chart. — Find t's on the chart, or on this page.

3. Blocks. — Find blocks with t on them.

4. Slates. — All write t's.

A. — The name of ^ a " is changed. It is called by the sound it has in "at," "an," "ax." Write "a" on the board; make it like the printed "a," as it is in the picture. Say, "This is 'a.'" Have it sounded over and over. Say, " Spell ' at.' " The answer (" a tfe, at ") should sound nearly like " atty, at."

Chart. — Find " a " and " at " on the chart, or on this page.

Blocks. — Make " at" with blocks.

Mat. — Write " m at" on the board, as it it is in the picture, and show that " em a tfe" (atty) spells " mat." Have it repeated over and over. Then teach " sat" in the same way.

Spelling. — Spell

80 mfe no mat 8at lo wo wfe at

Working Lesson. — Print cards with

t

a

at mat

sat

or print five of each on the slate.

March's A-B-C Book.

11

LESSON IX,

iJio iiiat

0 n iiiat

To Teachers. — til is oue letter. Its name is " tiii?." Notice care- fully how it is written on the blackboard above, as well as how it looks in print. Never call it " tfe aitch."

Blackboard. — Write tii, and say, " This is thfe." Write another th, and ask, "What is this?" Scholars should answer, " tht." Write "tiiat" on the board, and point out that " tiife a tfe " spells "that." Sound it over and over.

Chart. — Find tii on the chart, or on this page.

Blocks. —'P'm\i out blocks to spell "that." Do not let it be done with separate blocks for t and h.

e. — Blackboard. —Write e, and say, "This is e." Its name is the sound it has in '' en," " ex." Have the scholars make the sound often. Spell ^' en." Answer, — " e en, en."

Chart. —'Find e on the chart, or on this page.

Blocks. —Tick out blocks for ''en."

Spelling. — Spell

no 80 on at mfe mat sat lo wo wfe ihat ^fe tiife

Working Lesson. — Print cards with

^

9

or write them on the slates.

tiiat

on

12

March's A-B-C Book,

LESSON X.

c p C

cat

pep

pec

cap cat

To Teachers. — The name of c is ki? (key). The name of p is pp. Teach the letters c, p, and the words cat, cap, with blackboard, chart, and blocks, as the former Lessons have been taught. Then let the scholars open their books and read from this page.

Spell the words at the bottom of the page. Give out a working lesson in writing on cards or the slates, as at former Lessons.

cat

'S

cap

	tiife cat.	III	tiife cap.
	that cat.		that cap.
no	mfe	at	on	cap
so	wfe	that	wo	cat
lo	^fe	sat	^fe	ma.t

March's A-B-C Book.

13

LESSON XI,

h88

]ia8

11 h Sli IIa8 Til

To Teachers. — The uame of li is he. The name of a is ez. Notice a (ez) euds in wedges where s (es) ends in balls. Teach these two letters with blackboard, chart, and blocks, as in former Lessons. Teach the capitals H (hfe), Sh (i^^i), and Th (tiiB). Then open the book and read. Si^ell the list of words below. Give out a working lesson in writing.

cat Tiife cat Tiiat cat ^

cap tiife cap tiiat cap

Tiife cat lia8 iiife cap on. Hag that cat liiat cap on? Shfe hag iiiat cap on.

So	lo	wo	mfe	wfe	a8
no	at	cat	^fe	mat	hag
^fe	sat	cap	on	that	lap

14

March's A-B-C Booh.

LESSON XII.

Gg go

D d

Dog

To Teachers. — The name of g is not jb, as it used to be called; but it is gfe, as it sounds in get, go, get. The name of D d is dp. Teach the letters with blackboard, charts, blocks, and slates, as in former Lessons. Bead from the book below. Spell the words below. Give out a work- ing lesson in writing.

Hat

Dog

TiiB hat	Tiii3 dog
Tiiat hat	Tiiat dog
0, hat.	Go, dog.
Hat cat mat	sat tiiat	as
Go wo no	mfe the	lo
80 WB on	cap dog	haa

March's A-B-C Booh.

15

LESSON XIII.

i i I

It sit

It i8

this i8

To Teachers. — The name of I i is not sounded like eye. It is the first sound in it, in, ill. Teach it with blackboard, chart, and blocks. Spell. Give out a working lesson, as on former days.

Dog Tiife dog This dog

Hat

Tiife hat That hat

Thfe dog hag dife hat on.

Is this thfe dog? This is ihfe dog. Hfe has liife hat on,

l8 that iiife hat? It i8 thfe hat.

It

Sit

no

go

on dog

a8 has

cat hat

16

March's A-B-C Booh.

LESSON XIV.

u put Cat

C N

Not

To Teachers. — The name of u is Dot yu^ but u without y, or oo, as heard in good, hood, or long in ooze. Give an exercise with hlackhoard, chart, block, and slates. Bead, spell, and give out a working lesson.

Hat

Cap This hat That cap

Thfe dog hag put his hat on. Thfe cat ha8 not put ihfe hat on.

Cat put wo lo hag that Hat not 80 on Ihis dog

March's A-B-0 Booh.

17

LESSON XV.

I a a Papa

I wi^ a dog

To Teachers. — The name of a is the sound of ah ! as in far, father. The name of tlie new I is sounded like eye. Be careful to have papa' pronounced correctly, not " pappy," or " papper." Do not pronounce a in " a deg " as you do the old name of the letter a; pronounce it as in the first syllable of papa'. Use blackboard, etc. Bead, spell, and give out a working lesson as usual.

Papa, I wi^ I had a dog.

Papa, I wi^ wfe had a cat.

Papa, I ^N\ih I had a hat.

Papa, I wi^ wfe had a dog.

Papa dog that wfe ha8 lo go

Cap on sat ^fe k so wo

Cat hat wi^ hfe this no had

Lap mat thfe mfe as it sit

18

March's A-B-0 Book.

LESSON XVI.

B b e Ben

big bed

To Teachers. — The name of b (B) is bfe. The name of e is changed. It is the first sound in egg, ess. Conduct the exercise as directed in former lessons.

This i8 Ben. Ben hag a pen.

I wi^ I had a pen.

la thfe pen a bad

pen? 'No. It 18 not a

bad pen. I wi^ I had

it.

Ben ha8 a dog. I wi^ I had a big dog. I wi^ papa had a big dog.

Pen	cat go	mfe	it	en
Ben	hat lo	WB	sit	d0,2j
bed	sat no	hfe	bit	cap
bad	papa 80	^B	big	lap

March's A-B^C Booh

19

LESSON XVII.

R r

Ruth

tMn red

To Teachers. — R (r) is named ar; th is one letter, and named ith. It has tlie same relation to t which tii has to d. Exercises as before.

I wi^ I had a pen.

That i8 Ruth Smith.

Ha8 ^fe a pen?

]^o, Ruth ha8 a pm.

I wi^ ^fe had a pen.

This i8 Sam Smith. Ha8 hfe a pen?

No, Sam ha8 a pan, hfe ha8 no pen.

I wi^ hfe had a pen.

20

March's A-B-0 Booh

Ruth	cat	pen	liad	no	Sam
Smitli	mat	pin	red	^0	am
That	wi^	pan	thin	lo	ham

LESSON XVIII,

To Teachers. — The name of y (Y) is yi', uot " unj.'' The name of u U is the first sound in up, un, which lengthens into the first sound in urn. Practice upon it both in sounding and writing. The name of f is ef. Notice how " fast " is pronounced. Do not call it "fast." Other exercises as in former lessons.

March's A-B-0 Booh.

21

Tom hag a dog. Ruth hag a cat.

Can Tom^g dog run fast ? Yes, Tom'g dog can run fast.

Can Rutli's cat run fast ? Yes, thfe cat can run fast.

Can Tom'g dog run ag fast ag Ruth's cat ? Yes, Tom'g dog can run ag fast ag Ruth's cat.

Tom Ruth lo ig ~S9i cat no yes Sam dog so ag Smith run sit ham	hig papa hag fast this pan that fan
	LESSON XIX.
Jj		■	K k
jump		1	bark

To Teachers. — The uame of j is jay. The name of k is kay. Ex- ercises as before.

22

March's A-B-C Booh

Can Tom'g dog jump ? Yes^ Tom's dog can jump, and Rnth's cat can jump.

Can Tom'8 dog bark ? Yes, life barks at Ruth's cat.

Ruth's cat can not bark.

Jump put bark Tom barks cat Run Ruth far dog jumps yes Pump with fast log puts can

LESSON XX.

a a po-ta-to

9 9 gent

To Teachers. — G. has the name which is commonly given to a, the first sound in " able," " Amos " ; c is named see, like the old c. Notice how " fast " is pronounced. Exercises as before.

March's A-B-Q Booh

23

Tills i8 Car-lo. Hfe i8 a big dog. I8 hfe an old dog ? Car-lo 18 a big dog, but hfe l8 not an old dog. Can hfe run fast ? Yes^ Car-lo can run fast. Hfe run8 ra-Qe8 wldi ihfe car8.

Can hfe run a8 fast a8 thfe cars ? JNTo. Hfe run8 and jumps and barks, a8 hard a8 hfe can, but hfe can not run a8 fast a8 iiife car8.

Po-ta-to big hfe jump car bark Ra-5e8 dog l8 run far mark Car-lo but a3 Rntli fast gent

24

March's A-B- C Booh.

LESSON XXI

ng ng siiig

1 1 kind

To Teachers. — ng is one sound, called ing ; \ is called eye. See Lesson XV. SPELL THE WHOLE LESSON. Exercises as before.

8am ha8 a sled. 8am'8 sled can go a8 fast a8 tiife car8.

Car-lo i8 go-ing a slid-ing this morn-ing. Car-lo sit8 up on iiife sled be-hind Sam. It i8 fun for Car-lo.

March's A-B-C Book.

25

LESSON XXII

cii Cii Ciiurcii

u u mii-gic

To Teachers. — The name of dli is C\\v. The name of ii is yu. Ex- ercises as before.

8am hag a drum. Sam is ricii. Sam can drum. Hi3 is mak-ing mti-aic iiiis morn-ing. Hark. Rub-a- dub-dub. Rub-a-dub-dub. That ig mti-sic. Sam drum8 a8 hard as hfe can. Rat -a- tat -tat. Rat-a-tat-tat. That i8 charm-ing. That ia fun for Sam.

Car-lo mak-ing morn-ing aa rich Church mli-gic charm-ing so drum

26

March's A-B-C Booh.

LESSON XXIII.

yxz

V X z

Q q

qii Qu

To Teachers. — These letters have their old names, vfe, ex, zfe, kli. Exercises as before.

I wi^ I had six gents.

Sam Smith ia ray-ing mad.

Quit that.

Car-lo is slid-ing on Sam'g sled.

Hfe sits up be-hind Sam.

That i8 fun for Car-lo.

Car-lo drag8 dife sled up for Sam.

That is not much fun for Car-lo.

That i8 fun for Sam.

Say-ing Sliay-ing Hay-ing Ray-ing

six diy-ing siz-ea

fix liy-ing priz-e8

fix-ing striy-ing quit

mix giy-ing quiz

March's A-B-C Book.

27

LESSON XXIV.

To Teachers. — All the letters have now been introduced, and if spelling has been thoroughly taught by the sounds, using the names of the letters here given, the scholars are ready to read on. Teach, as before, writing with the blackboard, and reading and spelling at each lesson.

Tab big Efli-el cup milk spilt fur soft silk thing

This i8 Tab. Slife is a big cat Ig ^fe an old cat ? Yes, Tab ia an old cat. Tab ia as old as Eth-el. Ruth had a cup with milk in it. If milk is spilt, Tab laps it up. Ruth spilt ihfe milk. Tab lapt it up. Tab'8 fur is a8 soft a8 silk. But ^fe i8 a bad old thing. Shis bit Eth-ePg hand.

28

March's A-B-0 Book,

LESSON XXV

This ia Oar-lo. Hfe ia Tom'g dog. , Hfe lets Tom pat him. Car-lo can bring things. If Tom fiingg a chip in thfe pond, Car-lo can swim for it.

Hold up dife chip, Tom. Beg for it, Car-lo. Car-lo sits up, and barks, and jumps for thfe chip. Fling it, Tom. Tom flingg it as far a8 hfe can.

Car-lo runs, and barks, and jumps in, and swims, and finds thfe chip, and brings it. That is fun for Car-lo.

March's A-B-C Book.

29

LESSON XXVI.

strong slips help hold wiih swam swhna pond jump Fred wi^-e8 get

Car-lo i8 big and strong. Hfe swim8 in thfe pond. If Tom slips in, Car-lo can jump in and help him. Car-lo can hold Tom up and swim with him.

Fred ia as big as Tom. Fred slipt in J and Car-lo jumpt in, and held Fred up, and swam widi him.

Car-lo i8 dife dog for mfe.

Fred'8 papa wi^-e8 hfe had Car- lo. I wi^ wfe had him. But wfe can not get him. Hfe is Tom'8 dog.

BO	March's A-B- C Booh,
mark-et cur a-long	LESSON XXVII. bask-et bark-ing grand	morn-ing march. lion
TMs i8	Car-lo. Hfe can	get thinq8

at mark-et. Tom sends him. Car-lo hag a bask-et. Thfe mark-et men put the things in the bask-et. Hfe has a ham in his bask-et this morn-ing.

Hark! Tliat cur is bark-ing at Car-lo. Thfe cur runs be-hind Car- lOj and snaps at him, and barks, and barks, and barks as hard as hfe can. But Car-lo march-es a-long as grand as a lion.

March's A-B-C Booh,

31

LESSON XXVIII.

string strong wind turna top skip stands spin hop flop grand stops

Tim has a top and a string. Tiife string is long and strong. Tim winds dife string on tiife top. Then hfe flings flife top so that it turns and drops on its peg. Thfe top stands on its peg and spins. Tim hops and skips. Thfe top spins and spins, and hums and sings.

Tim hops and skips, and hops and skips.

Thfe top spins as long as it can stand. Then it flops and drops and stops.

32

March's A-B-Q Book.

LESSON XXIX.

went fi^ fi^-ing tub rod string bent mucii go-ing put old pond

Tom went a ii^-ing in dife pond.

Hfe ha8 put hig fi^ in iiife tub.

8am ig not as big as Tom. Hfe can not go a fi^-ing in tiife pond. But Sam i8 go-ing a fi^-ing. Hfe has an old fi^-ing rod, and a string with a bent pin on it. So ha8 Ruth.

March's A-B- 0 Book, 33

8am i8 fi^-ing in tiife tub. So is Ruth.

Fi^-ing in iiife tub i8 as mudi fun for Sam a8 fi^-ing in tiife pond i8 for Tom.

LESSON XXX.

pen-gil curk ring Eth-el mu-8ic Burn8 box wi^ Da-yis Pincii

PapQj I wi^ I had a fur cap. Sam Smith ha8 a fur cap.

Papa, Ben Stem ha8 a red sled. I wi^ I had a red sled.

Papa, I wi^ I had a mli-aic box. Ruth Pinch ha8 a mu-8ic box.

Papa, I wi^ I had a gold pen. Tom Burn8 ha8 a gold pen.

I wi^ I had a gold pen-^il, and a gold ring. Eth-el Da-vis ha8 a gold ring, and ^fe ha8 curl8. I wi^ I had curl8.

34

March's A-B-C Booh.

LESSON XXXI.

I8 iiiis Ben Smith ? JVTo. Hfe is not Ben Smith this morn-ing. Hfe i8 Ma-jor Ri-naF-do Ri-nal-di-ni.

Ma-jor Ri~naF-do Ri-nal-di-ni is pa-rad-ing this morn-ing. Hfe hag six men, — Sam and Tom and Bob and Jim. and Rnth and Car4o.

Ma-jor Ri-nal-di-ni lets Rnth and Car-lo bfe hi8 men. Tab ia go-ing a-long with Ruth; but Ma-jor Ri- nal-di-ni can not let Tab bfe a man.

Sam has a drum.

March's A-B-C Book. 35

Tom lia8 a horn. It is a tin horn. Bob hag a trump-et. Jim ha8 a gun. It ia not a pop-gmi,

For-warcl march !

Sam drums aa hard as hfe can. Rub-a-dub-dub. Rub-a-dub-dub.

Thfe Ma-jor is march-ing. Sam is march-ing with his drum. Tom i8 march -ii>g with hig tin horn. Bob march -68 with his trump-et. Bob struts. Tom and Bob both strut. Jim is march-ing with his gun.

Rntli is not as old as thfe rest. Slife can not march as fast as thfe rest. Slife march-es as fast as ^fe can. Car-lo can march as fast as Ma-jor Ri-nal-do Ri-nal-dl-ni.

For-ward march !

Rat-a-tat. Rat-a-tat. Rat-a-tat- tat, tat-tat.

This is a grand march.

THE ALPHABET.

Roman.

M B

C

ra a a b

c

5 cii

D d

e

E

F

B f

G g H h

I I

J

Name.

ah a bB kB

SB

dhB

dB

e

ee

ef

gfe {not jB)

hB

i

eye

Examples.

Script.

ja

did

met 1 mfe, hB J

fit go, get

hB

it

frjar

jet

at, fat ' arm	. g/-	■a.
potato . bat	m
cat	r^ \ ^
cent cfhurdh ,	^/

y

		The	Alphabet.
Roman.	Name,		Examples.
K k	kQ		kin
L 1	el		lo
M m	em		mfe
rn	en		no

87

N

0

ro

	L0	e, 6
p p	pfe
Q q	ku
R r	ar
	' 8	es
8.	3	ez
	.^	i^
T t	tB
Thth	ifli
Ti	I til	thB

kirm

net, uer

pet quit

rat

^B

tep thin then

Script.

^

4n^

O 0

^

^

^

cT/

88			TAe Alphabet,
Roman.	Name.	Examples.
	u	.00	put, Rufh -
U	ii	yu	music
	u	u, u	but, bum .
Y V	ve	vat
W w	wu	wo-
X X	ex	wax
Y J	ye	yB
Z	z	ZB	zfebra

Script.

ENGLISH GRAMMAR. 23

EMLISH GEAIIAR.

Part First of Elementary Lessons in English.

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24

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