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when now and then he had to stop at a word, he soon
worked it out all by himself, showing a wonderful develop-
ment of his powers for self-reliant reasoning. He gave
the names as well as the sounds of the letters, and hi&
enunciation was marked by a surprising distinctness. To
prove that the matter had not been committed to memory,
he was made to read several passages backward, and did
itTi thft p'^test readines s. And he read print as well

sowit

as script. And right here we must say that during the first
two weeks the instruction was given from Mr. Knoflach^s
manuscript^ and that the boy never saw Swinton's
Primer until Wednesday, the 10th of September, and con-
sequently had not studied the hook more than eleven days!
Mr. Wines is our next-door neighbor, and we were instru-
mental in finding this boy for Mr. Knoflach and know
that the above data are absolutely correct. The method
is simply a wonderful triumph of the art of teaching, and
we do not hesitate to predict that it will create a revolution
in the field of elementary instruction.

After the exhibition Mr. Knoflach gave a highly inter-
esting lecture on our present orthography, happily illus-
trating its absurdities and the impression they produce on
the foreign mind, as well as the obstacles they throw in
the path of our poor children. We must say that we have
never heard a more amusing and withal instructive and
logical discourse on the subject, and sincerely regret that
our space does not allow us to reproduce its most telling
passages. Mr. K. is an advocate of a radical reform in
our spelling, and does not wish the opponents of that
measure to use his achievement in teaching Clifford
Wines as an argument that it is ejusy for a child to learn to
read. It is true\hat by this new method the boy mastered
more than half of his Primer in three weeks ; but if
English were spelled phonetically, he would now be able
to read any book printed in the language.

0*lii regard to the foregoing report on a test of his system,
the author of the ** Sound-English Primer" deems it proper to
state that the test was made from a part of his manuscript, followed
by Swinton's Primer. In the complete system, as now presented
to the public in the '* Sound-English Primer/' the learner is put
to a much more thorough drill in the sounds and their combina-
tions than it was practicable to give in the case above referred to ;
but, while thus a firmer foundation is laid for rapid progress in
the future, it is not expected that any child should finii^ the book
in three weeks, the average time required, under favorable cir-
cumstances, being estimated at from six to ten weeks.

SOUND-ENGLISH

PRIMER

AUGUSTIN KNOFLACH.

AUTHOR OP " SOUND-ENGLISH, A LANGUAGE FOR THE WORLD/* "GERMAN SIMPUFIED,**
"SPANISH SIMPLIFIED," ETC.

SOLD FOR THE AUTHOR BY

G. E. STECHERT.

NEW YORK •

LONDON : x^j^yy ± Wi\xv . LEIPZIG:

30 WeUington Street, 828 BEOADWAY. HospitalBtr., zo.

Strand, W. C.

'tor-

•^-^^

/ V^'

SEP 20 1892 ]

o 2 ^3-3A^-s> -N-^ -

Lx'-H^

All rights rtservedt

CONTENTS

Past I. Intboduction 1

Part II. Principlss of Sound-English 5

Chapter I. Preliminary Remarks 6

IL Vowels 7

III. Diphthongs 11

IV. Consonants .
V. Accent
VI. Syllabication
VII. Unaccented Vowels .
VIII. Inflections .
Part III. How to Use the Primer
Part IV. Text of the Primer .

SomidoBiigUsh Fart, 97-67. The Alphabet, 58. Beprlnt of Beading
Matter in the Cmrent SpeUing, (MMi&

11
15
16
18
20
22
27

A SOUND-ENGLISH PRIMER.

PART FIRST.

INTRODUCTION.

The present irregular spelling of the English language
makes learning to read the most difficult task undertaken by
a child. Educational statistics of different countries reveal
the astonishing fact that English-speaking children suffer an
average loss of two years, as compared with the children of
other nations, in learning to read ; while the injury inflicted
on the young minds by the present methods is a still more
serious matter, though not so easily measured and expressed
in figures.

We need only consider seriously the very first steps usually
taken in a child^s elementary instruction, to be convinced of
their absurdity and harmfulness. On opening his Primer,
he is shown the words a cat, or a rat. He is also told
that the first character has the sound of long a {eh) ; but no
sooner has the form of this letter and its connection with the
sound of a made an impression on the young mind than, in
the very next word {cat or rat), the child is confronted by
the identical sign a, which, however, he is made to pro-
nounce, not a, but &, although his teacher is at a loss to give
him any intelligible reason why the same sign should have
such a different sound in either of these two words from
what it had when it stood alone. That such difficulties are
not confined to the first page will become evident if we dwell
upon the inconsistencies in the pronunciation of such simple
words as are, care^ gave, have, so, do, doe, shoe, one, shone,
now, low, door, poor, hear, dear, beard, heard, etc., etc.^

The greatest obstacle to a reform in teaching the art of

* The poesiUe objection that by the Bo-called " word-method ** no separate eonnds
are taaght in the beg:inDiDg cannot weaken onr charge ; for, let the method be what
It may, the child cannot help hearing two or more BonndB, while it tees the same sign.

— 2 —

reading is the fact that grown persons, as a rule, have no
clear recollection of their early struggles in the school-room.
All they usually remember is that somehow or other they
learned to read, and since they never heard of any other
way and never had an opportunity of observing with what
facility those children learn to read whose languages are
spelled phonetically, they think that there is nothing wrong
in the present methods, and consequently no need for any, or
at least for any radical, improvement.

Many educators and thinkers, however, are not blind to
the baneful influence of the present system. " Learning to
read,'^says Ex-President Thomas Hill of Harvard, "is the
most difficult task undertaken by an English child. A tough
constitution resists a great deal of hardship and abuse ; a
vigorous intellect frequently survives the labor of learning to
spell in the ordinary mode. He who will reflect, however,
seriously upon the absurdities of English orthography, and
upon the gravity with which those absurdities are usually
introduced to the child as reasonable things, must perceive
that such instruction has an injurious effect upon the child^s
mental powers, and upon his love of truth. '^^

" Consider the harm,'^ says the Rev. Dr. H. L. Wayland,
'^to the child's mind, to his reasoning powers. We say to
him : * Here is this letter ; it has this sound, this force.' But
he then finds that it is purely a matter of chance whether it
has this sound or something utterly different. Suppose we
should say that ^ 2 and 2 make 4' ; and then the child should
find that, if it is apples, 2 and 2 make 5 ; if marbles, they
make 3 ; if plums, 6 ; and if potatoes, 7 ? We destroy or
injure reliance on general laws, which is one of the most
vtduable of mental habits.''^

Mr. Fred. A. Fernald says in his article, " How Spelling
Damages the Mind,'' in the Popular Science Monthly for

1 From The True Order qf Studies, by Thomas HUl. New York and London : G. P.
Patiiam*8 Sons, 1889.

> From a paper read at the Oeneral Meeting of the So cial Science Association in
September, 188S ; see Journal <^ Social Science, Vol. XVII.

— 3 —

September^ 1885 : " Learning to read the English language
is one of the worst mind-stunting processes that have formed
a part of the general education of any people. . . No child
learns English spelling without getting the pernicious notion
that cram is better than thinking, and that common sense is
a treacherous guide. . . Here is a chief source of the incapacity
for thinking which academy and college students bring into
the science laboratories.''

On the other hand, it cannot be denied that many im-
provements on the old alphabetic or spelling method have
been introduced of late years, and we have now some Primers
or First Readers in which, by a careful grading, and by group-
ing words containing like sounds and signs, many of the for-
mer difficulties are obviated, so that in the hands of skillful
teachers those books are sure to rob the 'first steps in reading
of some of their worst terrors. We do not believe, however,
that, on the basis of the present spelling of the English lan-
guage and with the use of the ordinary types, any arrange-
ment can be devised that will spare the young mind the be-
wilderment arising from the fact that one sign may represent
a variety of sounds without any definite rule or reason.

Successful experiments have been made with different
kinds of phonetic type. Mr. Femald tells us in the article
above quoted that " children can and do learn to read English
spelt phonetically in a very few lessons, and learn the tradi-
tional spelling so quickly afterward that much less time is
required for the whole process than is commonly devoted to
memorizing the current spelling alone. Classes taught in
this way, in Massachusetts, so early as 1861, proved the ad-
vantage of the method to the satisfaction of that able edu-
cator, Horace Mann, and the method has been successfully
employed in many places in this country and in the British
Isles." Ex-Pres. Thomas Hill remarks on this subject : "The
child who learns to read in phonotype will learn common or-
thography more rapidly, because he perceives more clearly its
oddities and anomalies, and that fixes them on his memory.*'

— 4 —

The author of this book is not acquainted with any of
the details of the instruction above referred to or the kind
of phonetic type used. He believes, however, that his
" Sound-English ^'1 fulfills all the requirements of a phonetic
system of spelling, and that, while designed especially to in-
troduce foreigners rapidly to a speaking knowledge of Eng-
lish, it is equally well adapted to teach English-speaking
children the sounds of their language. He has therefore
conceived the plan of this Primer on the basis of his system.

By this plan the child is made acquainted with all the
sounds of the English language in an easy and rational man-
ner ; every sign always stands for the same sound, and there is
not a single step which cannot be made perfectly plain to
him ; and his mind is constantly stimulated by processes of
sound reasoning. In a very few weeks the pupil is able to
read the sentences and little stories furnished as reading exer-
cises. He is then shown the same exercises in our present
orthography and assisted to recognize them in this, to him,
new garb. The Sound-English version being no longer re-
ferred to, a very short time suffices to render his eyes familiar
with the present spelling, which, by the way, is introduced
to him, not as a sacred truth, but as a bundle of senseless
absurdities that have to be learned because all our books are
now printed in that way.^

The next step is to take up the most suitable of the
Primers or First Eeaders now used in schools, and we confi-
dently predict that when the Fourth Seader is reached it will
be found that from one to two years' time has been saved,
and that the child has been spared many an hour of weary
and perplexing labor, while his acquaintance with the sounds
of the English language is much more thorough than that of
those children with whom the old methods have been pursued
at the start.

» " SonDd-English, a Lan^age for the World." By Angastiii Enoflach. New
York, 1890. Sold for the author by G. E. Stechert, 828 Broadway.

* More detailed informatioii on the use of the method will he foand in Part in.,
p. 82.

PART SECOND.

PRINCIPLES OF SOUND-ENO-LISH.

In his "Sound-English, a Language for the World/^^
the author of this Primer gave his reasons for the belief that
the only objection to English as the international language
of mankind lies in the irregularity of its spelling. For this
reason, as well as on account of the difficulties thrown in the
path of English-speaking children, he advocated the gradual
introduction of a phonetic system, and tried to refute the
objections usually advanced against that measure.

The system then presented was substantially the same as
the one adopted in this book. The length of the vowels and
the accent were indicated by the use of a heavier style of
type, while the shortcomings of our alphabet for designating
all the vowel sounds were met by the inversion of two char-
acters. In this way a phonetic system was constructed which
the author still believes to have been as simple and as nearly
perfect as any that can be invented without having recourse
to new types.

It soon became evident, however, that the typographical
disadvantages of the original "Sound-English^' would pre-
vent its making headway in public favor. A page inter-
spersed with full-faced type presents a spotted appearance,
ajid it is a matter of some difficulty to find full-faced type
which " aligns '* with the ordinary type, while the inverted
letters of many fonts are likewise out of alignment ; and as
for the script, the proposed shading of certain letters seemed
too laborious and uncertain a means of indicating length
and accent.

1 See Foot-note 1, p. 4.

The author was therefore confronted by the problem of
simplifying his system by meeting the above objections with-
out impairing the scientific exactness required for all prac-
tical purposes. He hopes to have solved this problem satis-
factorily in the present volume, which, therefore, besides
containing a Primer for the practical instruction of children
in reading, at the same time takes the place of a revised
edition of " Sound-English/'

CHAPTER I.
Preliminary Remarks.

1. Persons who desire merely such an acquaintance with
Sound-English as will enable them to read it and to teach
children by means of this Primer, will need to study only
what is printed in this style of type, and may entirely omit
Chapters VL, VIL, and VIII.

2. Sound-English has not any capitals. Proper names
are distinguished by the context, as they are in the spoken
language; if necessary, they may be printed in italics or
placed between quotation marks.

The absence of capitals is not an essential feature of
Sound-English ; let those use them who desire to do so. The
labor of children, however, is unnecessarily increased by their
having to learn two signs for one and the same sound at the
outset. The phonetic system being once thoroughly mas-
tered, the capitals are learned without the slightest difficulty
during the period of transition to the present spelling, as out-
lined in Part III. of this book.

^ 3. There are no silent letters in Sound-English. N"o
sound, no sign. If letters are doubled, it is done to serve a
special purpose, as will be explained in the proper place.

— 7 —

CHAPTER II.
Vowels.

1. The following are the vowel sounds of the English

language :

liOng Sounds.

Short Sounds.

i in machine

i in pin

e " eight

e " pet

a " paJm

a ^^ am

a ''' law

a " wasp

" sown

o " son

u *^ rule

u " full

2. In Sound-English, all the characters above given are
used to designate the vowel sounds placed opposite, with the
exception of the a in law or wasp, which we designate by q,
a letter that, for us, is superfluous as a consonant, its sound
being expressed by kw, as in hwench (quench). Thus we
write Iq for law and wqsp for wasp.

3. The above sounds are always designated iy the same
signs, no matter what the present spelling may be. Thus,
for instance, the sound of e in me is the same as that of i in
machine, and me is consequently written in Sound-English
mi; u in sun has the same sound as o in son, and therefore
sun, as well as son, is written son; and o in to and oo in too
have the sound of u in rule, and thus both to and too are
written tu.

4. A comparison of the text of the Primer with the fol-
lowing keys, in which the words appear in the present spell-
ing, will soon render the student familiar with our vowel signs.

In these keys, the a in father is expressed by ah, the e in
eight by eh, and the o in sown by oh (or 0).

Key to the headlines on pages 27 to 30. 1. ee, me.
2. 00, moo (the cow says: moo). 3. ee, knee; oo, gnoo
(often spelled gnu). 4. (or oh), no. 5. ee, lee; 0, lo (or

— 8 —

low). 6. awe, law. 7. 0, row (verb) ; awe, raw. 8. ee,
see ; oh, so. 9. 0, doe (or dough) ; oo, do. 10. ee, tea ;
oo, to (or too). 11. ah, la (sixth tone of the musical scale).
. 12. eh, may.

Key to the Eeading Lesson at the foot of p. 30. (Not all
examples in this lesson are actual English words.) me, nay
(or neigh), lah, raw, so (or sew or sow [verb]), do, to (or too),
moo, gnoo, law, rah, say, dee, tea, day, tay, sah, saw, lo (or
low), row (verb), * no, mow (verb), knee, may, lay, gnaw,
maw, dah, tah, lee, ree, ray, mah, nah, daw, taw, doe, toe,
Lou, rue, sou (French coin), see.

5. A vowel standing alone or at the end of a word of one
syllable is always long. In any other position, its length
must be indicated by doubling the sign.

Key to No. 13, p. 31. (Not all examples are actual
English words, but all the combinations occur in the English
language.) Headline : ee, eel (ill). Columns, to be read
downward : eem (as in deem), aim, ahm {calm), ohm (doms),
oom (doom), een (keen), ehn {mane), awn {dawn), own, oon
{boon), eel, ail (or ale), awl (or all), ohl {coal), ool {fool),
ear, ere {heir), are, or, oar, ees {piece), ace, aws {sauce), ohs
{dose), oos {loose), eed {deed), aid, awed, owed, ood {mood),
eat, ate, aught, oat, oot {boot).

Key to No. 14, p. 31. Headline : eel, meal. Columns :
seem, lame, psalm, dome, room ; mean, rein (or reign),
lawn, tone, moon ; deal, nail, tall, roll, tool ; near, dare, tar,
nor, door ; niece, lace, sauce, dose, loose ; lead (pron. leed),
made (or maid), Maud, rode (or road), rood. First five
words on next line : meet (or meat), date, taught, note, root.

6. It follows from the rule given under No. 5 that a
single vowel, not standing alone or at the end of a monosyl-
lable, is short.

Key to No. 15, p. 32. Headline : ee, ill. Columns : im
(as in him or hymn), in, ill, is {hiss), id {lid), it ; em, en.

— 9 —

el, es, Ed, et {pet) ; am, an (or Ann), al (Ral), ar (p«rry),
add, at ; on, ol (vofley), or (sorry), odd, ot (pot), os (toss) ;
um (dumb), un {dun or done), ul (dull), ud (mtid), ut {but),
us ; ul {full), (R)s {Puss), d&d {good), ut, (j9«*^).

Key to No. 16, p. 32. Headline : ill, mill. Columns :
rim, tin, sill, miss, rid, sit ; Sem, ten, Nell, less, red, set ;
Sam, lamb, Dan, Sal, mad, sat ; don, doll, toss, nod, not,
dot ; sum, sun (or son), dull, muss, mud, nut ; sit, set, sat,
not, nut, sdbt.

7. The er in her, ir in girl, or in work, ur in burn, and
yr in myrtle are designated by er.

Key to No. 25, p. 37. Headline : ere, err, hare, her.
Columns : err, myrrh ; sir, fir ; burr, purr ; fare (or fair),
fir ; bare, burr ; pear (or pair, or pare), purr.

NoTE.-Tln Sound-English, the combination er or err is sounded as in
her in all monosyllables, and in all accented syllables in which er or err
is not followed by a vowel ; as in fervent, therti (thirty), riferr (refer),,
ajerm (adfoum). For the doubling of the r, see "Accent," Chapter V.,.
below. When er or err is followed by a vowel, as in feri (ferry), peril,,
inherrit (inJierit), the e retains its regular short sound. In derivatives,,
when the syllable retains its accent, the er or err has the same sound as-
in the words from which they are derived ; for instance, in ering (erring\,
rif erring (referring), the sound is as in Aer, because these words are de^
rived from er (err) and riferr (refer). Compare the " Principles of Pro-
nunciation " in Webster's Dictionary (ed. of 1884), § 14.

8. The letter y is not used as a vowel, its sound being:
designated by i or ai (see Chapter HL).

9. The sound of u as heard in due, use, or mute, is re-
placed by yu, dyu, yuus (noun ; the verb is yuuz), myuut.

Note. — Phonologists may contend that the above vowel scale is^^
wanting in exactness, inasmuch as the a in am is not the exact short,
sound of a in pailm, and the o in son is not the exact short sound of o ia
eoum. This is true. But neither are the % in pin, e in pet, and a m
wcLsp the exact short sounds of % in machine, e in eigJU, and a in law,,
and yet they are usually coupled together.

— 10 —

The fact is that, with the exception otuin. nde, all the vowels of the
English language have three sounds— a Umg^ a ahortf and a earrupt one,
as shown in the following examples :

Long :

eight

palm

sown

role

Short :

delay

alone

ask

gone

propel

put

Corrupt :

pet

wasp

son

Now, the e in me (or i in machine) has for its corresponding short
sound the e in delay ^ in Sound-English mi and diUe^ but the i in pin is
'' a distinct, though closely allied element. In its formation, the tongue
is slightly relaxed from the position assumed for producing ^." — (Web-
ster.) Similarly, the sounds of 6 in pet and a in wasp are slightly dif-
ferent from the short sound of e in eight and of a in lowo, without
mentioning the "vanish" in e which accompanies the e in eight (or
a in oZe).

However, there is no necessity for adopting special signs to designate
these " corrupt " sounds. When we come to teach the child the sound of
i in U (ill), we must call his attention to the fact that it is not exactly the
short sound of i in iil (eel), and in the same way we must explain the
difference between the sounds of a in paam (palm) and in am, and
those of in soon (sown) and in eon. The author can give the assur-
ance that there is not the slightest difficulty in bringing this qualitative
difference between long and short sound to the child's understanding,
and that no confusion results from 'the employment of the same signs
for the long and the approximately corresponding short sounds. The
scale adopted by us will be found sufficiently exact for practical pur-
poses, and it offers the great advantage of enabling us to present a
phonetic system without casting a single new type and without invert-
ing letters. Phonologists desiring greater exactness on the basis of
;Sound-English may take off the dot from the i in itt (ill), invert the a
for a in am («m), and invert the c for o in eon (son). The a in am may
also be designated by ce (lem), and then the same character may be
•doubled for the a in ea/re (kaBier), a sound that, in our scale, is not dis-
tinguished from a in ale.

For using the same sign for er in her, ir in girl, or in tcork, ttr in
ibum, and yr in myrtle, we give as our authority the " Century Dictionary,"
in which all these sounds are designated by the same diacritical mark.

— 11 —

CHAPTER III.

I>iphthongs.

There are, in English, three diphthongal sounds, viz.:
i in I (or y in my), ou in out (or ow in now), and ox in oil
(or oy in Joy).

In Sound-English, i in / is represented by ai.
ou " out *' " " oi*.

oi " oiV '' '' " gf.

Key to No. 22, p. 35. — Headline : ah, ee, eye ; ah, oo,
ou (in out) ; awe, ee, oi (in oil). Columns : my, tie, rye,
sigh, by, pie ; isle, mile, ire, tire, ice, dice ; rice, died, tight,
size, pipe, hide ; now, how, row (as in now), our, owl, out ;
toy, boy, hoy, oil, toil, noise ; pies, ties, town, howl, soil, boil.

Note. — The first element in qi is theoretically long (as a in law\ but
it is not necessary to double the q, as the combination qi is understood
to stand for the diphthong heard in oil or hoy,

CHAPTER IV.
CoDSonants*

1. The sign must always correspond to the sound. Thus
we write, for instance, iz, siiz, siis, Jcat, jem, qv, Icuif, shuur,
for is, seize, cease, cat, gem, of, laugh, sure.

2. Silent consonants are dropped. Thus we write mil,
maner, lam, ej, temt, kach, for mill, manner, lamb, edge,
tempt, catch. We retain, however, the double consonants of
the present spelling, when both are distinctly heard in the
pronunciation, as in proonnes, hoolli, auttqqV {proneness,
wholly, outtalk). The doubling of consonants to indicate
the accent will be treated of in a subsequent chapter.

3. has either the sound of k (as in cat), of s (as in cent),

— 12 —

or of z (as in sice). Q has either the sound of kw (as in
quench), or of k (as in antique). Xhas either the sound of
ks (as in six), of gz (as in exalt), or of z (as in xyst). We
write the above examples kat, sent, saiz, kwench, antiik,
siks, egzqqlt, zist. O, q (consonant), and x are therefore
dropped from the Sound-English alphabet ; but, as we have
seen, the sign of q is retained to designate the vowel sound
in law and wasp; and c is retained in the digraph ch.

4. Ph has the sound of/, as in phase (feez), or of v, as in
Stephen (stiivn). The digraph ph is therefore discarded.

5. G is always sounded as in get, and ch as in church.

6. Whenever n has the sound of ng, as in ink, finger,
that digraph must be substituted for it ; ingk, fingger.

7. The sound of wh in what, when, which, etc., is ex-
pressed by hw ; hwqt, hwen, hwich.

8. The sound of s in leisure, vision, etc., is expressed by
zh; liizhur, vizhon.

9. The vocalized sound of th, as heard in the, that, them,
though^ etc., is expressed by dh.

Key to No. 23, p. 36. Headline : oh, though, oathe (as
in loathe) ; awe, thaw, oth (as in mx)th). Columns : the,
this, these, they, them, then ; than, that, though, those, thy,
thou; with, seethe, bathe, loathe, soothe, writhe; thin,
thill, thaw, thawed, thought, thumb; wreath, lath, bath,
moth, both, mouth.

The student should now compare the reading matter on
pp. 38, 39, 40, 42, 46, and 47 with the Keys furnished in the
** Reprint^* on pp. 59 to 63, and he will soon become familiar
with the use of all the characters in Sound-English. To
remove all stumbling-blocks from his way, we give here a list
of words whose pronunciation is liable to be mistaken, as
their spelling in Sound-English is identical with the present
orthography of words of an entirely different meaning and
pronunciation. A few words are added that for other reasons

— 13 —

would seem to present special difficulties. The Sound-English
spelling is in Boman letters^ the present one in italics.

No. 14 (p. 31). teem^ tame (not teem) ; noon, known
(not noon); teel, tale; moor, more; soon, sown; moon,
mown; leet, late.

No. 16. OS, us; mos, muss; nom, numb; nol, null;
don, dww or done.

No. 17. meet, m«^^; reed, raid; seel, «afo; deet, date;
doom, dome; mood, mode; neel, wai7.

No. 18. ween, wane; weel, tt;a*7; weed, t£;atfd.

No. 19. boot, Joa^; roh, rub ; "poor, pore; 'peel,pail.

No. 20. weev, wave or waive; peev, /?av«; feed, /arf^;
feel, fail; loof, toa/.

No. 21. heel, hail; hot, Aw^; hoop, hope; lees, toc^;
«oon, sown.

No. 24. dog, dug; song, 5W7J^; kees, case; sook, «oa*;
luk, look.

No. 26. cheer, chair; chees, chase; seej, sajre; boj,*

No. 33. speed, spade; spook, «^o*e.

No. 34. sleet, slate ; pleet, ^te^e.

No. 35. breev, brave ; grees, grace ; speer, sjpare.

No. 36. skweer, square; twain, twine.

No. 39. reez, rays; reedz, raids; cheerz, chairs; siks,
3ix; boonz, bones; waif, wi/fe; sloops, slopes.

No. 40. leed, laid; 'peet, pate; t€kin,fine; kist, kissed;
hoopt, hoped.

Remabks.— 1. When u forms one syllable with the vowel following
it, as in gtumo, Guelphy it is replaced by w; gwacmo, gwdf.

2. As we have seen in Chapter II., 8, ^ is used to represent the
sound of our present long «. The y is omitted only after r, «^, z\ chy
and y, and after I preceded by another consonant ; rwZe, sure, Uisure,
eheWf Jtme, and conclude are written rwdy shwwr, liizhwr^ ehu, jwun,
Icqnkluud.

— 14 —

8. J is replaced by y whenever it forms one syllable with the vowel
following it ; thus, union is written yuimyon; but when the % forms a
separate syllable, as in medium^ its character is retained, miidiom. In
doubt, preference should be given toy; thus, we write vndycm, rather
than inddtm,

4. When u is preceded hj d ov t and by an accented syllable, the
y-element often coalesces with dotiU) form the sound of j or ch; thus,
verdure and nature are pronounced verjur and ruichur by some good
speakers. Likewise, in unaccented syllables, when d precedes a y-sound,
or when t precedes ia or io (sounded like ya or yo), and is itself preceded
by 8 or a?, or when t is followed by eovs, the d or t often coalesces with
the sound of i or 6, to form the sound of / or ch; thus, soldier, queation,
homvteoua are often pronounced aoljer, kwesehun, bounehus. See Web-
ster's Dictionary, ed. of 1884, " Principles of Pronunciation," §§ 53, 66,
77, and 97.) We would advise not to take any account in Sound-English
of these modifications of d and t, and to write verdyur, neetyur, sooldyer,
kweatyon, b<mntyos, at least until the time comes when a uniform prac-
tice will authorize us to make a change to/ and ch in all words belong-
ing to the above classes.

6. Whenever the letters composing the digraphs sh, zh, th, dh, and
ng retain their own individual sounds, as in dishearten, exhaiiM (egz-
haust), outhouse, adhere, congratulate, we must insert a hyphen between
them, though the words may not be such compounds as even in the
present spelling are usually divided by a hyphen, such as house-h^ld^
hot-house, etc. ; thus, we write dis-haartn, egz-hqqst, aut-havs, ad-hiir,
kqn-grcUtyuleet ; and, of course, we insert the hyphen in ha/iis-hoold, hqtt-
hoMS, etc., as in the present spelling. (For the doubling of < in kqn-
grcUtyuleet and 7iqtt-h>aM8, see the next chapter.)

6. As the student is now acquainted with all the vowel and conso-
nant signs, we may here give the proposed Sound-English alphabet. In
reciting the vowels, one should give them their long sounds.

1. i. 7. y (ya). 13. z (zee). 19. v (vee). 25. p (gpX

2. e. 8. w (wa). 14. s (&). 20. f («f). 26. g (gee).

3. a. 9. 1 («1). 15. zh (zhee). 21, dh (dhee). 27. ng (5ng).

4. q. 10. m (6m). 16. sh (Ssh). 22. th (6th), 28. k (€k).
6. o. 11. n (6n). 17. j (jee). 23. h (hS). 29. d (dee).
6. u. 12. r (ro). 18. ch (6tch). 24. b (bee). 30. t (6t).

— 15 —

CHAPTER V.
Accent.

1. The accent lies on the syllable containing a long vowel
or a diphthong ; as, wqqter (water), biheev (behave), endau
(endow), beebihud (babyhood), obeeing (obeying), ondergoo
(undergo).

2. When there are two long syllables in a word, the accent
lies on the first ; as, noohweer (nowhere) ; unless the second
is followed by an accent-mark ; as, autduu' (outdo).

3. When a word does not contain any long vowel or dipn-
thong, the accent lies on the first syllable ; as, sister, misteri
(mystery).

4. All exceptions to the above mles are marked by doub-
ling the consonant next following the vowel of the accented
syllable ; as, feerwell (farewell), innmoost (inmost)^ winndoo
(window), fqqrgivv (forgive), septemmber (September). In
digraphs we double the first character; as, dispacch (dis-
patch), togeddher (together),

5. In compound words, the above rules apply as if they
formed one single word ; as, wassh-beesn (wash-basin), klqkk-
kees (clock-case), rqbin-reddbrest (robin-redbreast).

Remarks. — 1. Besides the primary accent, words of three or more
syllables often have a secondary accent, which usually rests on the second
syllable to the left of the one having the primary accent. In some words^
two syllables have secondary accents. In the following examples, we
mark the primary accent by ", the secondary by ': as, %n'tervene'\ cm'te-
eef'dmt^ in'd4,viafihiV'ity.

2. When the secondary accent rests in its natural place, i.e., on the
second syllable or the second and fourth syllables to the left of the pri-
mary accent, it may be considered as belonging to the general rhythm
of the language and need not be specially marked. Thus, we write the
above examples in Sound-English, interviin, antiaiident, indivizihilUti.

8. When, however, the secondary accent is out of its proper place, its
poflition is either designated by a long vowel or a diphthong, or it must

— 16 —

be marked by doubling a consonant ; and when these designations of
the secondary accent interfere with the designation of the primary ac-
cent, we must mark the latter by an accent-mark. Thus, in yuimitfer'
scUliti (universality), the doubling of the u marks the secondary accent
as being on the first syllable, while the primary accent is properly dedg^-
nated by the doubling of the I, a double consonant " taking precedence "
over a double vowel. But in addimimtree'sJwn (administration), we
must designate the primary accent by the accent-mark, as, otherwise,
according to the rules laid down above, it would rest on the first syllable.
Thus, also, when ttoo coDsonants are doubled, as in impenniirebiU^iti
(impenetrability), the accent-mark must be used to designate the position
of the primary accent.

CHAPTER VL
Syllabication.

1. The digraphs sh, zh, ch, dh, th, and ng^ the combina-
tion hw, and all letters doubled to indicate length or accent
are never separated^ and are therefore treated as single let-
ters in the following rules.

2. One consonant between two vowels goes with the
second ; as, wqq ter, moo shon, noo hweer, wqq te ri ; unless
the consonant follows the short vowel of an accented syllable,
in which case it goes with that vowel ; as, mil er, kich en,
ev e ri, re mitt ing, to geddh er. A consonant also goes with
the short vowel in a syllable having the secondary accent
(see Chapter Y., Bemarks, 1) ; as, rekolekkt, disalau.

3. Of two vowels not forming a diphthong, and of a diph-
thong and another vowel, one goes with the preceding, the
other with the following syllable ; as, bii ing, bai ing.

Note. — If a*, cm, or qi do not form diphthongs, they may be divided
by a hyphen ; as, naa-iiv (naive), nqq-ing {gnawing), A hyphen may
likewise be used when three like vowels come together, as in bii-ing,
kwai-ii'tos {quietu^. Usually, however, the context will leave no doubt
as to the proper pronunciation of a word, and the hyphen may be dis-
pensed with.

— 17 —

4. Of two or more consonants, the first goes with the pre-
cjeding, the other or others with the following vowel; as,
ail ver, dis tinng gwish.

5, Derivatives and compound words follow the general
rule ; as, staar ted, bang kropt (bankrupt).

€• When, however, a compliance with the rules of syl-
labication would make the second part difficult of utterance,
we may take two consonants to the first syllable ; as, staart-
ling, qint ment. Compound words, also, which consist of
two nouns and are now usually divided by a hyphen, may be
separated into their component parts ; but, if they are not at
the end of a line, the hyphen should be omitted in Sound-
Unglish, except when three like consonants come together, as
in klqkk-kees, or when any four consonants come together,
as in wassh-beesn, or when both of the component parts are
words of at least two syllables, as in haiding-pleesez. But
even in these cases the hyphen may be dispensed with.

Bemabks.^I. In words now ending in hie the e is dropped, and hi
forms a syllable with the vowel preceding it; as, eebl (a&2e) fiisibl
{feimhUy

2. When the e or o is silent in the terminations ed, el, en, or on, the
d, Z, or n is added to what is now the preceding syllable; as, Iqngd, iivl,
iivn, paardn, paardnd (pardoned). Such words, as well as aible, are, in
Sound-English, monosyllables.

8. Words ending in re change that termination to er ; as eeker (acre).
Words now spelled either way, as center, or centre, must always end in
er in Sound-English ; senter.

4. When the possessive case adds 'ez (see Inflections, Chapter VIII.),
that termination forms a syllable by itself ; as, mr. kees 'ez haus {Mr.
Case^s house) ; not kee s'ez.

5. The second part of a compound word often has a secondary accent
and must be divided accordingly ; as, bluu ber i (not hlmi, he ri), som-
bqd i (not wm hq di^.

— 18 —

CHAPTER VIL
Unaccented Vowels.*

1. In all syllables having a secondary accent, vowels are
subject to the rules governing syllables having the primary
accent.

2. The values of long vowels are the same in unaccented
as in accented syllables; thus, we write kraisiiz {crises),
veekeet {vacate), etc. For exceptions, see "Bemarks,** 2,
»nd " Exceptions, ^^ '* under u" below.

3. To determine the values of unaccented short vowels, we
must distinguish whether a syllable, according to our present
rules of syllabicafion, ends in a vowel or in a consonant.*

(1) When the unaccented syllable ends in a vowely we
represent the vowels as follows :

Old. Nsw.

a })j e; as, ewee keepebl miseleni

a way capa ble mlsceUa ny

e '' i; as, disiiv geeiti spqnteenios

dB ceiye gsye ty spontantf one

i '* i; as, gitaar liinient eemiebl

gal tar leni eat ami able

" o; as, omitt molassez serimoni

omit moIasecB ceremony

u " yu; d&y yunait, onndyuleet kaUkyuleeting-

« nite imdtf late calcti lating

Remarks. — 1. Fis changed to i or cdy according to its sound (Chap-
ter II., 8); as, miseleni, tairannikal. Unaccented ey is changed to i/
as, hqni (honsy) ; a/y in compounds of day is changed to 6; as, wenzde
{Wednesday), holide (hclida/y).

^ The author acknowledges his indebtedness for some nsefol suggestions on the
unaccented vowels to Mr. Wm. Henry P. Pfyfe's work : ** How Should I Pranmmoe,
or the Art of Correct Pronunciation." (New York and London : G. P. Patnam*8 Sons.)

* In making this diyision, we follow Webster's DicUonary (ed. of 1S84), '* Prin>
ciplea of Fronimdation/* $$ 48 and 48 (without, however, taking any account of final
€ mute).

— 19 —

2. The Yowel u, at the end of an unaccented syllable, is sJicrtf
although usually marked u in dictionaries, to denote its quality. As
regards the dropping of y after r, sh, etc., the unaccented yu follows the
rule given in Chapter IV., Remarks, 2. Thus, w6 write kqrrugeet (cor-
rugate), injwriy etc.

3. ParUament is written paarUment

(2) When the unaccented syllable ends in a consonant
(or silent e following a consonant, as in nega^m), we repre-
sent the vowels as follows :

Old.

N«w.

as.

speshal

fainali

flnofly

aksidenntal

as.

krikets

cricked

everi

every

septemmber

8eptsmber

as.

sanggwin

sanguine

imajjin

ima^fifM

imqqrtal

immortal

as.

kqnsoUt
eonsnlt

qktoober

OTtober

paregqn

paraxon

({

yu;

as.

fqqrtyun

fOltlMM

verdyur

yeaeOure

neetyur

nature

as.

kqnndokt
cm'duct

ophoold

i^ihold

jqiosnes

joyaumeas

as.

keerful

keerfuli

fulfillment

care/W

cai^iOij

fumnment

Exceptions. — 1. Under a. (1) — ^The syllable ate, when short, is writ-
ten et; as, ilabboret (elaborate, adj,); but the verb is written ilabhoreet,

(2) — ain is changed to en; as, maunten.

(3) — a,ge is changed to ej; as, langgwej, vilejez.

(4) — wa/rd at the end of a compound word is written wqrd; as,,
iistwqrd.

(5) — on in ocean is changed to on; as, ooshon.

2. Under c— No exception. Notice, however, that we use e before r
whenever that letter would be used if the syllable were accented ; we
write eerkit (circuit); therefore we must write also eerkyuuitoe (not eir^
kyuuitos). In adverb the e has the sound of e in her, although it is not
in the accented syllable. This is to be explained on the score of its being
a compound word, the second part of which has a sort of secondary ac-
cent. (See Chapter 11., 7, Note.)

— 20 —

8. Under i. — ^In the few words ending in ♦> or yr, these endings are
changed to 6r; as, needer (fMd%r\ seeter (satyr).

4. Under o.— (1) When the syllable containing o immediately fol-
lows a syllable having the (primary or secondary) accent, the o is retained
in Sound-English (not changed toq); as, qnor (Jionor), neeshon, nashon-
.allitL But in collect, paragon, etc., it is changed to q, because in these
words it does not, or not immediately, follow the accent. It is also
changed to q, whenever it is distinctly marked d in dictionaries, as in
icedlock; wedlqk.

(2) Whenever, in any word, the accented o in the present spelling
has the sound of H, it retains that sound in all derivatives, though it may
lose the accent ; thus, company is pronounced company, and therefore
written kompani (not kqmpcmt) in Sound-English ; consequently, com-
pamon is also written kompawnyon (not kqmpannyon).

Under u,— The u is short in syllables immediately following the
accented one, as in neetyv/r, although usually marked u in diction-
aries to denote its quality. But when it does not immediately follow
the accent, as in litteretyuur, it is long. For the dropping of y after
zh,j, etc., as in azh/ur, injur, see Chapter IV., Remarks, 2,

6. Under u cmd u, — ^No exceptions.

Note. — In the case of irregular spellings not commented upon in
the above rules and exceptions, we are guided by the respelling found in
dictionaries ; as, mildew (miVdu), foreign (fdr^in), etc. ; in Sound-
English mildyu (see above, 8, (1), Remarks, 2), fqrin.

CHAPTER VIII.
Inflections.

Sound-English necessitates some modifications in the
spelling of the inflections. These modifications are the
natural consequence of phonetic spelling ; yet, the following
remarks may not be out of place. *

1. The definite article is dhi, the indefinite article e or, be-
fore words beginning with a vowel, en; as, en arm, en qnor.

2. In the plural of nouns and in the third person singular
•of verbs we add 8 to words ending in one of the surd conso-
nants /, k, p, t, or th ; we add ez to words ending in one of

— 21 —

the sibilant sounds s, z, sh, ch, orj ; and we add z to words
ending in a vowel or sonant consonant except z and/; as^
chiifs, paips, rqks, prints, deths, horsez, roozez, broshez^
pachez, jojez, deez, bagz, baiz, selz. The same distinction ia
made in forming the possessive case ; as, chiifs {pi chiifs%
eep^s, smithX joonz^ez, lii'z, jqn^z, mqqd'z.

3. In the past tense and past participle we add ed to verbs,
ending in eif or ^ ; ^ to all verbs ending in one of the surd con-
sonants/, k, p, tk, s, shy or ch ; and d to all verbs ending in a
vowel or a sonant consonant (except d) ; as, divaided, printed,,
rqkt, brosht, streed, rauzd, begd.

Remarks. — 1. The second person singular takes est or «/, according
to the pronunciation ; as, passest, didst, meest, or meeest.

2. If edy though not following d or t, is pronounced as a separate
syllable, as is often the case in poetry, the e is retained in Sound-
English ; as, (hi) eemed (ad'nM),

4. The adding of an inflection often necessitates the doub-
ling of a vowel. In the singular of de (day), for instance,
the e is long, because it stands at the end of a monosyllable,
but in the plural it must be doubled, deez.

5. Irregular plurals are written according to their pro-
^unciation ; as, hauzez, kaavz, baadhz, dais, daiz, kraisiiz,.
jiiniai, banditti, deeta, laarve.

6. Letters, figures, and signs take ^5, 'ez, or ^z, according
to the final sounds of their names ; as, dhi f 's, dhi h^ez, dhi
2% dhi ^'ez.

7. Adverbs are formed by adding U to the adjectives ; as,,
badli, redili. If the adjective ends in Z, that letter is dropped
before we add li; as, byuutifuli, eebli; excepting the mono-
syllables in which the I is immediately preceded by a long
vowel or diphthong; as, hoolli, faulli, sooUi. (Compare
Chapter IV., 2.)

PART THIRD.

HOW TO USE THE FBIMEB.

L AasAiiroBMEKT. — ^A glance at Part IV., or the ^'Primer'*
proper, beginning on p. 27, will reveal the following arrange-
ment : The first letters brought to the learner's knowledge
are m, which is a child's most natural articulation, and %
and Uy the two extremes of the vowel scale. Then follow the
lingual sounds n, I, r, s, d, and t ; together with the gradual
introduction of the other vowels, aloue and in combination
with the consonants. Up to and including No. 12, however,
the vowels occur only alone or at the end of monosyllables,
and are therefore always long (see Part II., Chapter II., 6).

In No. 13 the vowels a,re followed by consonants and must
be doubled, to preserve their long sounds. In No. 14 initial
and final consonants are introduced. In Nos. 15 and 16 the
pupil is made acquainted with the short vowel sounds, and in
No. 17 the long and short sounds are contrasted.

In Nos. 18, 19, and 20 we meet with the semi-vowels y
and w and the labials b, p, v, and /, the consonants being
now used as initials and fin^. In No. 21 we learn the aspi-
rate h and the z, as compared with s. In No. 22 we are
made acquainted with the diphthongs, and these are followed
by the dental sounds dh and th, by the gutturals g and k, and*
by the linguo-palatals sh, ch, and j\ The ng is introduced
with the g, and the sound of ^ in her is learned in No. 25.

This completes practically all the sounds of the English
language, except that of s in vision (designated by zh), which
occurs only in words of more than one syllable. Nos. 27 to
32 are reading exercises composed of words of one syllable
containing only single consonants or digraphs. Nos. 33 to 37
contain words beginning with a combination of two or more
consonants, with No. 38 as a reading exercise ; and Nos. 39
to 46 contain words ending with two or more consonants.
Nos. 47 and 48 contain two stories composed of words that,
in the Sound-English spelling, consist of only one syllable.

— 23 —

Nos. 49 to 54 contain words of more than one syllable,
illnstrating the rules of the accent and syllabication. The
sound of zh is introduced in No. 49. Finally, No. 55 con-
tains a tale composed of all needed words without restriction.

On page 58 we find our present alphabet^ in capitals and
small letters^ and then follows a reprint^ in the current spell-
ings of all the reading matter contained in the Primer.

IL Method. — For teaching children by means of the
Primer^ we would advise the following course :

1. It is highly desirable that the pupils should never have
Teceived a lesson in reading according to the present spelling.
The less they know even of the names of the letters, the
better.

2. There should not be any haste. Gh> over as much
ground as you can, but stop as soon as the least weariness is
felt by the pupils. Beview, and review, and keep on review-
ings and never proceed to a new lesson before the last one is
thoroughly mastered. The whole course requires at most but
a number of weeks, and it should be immaterial whether this
number be three, or six, or twelve. Let us put forth our best
<ef[orts from day to day, and the time will regulate itself.

3. Whenever practicable, writing should be combined
inth reading. It relieves the strain on the child's mind;
the session may be extended and the occupation varied, with-
out causing weariness ; and thus the teaching of reading and
writing need not extend over a much longer period than the
xeading alone would. There is not any script provided in the
Primer, but there will be no difficulty in &iding suitable
oopy-books among the many that are in the market.

4. In teaching the printed letters, call attention to their
forms in detail and allow these forms to make a firm impres-
sion on the mind. Explain carefully the action of the organs
of speech in the production of each sound. As for naming
the letters, the vowels should be named from their long
sounds. For the consonants, suitable names are provided on
]Nige 14 ; although fory, h, p, r, and t it will be better to em-
2>loy the names used at present, to avoid a change when the

— 24 —

pnpils come to learn the alphabet on p. 58. For the same
reason we would advise that the Soijind-English names for g,.
ng, h, w, g, ch, dh, th, sh, and zh should not be employed
more than is absolutely necessary. The all-important thing
is that the child learns the sounds.

6. To include No. 26, all new matter is introduced in the
head-lines. The columns (to be read downward) contain only
examples for practice, which do not need any explanation from
the teacher, only here and there a very little help. It is a
well-known principle that we must never tell a child what we
can guide him to tell us. Even part of the head-lines may be
worked out by the pupils. When they know, for instance,
that " mu " (in No. 2) is pronounced moo, and ^^ ni '^ (in No. 3)
is pronounced nee, they ought to be led to argue that " nu ^^
(in No. 3) must be pronounced noo. The skillful teacher will
soon find that learning to read phonetically is a healthy
process of reasoning from beginning to end, inspiring to the?
teacher and delightful to the scholar.

6. Far more than the average time should be spent on.
Nos. 13 to 17, as the final consonants offer an entirely new^
problem to the young mind. The doubling of the vowels
should be carefully explained. In No. 15 attention must be
called to the fact that short i, a, and o have not exactly the
same sound as the corresponding long sounds. Later on,
when we meet with such words as ask, glas (glass), etc., we
may tell the children that such words are pronounced with a
more open sound by many people ; as, ask, glas. We may
also call attention to the difference between the ee before r,
as in eer (ere), and the same ee before any other letter, as in
eem (aim); see No. 13. (For the sound of e in ere see
^^ Principles of Pronunciation,'^ § 4, in Webster's Dictionary,
ed. of 1884.) In No. 22 we may call attention to the short-
ening of the a in ai and au, while in qi we retain the long-
sound of q (see Part II., Chapter III., Note). To many,
such differences in sound may seem beyond the capacity of
very young pupils. We are of the opinion that such capacity
is often underestimated. A great deal depends upon the

— 25 —

capacity of the teacher to suit the explanation to the under-
standing of his pnpils. And the sooner the phonetic sense
is awakened^ the better. Thanks to the present orthography
and the present methods of teaching readings this sense is
now entirely wanting in many English-speaking persons.

7. To begin with No. 33^ the head-lines give only a clue
to the combinations introduced in the columns^ this being
deemed sufficient^ now that all the sounds have been learned.
After reading the stories in Nos. 47 and 48^ it remains for
the teacher to decide whether it will be best to take up thor-
oughly the words of more than one syllable, or to impart only
such a general idea of the accent by means of a few examples
selected among the dissyllables, trisyllables, and polysylla-
bles, as will enable the child to accentuate correctly the words
of more than one syllable occurring in the story in No. 55.
Usually the latter course will be preferable, inasmuch as the
division of syllables in Sound-English deviates materially
from the present rules of syllabication, and there seems to be
no immediate necessity for learning it thoroughly. Nos. 49
to 54 are inserted more for the purpose of presenting ** Sound-
English ^Mn its completeness than for their practical utility
in the instruction of children in reading our present orthog-
raphy. At any rate, however, attention may be called to the
sound of zh in liizhur (leisure) in No. 49 ; also, to the fact
that er in some words, as in peril (in the head-line of No. 50) ia
not pronounced as er in hevy but ir (see page 9, No. 7, Note)..

8. When the pupils are able to read readily the story in
No. 55, the time has come for that process which, in many
respects, is the most interesting of the whole course, namely,,
the transition to the present spelling. Say to the children that,
they would now be able to read all the books in the English,
language, if they were only printed in this phonetic way,,
but that unfortunately this is not the case ; that a long time?
ago people used to spell words every which way, because in.
those times they did not know any better ; and that since^
then this same thing has been going on, because it is hard to»
change it. Tell them that it will be changed some day,, but

probably not nntil they are grown men and women^ and in
the mean time they mnst learn the present way^ or else they
will not be able to read the books now printed. Tell them
that you pity them^ because the present spelling is absurd
and utterly ridiculous^ but that it cannot be helped.

9. Then tell the pupils that in the present spelling there
are two kinds of letters^ called capital and small. Point out
the forms of the capitals on p. 58^ and explain the present
sound of the letter q. Then begin to read to the children
the Reprint on p. 59. As you read each sentence^ require
them, by turns, to repeat it, and see that they do not repeat
it merely from memory, but that they identify the printed
with the spoken words. Allow them for a while to get all
the amusement they can out of the funny aspect which the
present spelling must have for their eyes at first. Do not
refer to a page of ** Sound-English^^ aiter you hare began
with the Reprint; call attention to the irregularity in the
sounds of the vowels ; explain gradually the sounds of c and x
and call attention to the fact that g is often sounded like y, 8
like Zy n like ng, etc. ; also, that th is often vocalized, and that
some letters are often silent ; but do not actually compare the
two systems. In reviewing the Reprint, let the pupils try to
read it at once, without your reading it first. At the same
time teach the present names of the letters, as far as they
differ from the Sound-English names, taking a few at each
lesson ; also, the script-forms of the capitals, if writing is
taught simultaneously with reading.

10. As soon as the pupils are able to read the last story in
the book with tolerable fluency, the time has come for taking
up a suitable Primer or First Reader as they are now used in
schools ; and here our mission ends. We would only venture
to recommend that the present vowel scale and the diacritical
marks used for designating the sounds should be taught as soon
as possible, either from the First Reader or from a special
Pronouncing Speller. Being perfectly acquainted with the
sounds, the children will not have any difficulty in learning
the marks, if they are properly explained to them.

•

mi
u

mi
mu

•

u nu

mi
no

•

nu m mo no mu nu i mi o
mo u mu ni no nu mu mo mi
no mu ni mo nu no mi mu

•

i mi q nq o lo u ru mi nq
lo ru mq ro lu ni mo nu li rq
mu ri Iq no nu mo rq li

nq
d.

•

10.

•

mo no lo ro so do to di ti du
tu si sq ru rq ni nq

-so-

li.

•

tti

nu
e

12.

•

mi ne la rq so du tu mu nu
Iq ra se di ti de te sa sq lo ro
no mo ni me le nq mq da ta li
ri re ma na dq tq do to lu ru
su si

— 31 —

13.

i iil (il)

um iin 111 iir lis ud iit

eem een eel eer ees eed eet

aam qqn qql aar qqs qqd qqt

oom oon ool qqr oos ood oot

uum uun unl oor uus uud uut

14.

iil miil

siim miin diil niir nils liid

leem reen neel deer lees meed

saam Iqqn tqql taar sqqs mqqd

doom toon rool nqqr doos rood

ruum muim tuul door luiis ruud

miit deet tqqt noot ruut; eem
teem oon noon iil diil aar maar
ees mees qqd Iqqd nut tuut; siin
meen teel moor siis lood nqqt
soon sunn moon muun siin riil
deel muud reet leet sqqd nqqd

16.

mil

rim

sem

sam

dqn

som

sit

tin

ten

lam

dql

son

set

sil

nel

dan

tqs

dol

sat

mis

les

sal

nqd

mos

nqt

rid

red

mad

nqt

mod

not

sit

set

sat

dqt

not

sut

lit ed ned

an ran qn

dqn

OS ]

oaos;

dim

did sel sed

sad

rat mqs Iqt nom non sut nol don
tqt Iqs sat tan net led lid nit

17.

mill mil

niit siit reed saam nqqt nool

nit sit red sam nqt nol

diid riil seel sqqd noot mood

did ril sel sqd not mod

siin meet deet dqqn doom ruut

sin met det dqn dom sut

sil siil rim riim ren reen mes
mees tqt tqqt rom room mol mool
din diin nel neel lid liid.

18.

iuiu3ni uiuiwi

yu yqql yes wi we wqql

yuul yqt yet wiin ween wqn

yuur yqqn yam win weel won

yuus yqn yq wiil wel woor

yuut yeel yi wil weet wul

yoor yel yiir wild wet wud

yuus yqqn yiir weed wed ween

— 34 —

i bi

•

pi ip

baam

bib

piil

pqql piip

biim

bat

nab

pii

pqt pip

biin

bqql

bqb

peen

poor pap

bin

boot

rqb

pen

puul pqp

beel

bot

rob

paar

pul pop

bel buut roob pat put suup

bil pil beel peel bat pat bqql
pqql rib rip nab nap mqb mqp

30.

•

viil

wiiv

saav

fqql

vim

liiv

roov

fqp

liif

veen

woov

feed

foor

def

van

siv

lov

fed

fon

laaf

vat

weev

dov

faar

ftiul

pof

voot peev muuv fad ful ruuf

viir fiir veel feel vat fat liiv
liif saav laaf roov loof muuv ruuf

— 35 —

21.

i hi mis iz his hiz

hi haaf iiz sqqs iz siil

hit hat siiz sqqz hiz ziil

hiit hqt piis Iqs az sed

Mil hot piiz wqz haz zed

heel hoop lees yuus ooz soon

hen huut leez yuuz hooz zoon

hil heet ham hqp hob hoom hup
niis niiz mes sez doos dooz

33.

aiai auauqiqi

mai ail rals nau tqi paiz

tai mail daid hau bqi taiz

rai air tait rau hqi taun

sai tair saiz am* qil haul

bai ais paip aul tqil sqil

pai dais haid aut nqiz bqil

hai vai fai mair mau mais mait
rqi hqit saur nail raut tqiz rauz

— 36 —

33.

o dho oodh q thq qth

dhi dhan widh thin riith

dhis dhat siidh thil laath

dhiiz dho beedh thq baath

dhe dhooz loodh thqqd mqth

dhem dhai suudh thqqt booth

dhen dhau raidh thorn mauth

dhi thin dhooz thqqz widh mith
riidh riith loodh booth

24.

e ge eg i ing e ke ek

giis gqql eg ing ki sik

geem gom peg ring kees dek

get guus pig thing kat lak

gap gud wag sing kaar tqqk

gaap gaid dqg sqng kqqt sook

gas gaut dog song kuul Ink

giis kiiz geet keet gap kap gom
torn rag rang Iqg Iqng pig pik

— 37 —

25.

eer er

heer

her

ser ber

feer

beer

peer

mer

fer per

fer

ber

per

i shi ish :

•

26.

I chi ich 1 ji i;\

shi

chiir

chok

• ■ •

jiir

siij

shiip

chin

chook

jim

• •

ship

cheer

chuud

jeel

seej

sheed

chees

riich

jet

keej

shed

ches

rich

jam

lej

shqd

chat

rech

jqqz

baj

shot

chaf

pach

jqt

iqj

wish

chaar

bqch

dqj

wqsh

chqqk

TTIOCh

jog

boj

bush

chqp

kooch

jook

• •

JOJ

shiir chiir sheez chees shad chat
shqp chqp shon chom shu chu jiir
chiir jook chook hish Uich kash kach
wqsh wqch mosh moch siij tiich

— 38 —

37.

gud de, mai diir bqi, hau du yu
du? aar yu bqb hil? no, ser, mai
neem iz jqn re. o 1 yes, ai no yu nau.
iz tqm kool in hiz ruum ? yes, hi iz.
hi wqz tu go aut widh ned li, bot
ned did nqt kom, so tqm iz §ad nau.
go tqqk tu him, tu chiir him op.
ai wil du so ; tqm iz e fain lad. wil
yu kom op widh mi?

28.

lol e big rat. aur kat wil nqt
kil dhi rat. if mai dqg chip wer
hiir, hi wud kil it. hu iz in dhi Iqt ?

let OS teek e piip. dheer iz e kau
widh her kaaf du yu nqt si dhat

goot widh her kid ? yes, ai si dhem

nau. dheer aar foor giis, tu. luk

at dhi hen widh her chik. ai si moor

dhan won chik, ai si faiv. dhat shiip

haz fain wul.

— 39 —

20.
yunr koot iz meed qv will, iz it nqt tu
Iqng? no, bot it iz tu luus. mai shuuz aar
tu tait so iz dhis buut, ai kan nqt weer it.
yuur tai iz nqt niit. mqqd ween haz e fain
pin. me tiil geev it tu her. hav yu bin aut
in dhi reen? yuur koot iz qql wet yes, ai
wqz kqqt in dhi reen.

80.

did yu si dan kiiz? yes, ai did; hi sed hi
wud kom in haaf en aur, tu bi widh os til
nuun. dan iz e gud bqi. hi haz e fain dqg.
dhi neem qv dhi dqg iz pqp. doz hi lov hiz
dqg? doz hi teek gud keer qv him? yes, hi
doz ; pqp iz hiz pet. lu fe iz e diir tqt shi
liaz e big dql.

81.

gud nait. wil yu week mi op at faiv ? yes,
«[ wiL — ^it iz faiv nau, get op. wil yu iit som
oot-miil qqr som mosh? ai wil teek som
oot-miil. dhat iz rait; oot-miil iz gud fqqr
yu. nau ai wish yu wud giv mi e piis qv
miit wil yu hav biif qqr lam ? ai wil teek
^ lam chqp, wd don, som rais, en eg qqr tu,
e rool, e peer qqr e piich, dhen e kop qv ti.

— 40 —

82.

jeen, wil yu nqt tel os e teel eer wi go tu bed ?
yes, ai wil; kom, sit daun bai mi

e rich man bqqt e fain haus, bot hi suun sq dhat
it wqz ful qv mais. ya me bi shuur dhi man did
nqt laik dhat.

so hi gqt e kat^^ dhat shi mait kil dhi mais..
dhis shi did. shi kqqt qql dhi mais dhat keem
in her we. az suun az shi had kqqt won, shi eet
it. pus, yu no, thqqt dhat e maus wqz soch e gud
thing tu iit.

dhi mais hid az wel az dhe kud. bot dhe had
tu kom aut at nait, tu luk fqqr som-thing tu iit.
az suun az dhe did so, dhi kat wud kach won qqr
moor qv dhem.

won de e maus sed : "ai hav it. let os put e bel
qn dhi nek qv dhi kat, so dhat wi me hiir her kom.
wi kan dhen ron qf, tu haid in e seef nuk."

dhen won qv dhi mais sed: "dhat wud bi e
gud we, tu bi shuur; bot hu wil put dhi bel qn
dhi nek qv dhi kat?"

nqt won qv dhi mais wud du dhat. so pus has
no bel qn her nek, tu dhis de.

o I jeen, hau kan yu tel e teel laik dhis tu soch
big bqiz az wi aar?

— 41 —

33.

pin spin toon stoon

spiid steek kin mith niiz

spiik stik skin smith sniiz

speed stil skeet smel snach

span ster skaar smqql snoor

spook stud skuul smuudh fiir

spuun stall skai small sfiir

34.

lash slash

plash splash

sliip

liich

lask

slip

fli

bliich

gli

plash

sleet

flq

blak

glqs

splash

slo

flo

bluum

glas

split

slu

flai

pliiz

klas

spliin

slai

flaur

pleet
35.

kliir

splais

rai frai

prai sprai

fri

praud

rosh

kro

freem

pre

drq

throsh

krai

frqm

spre

traid

thri

kraid

reev

spring

tri

liid

kru

breev

rob

triit

griid

skru

brait

shrob

striit

grooz

skrach

stoov plait klaim breek bring brqqt trap tru
triiz strqng thred gras grees griin griif spil split
speer spred skriich skrool

— 42 —

36.

wen

hwen

wair

kwair

Bkwair

wich

win

kwH

wel

wiip

hwich

kwiin

skwiil

dwel

swiip

hwen

kwik

skwiiz

win

swiit

hwqt

kweel

skweer

twin

hweer

hwail

kwak

skwq

twain

hwak

hwait

kwoot

skwqt
37,

twais

thwak

yn fjra

tynnn stynuz

fyu

hyu

nyu

fyuuz

hyuuz

nyuuz

lyu

py^

vyu

py^

dyti

lyunt

spyu

vyuud

pyuuz

dyuuz

syu

myu

kyu

dyuup

Byuud

tyuub

myuul

kyuuz

tyuun

synut

styu

pliiz bring mi e spuun, dhat ai me iit dhis styiL
hwen wil yn kom bak frqm skunl ? ai shal kom
bak at tkri. bring mi dhat glas. bi kwik, bot du
nqt breek dhi freem. dhi slai kat wil skrach yu,
if yu skwiiz her. dhi dqg wil snach dhi steek
frqm dhi pleet. gras grooz in dhis striit. in dhi
spring dhi triiz aar qql in blnum. du nqt krai;
bi e breev bqi. kan yu split dhis drai stik qv
wud? dhi smith wil shu dhi strqng myuul. e
throsh flu aut qv dhat shrob.

— 43

39.

reez rees

reedz

reets

siiz

t6el

kid

dqg

liiv

siis

t66lz

kidz

dqgz

liivz

leez

ch66r

Iqk

riif

1668

eheevz

its

Iqks

riifs

stiim

chans

roob

fqks

wing

stiimz

S6ns

roobz

siks

wingz

stoon

6ls

roop

Inks

pink

stoonz

faars

roops

triks

pinks

booiiz

sins wons

beedh

beedhz baath baadhz

liif liivz

waif waivz mqth

mqdhz gloobz sloops

40.

leed leet

lagd lakt

peed

oold

siizd

brosht

dragd

pe6t

hoold

cheest

keejd

fakt

siim

held

kist

macht

Inkt

siimd

herd

best

lovd

nqkt

fain

therd

laBt

laaft

Iqng

faind

prqmt

Iqst

sqft

Iqngd

faund

ment

liist

sift

thingk

graund

wqqnt

mikst

rqbd

dringk

frend

felt

ferst

drqpt

bangk

frendz

suiaart

danst

wept

bangkt

stand maind kqqld berd gaard yaard bent sent
went front liert haart haarts sqqrts fast didst
left koopt pikt

— 44 —

41.

aar aaxm daaxn

paaxdn

sizm

baar lisn

sikn

elm

spazm

baarn heesn

tookn

helm

kazm

bem sevn

hidn

faar

fqql

doz iivn

berdn

faarm

fqqln

dozn qfn

iitn

chaarm

stooln .

choozn rofn

oopn

42.
aarmz aarmd paardnz paardnd

faarmz lisnz siknz faarmd glisnd

spazmz glisnz

tooknz

skwermd

rofnd

baarnz beesnz

berdnz

daamd

siknd

bernz reevnz

paardnz

lernd

berdnd

koznz levnz

oopnz

temd

oopnd

riiznz rofnz

fraitnz
48.

riiznd

fraitnd

bail

baflz

bafld

snaarl rofl

sikl

gerlz

snaarld

gerl trobl

niidl

wiizlz

bafld

wiizl apl

litl

iivlz

keebld

heezl skruupl

rati

baflz

strogld

pesl strogl

staartl

anglz

ratld

iivl angl

jentl

teeblz

staartld

swooln levnd

toslz aplz

siklz staartlz tosld

shovld kopld angld chokld

padld sqfnd mantlz

bqtld niidlz iivlz rofld

— 45 —

44.
maarsh maaroh laaij
welsh streeiij stomp
haarsh bolj ampl

aarch laarj trembl
clierch erj help

pinch bolb haarp
branch qqrb wqsp

lamp helth

month bredth

sevnth eetth

welth depth

merth length

foorth strength

fifth siksth

45.
bo^d lamps depths

maarcht

pincht stamp length stamps

percht stamt leogthn temts

erjd jomt lengthnd haarps

cheenjd haarpt strengthnd wqsps

kerbd trembld lengthnz romblz

helpt gertht strengthnz tombk

46.

kaarv skaarf baark baarks

serv selvz servd daarkn

twelv nervz askt daarknz

wulf serfs werkt daarknd

wulvz ask maarkt gaargl

wulf s asks twelfth gaarglz

werk werks twelfths gaargld

self serf berg sercht laancht launjd bolbz erbz

kamt kaarpt fombld lisps lispt basks baskt
haark laark laarks

months

foorths

fifths

eetths

lengths

siksths

baarkt
serkl
serklz
serkld
angkl
angklz
rangkld

— 46 —

47.
dhi fqks and dhi kro.

won de, e yong kro, hu had stooln e piis qv
chiizy percht qn dhi branch qv e tri and held dhi
chiiz in her biik.

e slai fqks sq her and Iqngd tu get dhi chiiz^
fqqr hi had nqt iitn e thing dhat de. hi kud
nqt klaim dhi tri, bot hi hoopt ta get dhi chiiz
bai won qv hiz triks.

hi nyu dhat dhi kro wqz e veen berd ; so hi lukt
op at her and, widh hiz best smail, sed : ^* mai diir
mis kro, hwqt e fain berd yu aar ! hwqt e nais blak
glqs ynnr wingz hav, and hwqt grees dheer iz in dhi
we yn hoold ynur litl hed, and hau brait yuur aiz
aar ! dheer iz no daut in mai maind dhat yu wil
bi choozn dhi kwiin qv berdz. iz it nqt streenj
dhat ai shud nqt yet hav herd yuur vqis ? ai am
shuur it most bi az fain az yuar Inks and chaarm
qql dhat hav e chans tn hiir it."

dhi kro, laik dhi gnus shi wqz, thqqt dhat dhi
fqks ment qql hi sed; and tu sho hwqt e swiit
vqis shi had, shi kraid aut: "kq! kq!"

bot az sunn az shi oopnd her biik, dhi chiiz
drqpt tu dhi graund, and dhi fqks kwikli pikt it
op and eet it.

dhen hi sed: "mis kro, yuur vqis iz qql rait;
bot fqqr yuur oon seek yu qqt tu trai tu get e litl
moor gud sens, ai wish yu gud de."

— 47 —

48.
dhi fqks and hiz teeL

wi hav joBt siin hau mr. (mis-ter) fqks pleed
won qv hiz Bmaart triks qn mis kro; bot e de
keem hwen hiz gud lok left hini^ and hi keem
tn griif .

hi had stooln e fat yong gnus frqm e faarm-
yaard, and hwail hi traid tu fli frqm dhi dqgz
dhat cheest him, hiz teel wqz kqqt in e trap and
kot kliir qf.

it hert him e gud diil ; stil^ hi did nqt maind
dhat so moch az hi did dhi fakt dhat hi wud hav
tu fees hiz frendz in dhat plait hi nyu wel dhat
dhe wud meek qql sqqrts qv fon qv him.

so hi hid fqqr e Iqng taim, bot at last hi thqqt
hi had faund e we aut qv dhi trobL hi went and
toold hiz frendz dhat hi had bin in taun, and dheer
hi had lemd dhat it wqz nau dhi stail tu hav no
teel ; so hi had kot it qf. and dhen hi askt dhem
tu du dhi seem.

bot dhe felt dhat hwqt hi sed wqz nqt tru, and
dhat hi wud nqt ask dhem tu kot qf dheer teelz,
if hi had nqt Iqst hiz oon. so dhe jost laaft at
him and laaft so Iqng dhat hi ran qf and haz nqt
bin siin sins.

— 48 —

49.

steeing

lii zhtir siik ret bi heev

qql moost qql dhoo'

winndoo

bii ing

noo tis

eg lii

noo hweer

leeer

snoo ring

e wee

reen boo

styuu ing

snu ner

a baa

reen geej

baling

slai test

widh drqq

bii haiv

vqi ej

drau ning

en dau

haind moost

ii ting

moo shon

en jqi

laik waiz

blii ding

sii zhur

di siiv

haus waif

blii ted

niir li

es liip

foor goo'

fii ling

een jel

eks kleemd

aut duu'

pii sez

staar ted

gi taar

bee ker

qqr der

e wook

feer well

tee lor

wqqn ted

bi foor

medd oo

kee pebl

oon li

in dyuus

pill ooz

faa dher

bool ted

ri fyuuzd

swqll ood

wqq ter

sbuur li

e laiv

ott moost

Iqq yer

brait li

e baut

somm taimz

00 ver

maun ten

e laud

^-prqss treet

bloo ted

qint ment

e raund

atth liit

loo ded

baath tob

wi dhaut

klqkk-kees

groo ser

noot buk

e vqid

wqssh-beesn

sqqing mooer nqizez bistoo onduu eekqqrn
graindstoon haardweer tuutheek fqqrtnait poortree'
hiirinn f qqrgiwn heddeek kqnnkeev ooshon leeing
rqial cheenjing kooros piisful rauzing kwqqrter
bitwiin krieet impruuv *

— 4» —

sQ^er kqntrakt peril vizhon,
Idgiiin. kqntxakkt rifiressh.

sifted

miler

beri

o mitt

prin ted

din er

ering

eg zisst

sisters

vfl^i

ster ing

bi wicch

childrm

biter

hav ing

fo mennt

wig ling

Inch en

gadher

op sett

kwikU

krikete

qn or

i menns

in tu

wiked

fqr est

egenn

ben chez

sizorz

bqdi

egennst

bran chez

mishon

pqsibl

him sellf

Sftng ^ly in

vizhon

trqt ed

^-dhem sellvz

after

never

kob ord

a temmt

an seid

jeli

odh er

elass

mqn ster

spesh al

modh er

bi gann

lovli

sekond

brodherz

per happs

son de

lev el

som er

dis2>aceh

onder

weding

stomak

opqnn

yonggest

hevi

sof eid

edqppt

som thing

^ii

roning

e Iqnng

f er dher

meni

kor i

inoff

ther sti

ver i

koku

kqn sollt

bilyard medli nuldyu kristyan injur pistol
springkling bangker dqktor poblish raskal onyon
hongger pulpit lamp-blak dqngki leter leeter
fedher kqlar kolor kqnvinns kqmenns atennd
afronnt

— 60 —

wqqteri
aax ti chook

lii ni ent
grii di nes
chiir fu li
rii a li
gee i ti
ee mi ebl
bee bi hud
aar te ri
aar mo ri
paar le ment
nqq ti los
noo te ri
noo ing li
moo sho ning
bluu ber i
kwqqr ter dek
pai i ti
f ai na li
maun te nos
jqi 08 nes

51.
poteeto
aidii'al

ripii ted
tqr pii do
o nii zi
o bee ing
e wee ted
rilee ted
sor vee or
kqn vee ans
i mqqr tal
in dqqrs ment
en kloo zhur
ek spoo zhur
qk too ber
e byuu siv
sob skrai ber
dis gai zez
em pau erd
a nqi ans
en jqi ment
em plqi ment

ap er teen
libb e reet

in ter viin
im po lait
mis bi heevd
dis em baarkt
on der goo
dis a lau

vee kee ting
kaun ter peen
drqq ing ruum
vai ree'go
ai 00' ta
oo ver drqq'
syuu per viin'
rii yu naif

opp er moost
^rekk og naiz
satt is f aid
00 ver lukk

baarberizm pooetri aivori Iqialti entriiti sor-
praizing grenediir disobee ruumineet naitin-geel
haiee'tos abbrogeet kqrrugeet desstityuut hemmis-
fiir naarsissos veeriebl pauerful pqqrkyupain
emeezment oovertqpp

61 —

faktori

mo lass ez

kqntredikkt

mis te ri

af likk sbon

ak witt al

in ju ri

kqn vikk shon

di livv er

neg li jens
klen li nes
mas te ri

dis kripp shon
dis tinng gwish
sep tenmi ber

i maj] in

ek spressh on

ke ress ez

af ter wqrd
kwqn ti ti
kqn Stan si
kos to di

ap renn tis
ad Venn tyur
em bezz ling
in tenn shon

to geddh er
to bakk
di pqzz it
skli rqtt ik

mosk mel on

i lekk shon

di vizzh on

som bqd i

do mess tik

e noddh er

blak let er

q fenn siv

dis korr ej

big ot ri
miz e rebl

pro tekk shon
sob jekk shon

in ter mitt

en i mi

e bann don

rek q lekkt

ev e ri
gal e ri

eg zammpl
di zass ter

dis in terr
ser kom vennt

aj ek tiv

dit rakk shon

in kq rekkt

kql ni

e bonn dans

rek q mennd

kar i ing

in doll jent

on der sell

insident alkohql kqnferens sobsikwent amikebl
instrokktiv kqnkosshon rimqnnstrans biwillder
trimenndos ekspennsiv kolqssal kqnsidder imettik
kompannyon enammel ilasstik interseppt infantri
balkoni tirani memori kavalri onsivvil envellop
onlokki

— 52

peet riqtizm
lyun mi ne li
sek ri te ri
del i ke si
mis e le ni
ser i mo ni
kail kyn lee ting
abb ro gee ting
litt e re tyuur
liai ding-pleesez
kar i er-pij on
rqb in-redd brest

68.

spqn tee ni OS
em poo ri om
angzai i ti
haar moo ni os
i nii bri eet
i labb o reet
i labb o ret
enkoirejment
f e natt i sizm
i pitt o maiz
tai pqgg re fi
aar till e ri

af i dee vit
an ti sii dent
pob li kee slion
proo Iqng gee'shon
vee ri ee'shon
ak si denn tal
as tro nqmm ik
man jn fakk tynr
in ter marr i
rii im berr sment
oo ri enn tal
00 ver shadd oo

feevoritizm sqliteri
dian temmperetynnr
penndent evenessent

i mii di et li
dik lamm e to ri
o ness e se ri
ko temm po re ri
vo kabb yu le ri
ed i too ri al
syun per flun'i ti
pqs i bill i ti
kee pe bill i ti
add mi ni stree'slion
i lib e rail i ti

melankoli vizhoneri komii-
fertilliti eksolteeshon indi-

54.

ynn ni ver saU i ti
inn stra men tall'i ti
mii di e too'ri al
diss i pli nee'ri an
in di viz i bill i ti
in di vid yu all iti
im penn i tre bill'i ti
in kqm pri hen si bill i ti
val i tyun di nee'ri an
on in tell i ji bill'i ti

— 63 —

55.

dhi wxLlf and dhi sevn litl kidz.

wons opqnn e taim dheer wqz en oold goot dhat
had sevn litl kidz and lovd dhem az moch az eni
modher kan lov her children, won de shi wqz
ebaut tu go intu dhi fqrest, tu get fund fqqr dhem ;
so shi kqqld qql sevn tu her and sed : " mai dirr
children, ai wqqnt tu go aut intu dhi fqrest ; bi
qn yuur gaard egennst dhi wult if hi shud get
intu aur haus, hi wud iit yu qql op, skin and
boonz. dhi vilen qfn disgaizez himsellf, bot yu
wil rekkognaiz him bai hiz rof vqis and hiz blak
fiit." dhi kidz sed : " diir modher, never f iir ; wi
wil bi qn aur gaard ; yu me go ewee widhaut dhi
liist angzaiiti/' dhen dhi oold won bliited and
staarted chiirfuli qn her we tu dhi fqrest.

it wqz nqt Iqng, bifoor som won nqkt at dhi
front door, and e vqis kqqld aut: "oopn dhi
door, yu diir children, yuur modher iz hiir and
haz brqqt somthing nais fqqr iich won qv yu.'^
bot dhi litl kidz nyu bai dhi rof vqis dhat it wqz
dhi wulf. " wi wil nqt oopn dhi door," dhe kraid ;
"yu aar nqt aur modher, shi haz e jentl and lovli
vqis, hwail yuur vqis iz rof ; yu aar dhi wult"

dhen dhi wulf went tu e grooser and bqqt e
laarj piis qv chqqk, and bai iiting it hi meed hiz
vqis sqft. after dhat hi Jkeem bak, nqkt at dhi
front door, and sed : " oopn dhi door, yu diir chil-
dren, yuur modher iz hiir and haz brqqt somthing

— 64 —

sals fqqr iich won qv yu." bot dhi wulf had put
Uz blak pq in dhi winndoo, and hwen dhi chil-
dren sq dhat^ dhe ekskleemd: "wi wil nqt oopn
dhi door, aur modher haz nqt e blak fat laik yu;
ju aar dhi wulf."

dhen dhi wulf ran tu e beeker and sed: "ai
hav hert mai fut egennst dhi stomp qv e tri ; put
som do qn it." and hwen dhi beeker had put som
do qn hiz pq, dhi wulf ran tu e miler and sed :
^ ai wqqnt yu tu sift som hwait flaur qn mai pq."
dhi miler thqqt to himsellf : "dhi wulf wil shuurli
disiiv sombqdi," and at ferst rifyuuzd; bot dhi
wulf sed : " if yu wil nqt du it, ai shal swqlloo yu,"
dhen dhi miler wqz fraitnd and sifted hwait flaur
qn dhi wulFs pq, elass, hau qfn doz fiir indyuus
OS tu du rqng !

nau dhi vUen went tu dhi front door fqqr dhi
therd taim, nqkt, and sed : "oopn dhi door fqqr mi,
children, yuur diir modher haz kom hoom and haz
brqqt somthing nais frqm dhi fqrest fqqr iich qv
y u." dhi litl kidz kqqld aut : " sho os ferst yuur
pq, dhat wi me bi shuur dhat yu aar aur oon diir
modher." dhen hi put hiz pq in dhi winndoo, and
hwen dhe sq dhat it wqz hwait, dhe thqqt it wqz
qql tru, and dhat it wqz riiali dheer modher dhat
wqqnted tu kom in, and so dhe oopnd dhi door.

bot hu shud kom in bot dhi wulf. dhi kidz wer
fraitnd niirli tu deth and traid tu haid dhemsellvz
.az best dhe kud. dhi ferst sprang onder dhi teebl,

— 66 —

dhi sekond intu dhi bed, dhi therd intu dhi stoov,
dhi foorth intu dhi kichen, dhi fifth intu dhi
kobord, dhi siksth onder dhi wqssh-beesn, dhi
sevnth intu dhi klqkk-kees. bot dhi wulf faund
dhem in dheer haiding-pleesez and did nqt stand
opqnn serimoni, bot siizd won after dhi odher in
hiz imenns jqqz and swqllood dhem. dhi oonli
won hi did nqt faind wqz dhi yonggest, hwich had
hidn in dhi klqkk-kees. hwen dhi wulf had sattis-
faid hiz griid, hi trqted ewee, le daun onder e tri
in dhi griin meddoo, and wqz suun fast esliip.

nqt Iqng afterwqrd dhi oold goot keem hoom
f rqm dhi fqrest. bot o, hwqt e sait eweeted her !
dhi front door stud waid oopn, teeblz, cheerz, and
benchez wer opsett, dhi wqssh-beesn le in piises, and
dhi kaunterpeen and pillooz wer drqqn frqm dhi
l)ed. shi lukt fqqr her children, bot dhe wer noo-
ihweer tu bi faund. shi kqqld won after enoddher
ibai neem, bot no won anserd. fainali, hwen shi
]kqqld dhi yonggest, e thin vqis wqz herd tu krai
Aut : " diir modher, ai am hidn in dhi klqkk-kees."
dhen shi imiidietii oopnd dhi kees and tuk aut dhi
lid won, and it rileeted tu her hau dhi wulf had
kom in after qql and had iitn op its brodherz and
fiisterz. yu me imajjin hau dhi puur oold goot
wept oover dhi Iqs qv her diir children.

at last shi went aut, widh e bliiding haart, and
dhi litl kid went widh her. and hwen dhe keem tu
dhi meddoo, dheer le dhi wulf egennst e tri, snoo-

— 66 —

ring 80 laud dhat dhi braDchez trembld. dhi oold
goot lukt at him frqm even said, and qql at wons
it siimd tu her az if somthing wer stering and
wigling in hiz blooted bqdL " diir mi," shi thqqt,
"kan it bi pqsibl dhat mai puur children, humn
hi swqllood fqqr diner, aar stil elaiv ?"

dhen shi kwikli sent dhi litl kid tu dhi haus, tu
get sizorz, niidl, and thred ; and hwen it keem bak,
shi tuk dhi sizorz and oopnd dhi stomak qv dhi
mqnster, and no suuner had shi meed won kot dhan
e.litl kid put aut its hed, and hwen shi kot ferdher,
qql siks jomt aut, won after enoddher, widhaut
having soferd dhi slaitest injuri, fqqr in hiz grii-
dines dhi biist had boolted dhem daun hooL o,.
hwqt e jqi dhat wqz ! dhe kist dheer diir modher^
and looded her widh keressez, and jomt eraund laik
krikets qn e somer de.

bot dhi oold won sed: "nau go tu werk and
gadher e Iqt qv big stoonz, dhat wi me put dhem
intu dhi stomak qv dhi wiked biist, hwail hi iz
stil esliip. so dhi sevn litl kidz gqt togeddher som
hevi stoonz az kwikli az dhe kud and put az
meni in dhi wulf s stomak az dhe kud get in.
dhen dhi oold goot sood it op egenn widh qql
pqsibl spiid, so dhat hi tuk no nootis qv it and
did nqt iivn ster.

hwen at last hi ewook, hi gqt op, and, fiiling veri
thersti, hi staarted tu go tu e wel, tu dringk som
wqqter. bot az suun az hi bigann tu muuv, dhi

— 57 —

stoonz in hiz stomak nqkt egennst won enoddher
and ratld. dhen hi kraid aut :

"hwqt romblz and tomblz
in mai oold stomak nau?
dhi kidz ai eet fqqr diner
aar temd tu stoonz, ai vau."

and hwen hi keem tu dhi wel and bent oover,
dhi stoonz dragd him in, and hi met widh e miz-
erebl deth bai drauning. hwen dhi sevn litl kidz
sq dhat, dhe keem roning elqnng and kraid elaud :
" dhi wulf iz ded ! dhi wulf iz ded ! " dhen dhe qql
danst eraund dhi wel widh dheer modher, and dheer
litl haarts wer ful qv jqi

THE ALPHABET.

•

REPRINT,

in the Current Spelling, of all the Reading-
Matter contained in the foregoing pages.

No. 27. Page 38.

Good day, my dear boy, how do you do ? Are
you Bob Hill ? No, sir, my name is John Ray,
Oh ! yes, I know you now. Is Tom Cole in his
room ? Yes, he is. He was to go out with Ned
Lee, but Ned did not come, so Tom is sad now.
Go talk to him, to cheer him up. I will do so ;
Tom is a fine lad. Will you come up with me ?

No. 28. Page 38.

Lo ! a big rat. Our cat will not kill the rat.
If my dog Chip were here, he would kill it. Who
is in the lot ? Let us take a peep. There is a cow
with her calf. Do you not see that goat with her
kid ? Yes, I see them now. There are four geese,
too. Look at the hen with her chick. I see more
than one chick, I see five. That sheep has fine wool.

No. 29. Page 39.

Your coat is made of wool. Is it not too long ?
No, but it is too loose. My shoes are too tight.
So is this boot, I can not wear it. Your tie is not

— 60 —

neat, Maud Wayne has a fine pin. May Teal
gave it to her. Have you been out in the rain?
Your coat is all wet. Yes, I was caught in the rain.

No. 30. Page 39.

Did you see Dan Keyes ? Yes, I did ; he said
he would come in half an hour, to be with ns till
noon. Dan is a good boy. He has a fine dog.
The name of the dog is Pop. Does he love his
dog? Does he take good care of him? Yes, he
does ; Pop is his pet Lou Fay is a dear tot. She
has a big doll.

No. 31. Page 39.

Good night. WiU you wake me up at five?
Yes, I will. — It is five pow, get up. Will you eat
some oat-meal or some mush? I will take some
oat-meal. That is right ; oat-meal is good for you.
Now I wish you would give me a piece of meat.
Will you have beef or lamb ? I will take a lamb
chop, well done, some rice, an egg or two, a roll,
a pear or a peach, then a cup of tea.

No. 32. Page 40.

Jane, will you not tell us a tale ere we go to
bed ? Yes, I will ; come sit down by me.

A rich man bought a fine house, but he soon saw
that it was full of mice. You may be sure the
man did not like that.

— 61 —

So he got a cat, that she might kill the mice.

This she did. She caught all the mice that came

in her way. As soon as she had caught one, she

ate it Puss, you know, thought that a mouse was

^ such a good thing to eat.

The mice hid as well as they could. But they
had to come out at night, to look for something to
eat. As soon as they did so, the cat would catch
one or more of them.

One day a mouse said : " I have it. Let us put
a bell on the neck of the cat, so that we may hear
her come. We can then run off, to hide in a safe
nook."

Then one of the mice said: "That would be a
good way, to be sure; but who will put the bell
on the neck of the cat ? "

Not one of the mice would do that. So Puss
has no bell on her neck, to this day.

Oh ! Jane, how can you tell a tale like this to
such big boys as we are ?

No. 38. Page 42.

Please bring me a spoon, that I may eat this stew.
When will you come back from school ? I shall
come back at three. Bring me that glass. Be
quick, but do not break the frame. The sly cat
will scratch you, if you squeeze her. The dog will
snatch the steak from the plate. Grass grows in

— 62 —

this street. In the spring the trees are all in bloom.
Do not cry; be a brave boy. Can you split this
dry stick of wood ? The smith will shoe the strong
mule. A thrush flew out of that shrub.

No- 47. Page 46.

The Fox and the Crow.

One day, a young crow, who had stolen a piece
of cheese, perched on the branch of a tree and held
the cheese in her beak.

A sly fox saw her and longed to get the cheese,
for he had not eaten a thing that day. He could
not climb the tree, but he hoped to get the cheese
by one of his tricks.

He knew that the crow was a vain bird ; so he
looked up at her and, with his best smile, said : " My
dear Miss Crow, what a fine bird you are ! What a
nice black gloss your wings have, and what grace
there is in the way you hold your little head,
and how bright your eyes are ! There is no doubt
in my mind that you will be chosen the queen
of birds. Is it not strange that I should not yet
have heard your voice ? I am sure it must be as
fine as your looks and charm all that have a chance
to hear it."

The crow, like the goose she was, thought that
the fox meant all he said; and to show what a
sweet voice she had, she cried out : " Caw ! Caw ! "

— 63-

But as soon as she opened her beak, the cheese
dropped to the ground, and the fox quickly picked
it up and ate it.

Then he said : " Miss Crow, your voice is all
right ; but for your own sake you ought to try to
get a little more good sense. I wish you good day."

No. 48. Page 47.

The Fox and his Tail.

We have just seen how Mr. Fox played one of
his smart tricks on Miss Crow; but a day came
when his good luck left him, and he came to grief.

He had stolen a fat young goose from a farm-
yard, and while he tried to flee from the dogs that
chased him, his tail was caught in a trap and cut
clear off.

It hurt him a good deal ; still, he did not mind
that so much as he did the fact that he would have
to face his friends in that plight. He knew well
that they would make all sorts of fun of him.

So he hid for a long time, but at last he thought
he had found a way out of the trouble. He went
and told his friends that he had been in town and
there he had learned that it was now the style to
have no tail ; so he had cut it off. And then he
asked them to do the same.

But they felt that what he said was not true, and
that he would not ask them to cut off their tails, if

— 64 —

he had not lost his own. So they just laughed at
him and laughed so long that he ran off and has
not been seen since.

No. 55- Page 53.

The Wolf and the Seven Little Kids.

Once upon a time there was an old goat that
had seven little kids and loved them as much as
any mother can love her children. One day she
was about to go into the forest, to get food for
them ; so she called all seven to her and said : "My
dear children, I want to go out into the forest ; be
on your guard against the wolf. If he should get
into our house, he would eat you all up, skin and
bones. The villain often disguises himself, but you
will recognize him by his rough voice and his black
feet." The kids said : " Dear mother, never fear ;
we will be on our guard ; you may go away with-
out the least anxiety." Then the old one bleated
and started cheerfully on her way to the forest.

It was not long, before some one knocked at the
front door, and a voice called out : " Open the door,
you dear children, your mother is here and has
brought something nice for each one of you." But
the little kids knew by the rough voice that it was
the wolf. "We will not open the door," they
cried; "you are not our mother, she has a gentle
and lovely voice, while your voice is rough; you
are the wolf."

— 65 —

Then the wolf went to a grocer and bought a
large piece of chalk, and by eating it he made his
voice soft. After that he came back, knocked at
the front door, and said : " Open the door, you dear
children, your mother is here and has brought
something nice for each one of you." But the wolf
had put his black paw in the window, and when
the children saw that, they exclaimed: "We will
not open the door, our mother has not a black foot
like you ; you are the wolf."

Then the wolf ran to a baker and said : " I have
hurt my foot against the stump of a tree; put some
dough on it." And when the baker had put some
dough on his paw, the wolf ran to a miller and
said : " I want you to sift some white flour on my
paw." Xbe miller thought to himself : " The wolf
will surely deceive somebody," and at first refused^
but the wolf said : " If you will not do it, I shall
swallow you." Then the miller was frightened and
sifted white flour on the wolfs paw. Alas, how
often does fear induce us to do wrong !

Now the villain went to the front door for the
third time, knocked, and said : " Open the door for
me, children, your dear mother has come home and
has brought something nice from the forest for
each of you." The little kids called out : " Show
us first your paw, that we may be sure that you
are our own dear mother." Then he put his paw
in the window, and wbe^ they saw that it was

— 66 —

white, they thought it was all true, and that it was
really their mother that wanted to come in, and so
they opened the door.

But who should come in but the wolf. The kids
were frightened nearly to death and tried to hide
themselves as best they could. The first sprang
under the table, the second into the bed, the third
into the stove, the fourth into the kitchen, the fifth
into the cupboard, the sixth under the wash-basin,
the seventh into the clock-case. But the wolf
found them in their hiding-places and did not stand
upon ceremony, but seized one after the other in
his immense jaws and swallowed thenL The only
one he did not find was the youngest, which had
hidden in the clock-case. When the wolf had satis-
fied his greed, he trotted away, lay down under a
tree in the green meadow and was soon fast asleep.

Not long afterward the old goat came home from
the forest. But oh, what a sight awaited her !
The front door stood wide open, tables, chairs, and
benches were upset, the wash-basin lay in pieces,
and the countei-pane and pillows were drawn from
the bed. She looked for her children, but they
were nowhere to be found. She called one after
another by name, but no one answered. Finally,
when she called the youngest, a thin voice was
heard to cry out : " Dear mother, I am hidden in
the clock-case." Then she immediately opened the
case and took out the little one, and it related to

— 67 —

her how the woK had come in after all and had
eaten up its brothers and sisters. You may imagine
how the poor old goat wept over the loss of her
dear children.

At last she went out, with a bleeding heart, and
the little kid went with her. And when they came
to the meadow, there lay the wolf against a tree,
snoring so loud that the branches trembled. The
old goat looked at him from every side, and all at
once it seemed to her as if something were stirring
and wiggling in his bloated body. " Dear me," she
thought, " can it be possible that my poor children,
whom he swallowed for dinner, are still alive ?"

Then she quickly sent the little kid to the house,
to get scissors, needle, and thread ; and when it came
back, she took the scissors and opened the stomach
of the monster, and no sooner had she made one
cut than a little kid put out its head, and when she
cut further, all six jumped out, one after another,
without having suffered the slightest injury, for in
his greediness the beast had bolted them down
whole. Oh, what a joy that was ! They kissed
their dear mother and loaded her with caresses, and
jumped around like crickets on a summer day.

But the old one said : " Now go to work and
gather a lot of big stones, that we may put them
into the stomach of the wicked beast, while he
is still asleep. So the seven little kids got to-
gether some heavy stones as quickly as they could

— 68 —

and put as many in the wolf's stomach as they
could get in. Then the old goat sewed it up again
with all possible speed, so that he took no notice
of it and did not even stir.

When at last he awoke, he got up, and, feeling
very thirsty, he started to go to a well, to drink
some water. But as soon as he began to move, the
stones in his stomach knocked against one another
and rattled. Then he cried out :

"What rumbles and tumbles
In my old stomach now ?
The kids I ate for dinner
Are turned to stones, I vow."

And when he came to the well and bent over,
the stones dragged him in, and he met with a
miserable death by drowning. When the seven
little kids saw that, they came running along and
cried aloud : " The wolf is dead ! The wolf is
dead ! " Then they all danced around the well
with their mother, and their little hearts were full
of joy.

[I^ee Tra/ndaUon of Grimm's TcUe,] '

By the Author of the Sound-Englisb Primer:

German Simplified.

Spanish Simplified.

These books d«
of the Germau an<
seeing them advert
concise, lucid, an<
examples and exerc
and forming a com
the purposes of rea
use and private ins
I

This book should be returned to^^

the Library on

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stamped

below.

A fine of five cents a day is incurred |

by retaining it

lyeyond the

specified

time.

Please return promptly.

ITJ

GERMAN SIM

centlv examine
W. H. Carpen

*• I find it ago
all that you clsi
CoUege^ Jacksotk

"Anadmirabl
and grammatical

"It meets all [
other book that(
Schools^ Galvest\

admirable — ^the 1
School^ Canandi

" A more tho«
of the book. Tl
— W. H. Long, j

•"Spanish Sij
Spanish class. I
has appeared."-^

Price of cith^
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