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THE
STEP-BY-STEF
•rKIMEK •
BURNZ'
PRONOUNCING
PRINT
PRICE, 25 CENTS
THE LIBRARY
OF
THE UNIVERSITY
OF CALIFORNIA
LOS ANGELES
LAWYER
t* A LIAS, UUl
THE
STEP -BY- STEP PRIMER
IN
BURNZ' PRONOUNCING PRINT.
CORRECT PRONUNCIATIOJSr SHOWN WITHOUT NEW LETl^ERS
OR CHANGE OP SPELLING.
BY
ELIZA BOAKDMAN BURNZ,
TEACHER OF THE PHONETICS OF THE ENGLISH LANGUAGE, AND PKINCIPAL
OF THE NEW YOKK SCHOOL OF PHONOGRAPHY.
r tJ »> ► •
' 1 *
NEW YORK :
BUKNZ & CO., 24 CLINTON PLACE.
1892.
CoPTK.oHT, 1892, BY Eliza Boabdman Burnz.
< < c
« c c
Pre!--8 of J. J. Little & Co.,
Astor Place, New York.
/// f
-^
INTPtODUCTION.
The Step-by-Stijp Primer is so arranged that a little child or a
foreigner can learn if) read from it easily, through analogy and hy the
use of reason. The pronunciation of each word is shown on the printed
face without at all changing the common spelling.
Letters,, of course, are arbitrary signs, hut when their powers are
once learned they should furnish the key to pronunciation. This we
know they do not do in ordinary English books. One reason is because
the twenty-six letters are not sufficient in number to denote the forty
or more separate, elementary sounds which compose the words of the
^ spoken language. Another reason is. that the twenty-six letters are not
y used with consistency. The vowel letters have from three to seven
>. sounds each, and interchange those sounds, and both are often silent.
^ Prof. Marteneau says : "Learning to read English is the most difficult
^ of human attainments ; " and it is undoubtedly so, if learning to spell
~2 is taken into account.
The unreasonableness of English orthography is conceded by every
^ one. The loss of time which it occasions in school life is enormous.
in As compared with (rerman, it takes three years for an English or
% American child to learn to read and spell as well as a German child
"^ does in one year ; and this is solely on account of our outrageous orthog-
raphy, 'which requires the pronunciation of each word to be learned
separately, and from the teacher's oral dictation alone. Thus the
^ Ijudding reason (if the child is checked ; each mental feeler for analogy
2 and truth is piiu;hed off as soon as it puts forth ; and blank stupidity
appears in the reading or spelling class, instead of that eager brightness
which one unvarying sound for each letter or digraph would beget.
'^rhe Step-by-Step Primer essays to do the best that can bo done at
present. It takes as a basis the Anglo-Ainerican al[)ha])et of forty-two
letters, or combinations of letters, each oL' which denotes an elementary
>m
452181
INTRODUCTION.
sound of tlio language. Every sound has a definite representation, and
no letter or combination of letters, in the same position, denotes more
than one sound.
Since the short vowel sounds occur much more frequently than the
long, in English woi'ds, the letters which denote the short sounds are
unmarked. An unmarked rowel letter always denotes its sl/orf or
'' seco)i.d " soiotd. This ])lan reduces the numher of marked letters
to a minimum. The short sounds occur in the words first shown in
the Primer — words that the child most frequently uses — therefore no
markings are required at the beginning of study. The few necessary
ci^nnecting words can be ]n'onounced by the teacher or learned by the
" M'ord method " until the lesson which gives their sounds is reached.
A\'hen letters in a printed word are silent — that is, really useless —
they are put in J/air line type. If a letter is perversely used, its true
sound is indicated by a small type placed below, and the pupil gives its
sound instead of that of the more prominent letter ; or, though rarely,
the false letter is set in a different type, and the true letter or letters
put in parentheses at the end of the word. Occasionally, the whole
word is respelled, phouetically, and placed in parentheses.
The 8tep-by-Step Primer is designed to teach the child that letters
stand for spoken sounds ; and although he will find in his further
l^rogress that this usage is sadly jjerverted, it is the duty of the teacher
to make, as far as possible, the first steps logical and certain, and,
therefore, attractive. In the Step-by-Step Primer phonetic truth is
presented to guide and encourage.
Instruction in reading should be begun l)y showing the object, or
picture of the object, which is represented by the subject word. Con-
verse about it. Mention the four ways in which a person can let
another know what he or she is thinking of. First, by showing the
object ; second, by showdng a picture of the object ; third, by speak-
ing the name of the object ; fourth, by using marks, called letters,
which stand for the sounds of the spoken word.
The names of letters should not be taught at first, only their sounds.
Capital letters, points and stops, and the names of letters will be learned
incidentally, by imitation and observation as well as by instruction, as
progress in reading is made.
IN TROD VCTION.
The exercise of spelling by sound should be begun in the kinder-
garten a year or moi-e before the child is introduced to the use of
letters. The pupil should there be taught that the words it uses in
speecli are not units of sound, but resolvable into elements^ and practice
should be had on these elements. The child should be instructed how
to place the organs of speech in certain positions to produce certain
sounds, and learn to apprehend the distinction between voice and breath
sounds, and 02)eu and touch sounds. This will constitute a pleasing
and instructive exercise, by which the organs of speech will gain
mobility and the Avitt power be trained to control them. Such vocal
gymnastics are needed as a preparation for that clear articulation and
exact pronunciation which are so desirable in speaking or reading.
The common spelling must be taught by loriting. There is no
other method at all satisfactory. The Step-by-Step method of teaching
to read will not interfere with the written spelling lesson. The script
of the Step-by-Step Primer has no marked or light-line letters, but
presents the words unchanged in appearance from their present orthog-
raphv. 'No better drill in ordinary spelling can be found than copying
the lists of words given ; for each list contains some sjiecial arrange-
ment of letters, and the spelling of a word will be more easily remem-
bered from the memory of its classification.
If, as in the teaching of foreigners, the time is too short to teach
the common spelling, a script which is very easily read results from
writing phoneticnlly : that is, omitting the silent, light-lined letters,
and, instead of the falsely sounding letters, wi-iting the small printed
letters underneath, which give the true sound. Such script will be far
better than the guesswork S2:)elling which the half-educated foreigner
employs.
Explanations to assist those who may be unused to phonetic teach-
ing are given at the end of the Primer. The Step-by-Step plan of
teaching will be found ])lain and simple, so that the study of a few
pages will unfold it completely ; and this Primer can precede, or be
used in conjuncticm with, any other Primer or Reader.
To the late Dr. Edwin Leigh, inventor of light-line type, and Mr.
Henry M. Parkhurst, the present owner, I am indebted for the hel})
afforded by that type in the production of Pronouncing Print.
ELIZA B. BURNZ.
THE STEP- BY-STEP
ALPHABKll^ OF SOUNDS.
On the Anglo-American plan of using each letter, or digraph,
for the sound it most commonly represents in English.
rUIMAItV LKTTKRS. ;. NEW NAMES. KEGULAR EQUIVALENTS.
1. il — (i\)\i^\ tcnne. -^^ ai — (I'nw, ay — \\\(it/.
2. a — c/t, cv/j). ^C
a. ji — c/rni, fr/tlier. ^9 > ah — ah I
4. a — a\\, tWlter. «) an — c/^^iriist :
aaw.
aw-
5. a — cnr, bc/re. ^
6. 1) — />at, tu/>.
7. d â €” <'/ust, mud.
8. cli — c7dp, much. chee
9. e — evW, me. ee — tY^, deep.
10. e — 6^1 id, m<^t.
11. f— /og, stii/f. pli^/>Aysic.
!-• g— //iiii. ^>'i//- gee
(g-hard)
l.'>. Ii — Acme, /all.
14. I — /die, 111 /lid.
15. i — h\, sip. y-final — pony, <^*<>Py-
16. j — r/oke, /iidge.
17. k — /ite, /licX:. c — cup, inusi(^'; q— -
18. \—l[fe, mill
19. in — mat, vain.
^iiail, f/iiit.
PRONOUNCING PRIMER.
PRIMARY LETTERS.
20. n — yait, raw.
21. iig — \ong, siy///er
22. o — (A(\, howj.
28. o — on, sorry.
NEW NAMES.
lllii'
24.
GO OOZQ, tool.
25.
oi— ^o/l, point.
26.
on — out, Qouwt.
27.
p — jmw, pee^).
28.
r — yip, cii/'.
29.
s — -sit, o'a.s.
30.
sh — .s7^op, wi.s/?.
sliee
31.
t f'd\), fclf.
32.
til — ///in, \)\fh.
itli
33.
til — Men, with.
tliee
34.
u — /^se, duty.
35.
u — /^s, cq:).
•
36.
n — p//t, t>d .
37.
V — ran, erer.
38.
\v — /rin, (brell.
39.
w 1 — uj/mt, u^kew.
whe<
40.
X — a,x^ extra.
41. y— yet, yonder.
42. z — cone, bii,cz.
43. zli — vi.s'ion (vizlion). zhee
REGULAR E(JU1VALENTS,
n before k or g; as
in "piwk, li;?ger."
oh — o/i !
o is used for unaccented 6,
as in "propose;" and for
short a, as iu " nor, cost."
oy — to//, bo//isli.
ow — wow, oio\
ew — i('}n, wew.
00 — ^ood, foot.
X is used also for gz;
as in '^ exact."
THE STEP-BY-STEP
IISTDEX ^IX) LETTERS, ETC.
PAGE
3-5. Introduction, witli Explanation of Pronouncing Print.
(), 7. Alj)liabet of Sounds — Anglo-American Plan.
11. c, a, t — Analysis of Sounds.
12. m — illustrated by Mac.
13. s " " Sam, sat.
14. p " " CAP, MAP.
15. 11 " " Nat, pan.
16. f
FAN, FAT.
17. cl " ^' Dan, sand.
18. h " " TIAT, HAND.
19. i — as in pin. s added to p and t.
20. e — illustrated by hen, tent.
21. o '^ " Tom, Doc.
22. 1 " " LIP, LAMP.
23.
24. u
J? ' DOO, PIG.
a
Clip, 3ITTG.
25. i — 1 = y ; always equivalent.
26. b — illustrated by bug, bud.
27. z " "' Zip, Boz.
Small_ " z " under " S," in as, is, etc.
28. Light-line letters have no sound.
29. V and u — as heard in yat, put.
30. Small letters under large — of, to.
31. r, initial and final — rat, for.
32. j — illustrated by Jim, jug.
33. w = u made consonantal by compression.
34. th — In-eath and voice sounds, thin, this.
35. sh — illustrated by ship, fish.
PRONOUNCING PRIMER.
PAGE
36. k = c — -illustrated by kid, kitten,
37, 38, 39. e, a, 6 ; long vowel sounds.
40. y = i ; initial y compressed — tony, yam.
41. 43. 1 and u; long vowel sounds. /5 ,.
42. oo — regular, for vowel in cool. ', ''' ,
44. ee — equivalent of e — bee, feet. ^A/ ^' '■^^
45. eh — illustrated by Chan, chops. M^^ y,"^'^
46. 47. iii and ay = ji — pail, day. ' *i^)(..
48, 49: iig: ; n = iig before k — ring, BxVnk.
50. oi and oy — as in oil, boy.
51. ou and ow — as in out, now.
52. do— as in foot, good.
53. ck = k — used after a shoi't vowel — back.
54. 55. a and a — as in art, ask.
-56, 57. au, aw and a — as in haul, saw, call.
58, 59. 6 and a — as in iAiotii, care.
60. X = ks — illustrated by ox, fox.
61. wh — breath sound of w — whip, whiz.
62. ce = s — used after a long vowel — face.
63. g:e = j ; dge = j — page, ledge.
64. 65. Combined final consonants.
66, 67. " initial pi, pr, etc.
68. " nip, lilies.
69, 70. â– *' initial st, spl, spr, etc.
72. q = c = k — as in quail, cube, kite.
72, 73. iiig and iiig-s ; er, final.
74, 75. zh.— The Busy Bee.
76-79. Reading Lessons.
80, 81. Koman and Script Al|)habets.
82-86. Rules for Indefinite Sounds.
87-94. Hints on Phonic Drill.
PRONOUNCING PRIMER. 11
LESSON 1 .
cat
Cc CCCC Ct?
Aa aaaa a ^
T t t t t t t /
a 1 a 1 a — t a-t = at
c — at =-- cat c a 1 c-a-t = cat
a-cat a- cat a-cat
*tiie tiie tiie-cat tlie-cat
ctactcatc
* Teach " the " as a word, without analyzing. See page 88.
12
THE STEP-B Y-STEP
M m
LESSON 2.
m m m m
mat
m -^^^^
m
-a-
-t 111 — a — t m-a-t = m at
a-mat tiie-mat a-cat tiie-cat
*my my my cat my mat
and and and
a-cat and a-mat
my cat and tlie-mat
M — a^c M-a-c = Mac
Mac and tlic cat
my cat and Mac
* Teach " my, and," as words, without analyzing.
PRONOUNCING PRIMER.
13
S s
LESSON 3
s s s s
s a-
S-
s-
-a-
-a-
-m S — a — m S-a-m = Sam
-^ s — a — t s-a-t = sat
on on on
*tiie on my tiie and my
a-cat sat on a-mat.
my cat sat ou <^^p
Sam sat on tlie-mat.
Sam and tlie-cat sat on my mat.
Mac and Sam sat on tiie-mat.
a c m s t a-cat
a-mat
t7y -C '7<n^ d'
'I -tZ^ ^€1-^
t^ â– ^^T^^'tZ
/
* Words to be called at sight, without analyzing at present.
14
THE S TEP-B Y-8TEP
P p
LESSON 4.
P P P P
P /^
c
111
p-
t-
-a-
-a-
-a-
-P
-P
-t
-P
c-
m-
a-
a-
a-
-a
cap
map
p — a — t p-a-t = pat
-a p t — a — ^p t-a-p = tap
cap-s = caps map-s - maps tap-s = taps
P
P
-t
-P
c-a-p
m-a-p
p-a-t
t-a-p
a-cap tiio-cap tiie-caps
cats and mats and maps
Pat tlie-cat. Mac pats
my cat.
Tlie-cat sat on Mac's
cap.
Sam sat on my cap.
Sam taps tiie-map.
^^^T^-a^^ -c-a^^-iy ^2.t^f Ji^'f ^rrz^-^^
PRONOUNCING PRIMER.
15
I^ 11
LESSON S,
11 11 11 11
c-a-ii = can
X-a-t = IN'at
]N^-a-ii = IN^an
p-a-ii - pan in-a-n = man
t-a-ii = tan . n-a-p-nap
p-a-p = pap p-a-t-s = pats
Nat and ?^an
Nan and Nat
tiie iiuni, the cat
and tlie-pan.
tiie cat sat
on a-pan.
tiie man pats tiie-cat.
can ttie-cat pat tlie-man ?
Nat and Nan can pat tiie-cat.
^/^-^ <y2^.t^'2^ ^^^ -'f/t-'e' 'CU^'l.
10
THE STEP -BY- STEP
LESSON e
P f
f f f f
/
f — a — n f-a-n = fau f — a — t f-a-t = fat
a-fan tiie-fan
my fan
a-fat man
my fat cat
tile cat sat on my fan.
a-fat man and a-fat cat.
tiie-tat man pats my cat.
Nan can fan Sam.
]N"at can fan Nan.
can Sam fan tiie-cat ?
/^-e
2^^ C
-a^f ^^c^^
iX-z^^c- ^^yi^ -T^yi-^
/
â– tyi^^yi-
PRONOUNCING PRIMER.
17
D d
LESSON 7
d d d d
d ^
s-a-d = sad s-a-p = sap m-a-d = mad
a-n- d ^ and s-aiid = sand D-a-n = Dan
a-cap and a-pan and a-fan.
N^an and Sam and ^at and tlie~cat.
tiie-fat man and my cat sat on
tiie-mat.
Dan sat on r^s^rv^ ^.
tiie-sand. i^^^^^-^-^-.^^^^v ^
Mae and Sam sat
on tiie-sand.
Kan and Nat sat on tiie-sand.
Dan and Sam and Mac and JN^at and
N^an sat on tlio-sand.
18
TH E STEP -BY -ST EP
H h
L ESSON 8.
h
1
1 li
h
-a-
-t :
= lat
1
-a-
-c.
= lac.
1
-a
-ni
= lam
I
-a-
-n
H
= land
h
my hat the-hat a-hand my hand
tiie-man liad a-hat and a-ham.
Dan had a-nap on the-sand.
Sam had my fan and my cap, and Dan
had JNTat's liat.
at
ac
an
ap
am
s-at
s-ad
f-an
c-ap
S-am
i-at
f-ac
p-an
n-ap
h-am
n-at
li-ad
c-an
h-ap
d-am
ff-at
d-ac
D-an
m-ap
and
p-at
m-ac
i-an-
d
apt
act
PRONOUNCING PRIMER. 19
LESSON 9.
TT- • • • • •
11 1111
^
p-i-n = pin t-i-n = tin s-i-t = sit
Ii-i-d = hid i d-i-p = dip d-i-d = did
s-i-p ^ sip t"i-p = tip n- i-p = nip
d-j-ii = dill h-i-t = hit h-i-p = hip
Dan had a-pin. Sam hid the-pin.
Sam liid it in the-tin can.
My cat had a-nap. Mac hit my cat.
Sam hit Mac^ and Mac hit the-cat.
Mac hit the cat on the hip.
Did Sam hit Mac on tho-hip ?
My cat can sit in Mac's hat.
map-s = maps cap-s = caps hat-s = hats
mat-s = mats hit-s = hits sit-s = sits
dip-s = dips tip-s = tips fit-s = fits
20
THE STEP-BY~STEP
E e
p-et --
s-et =
n-et =
m-et:
LESSON 1 O.
e e e e
e -^
et
pet
set
net
met
f-e-d = fed n-e-s-t = nest t-e-n-t = tent
JN'-e-d = ]>red s-e-n-d = send s-e-n-t = sent
Ten men met in a-tent.
Tiie-men had a-nap in tiie-tent.
ISTed and Nat liad ten pet cats.
Tiie-cats fed in a-pan.
Nan had a-pet hen,
and tiie-pet hen
"^ .!SLii.TvSl!i ^^^^^ a-nest.
"^ The-hen can sit on
tlie-nest.
PRONOUNCING PRIMER.
31
LESSON 11.
o
o o o o
i^
Dot
Don
t-o-p = top li-o-p = liop s-o-p =sop
c-o-t =cot ;. li-o-t =Iiot d-o-t =dot
n-o-d.= iiod s-o-d-sod p-o-d =pod
n-o-t =iiot p-o-p = pop T-o-ni = Tom
s-p-i-n = spin s-t-o-p - stop Doc
s-l-o-p = slop stop-s = stops
s-p-o-t = spot spot-s = spots
Tom had a top.
Doc hit the top.
Can Doc spin the top?
Doc can not; Tom can
spin it, and Doc
can stop it.
The to]) can si)in on my lumd
M
r
er^'T^
^^^^^/?-
23
T H E STEP-B y-STEP
L 1
1-a-d
1-a-p
1-i-p
lad
lap
lip
LESSON 12.
1111
1-e-d = led
1-e-t = let
lip-s = lips
I
1-i-d = lid
1-o-t = lot
lot-s = lots
1-a-m-p
1-o-s-t
1-e-ii-d
1-e-f-t
lamp
lost
lend
left
1-i-f-t
1-i-s-p
H-a-l
A-l-f .
lift
lisp
Hal
^Alf
Hal left tile lamp on tlie step.
Let tiie lamp sit on tlie stand.
Dan lost Alf's pen and j^J^at's top.
Lend Alf a pen and a pin.
Can a lad lift tlie lid on tlie big pot ?
Tlie fat man can litt it.
My pet cat sits on my lap.
Xan and Dot hop in tlie lot.
PRONOUNCING PRIMER.
23
LESSON 1 3.
G g
g g g g
y 7
a-g = ag
e-g = eg
t-ag = tag
1-eg - leg
g-e-t = get
n-3g = nag
3-eg = peg
g-o-t = got
g-ag = gag
M-eg - Meg
g-a-s - gas
i-g = ig o
-g = og
p-ig = pig
d-og = dog
g-i-g = gig
d-ig = dig
l-oo' = I02;
g-a-p -- gap
f-ig = iig
i-og = liog
g-e-t-s - gets
A pig in
1 1 -I / 1 T-H"* /~\ ^^ 1 y^v /-« /
~k» ^~\ T- *r^ T- *; -^^
the pig ? Tiie dog _i
did not get at tiie
pig. Tiie pig got
in tiie pen. Tiie
dog sits on tiie sod. Did the dog nod
at til e pig ? Can a [)ig nod at a dog?
24
THE STEP-B r-STEP
\J u
L ESSON 14
U U II II
u -t^
u-s = us G-ns = Grus u-p-up c-up = cup
f-u-n ^ full
c-u-t =eut
s-ii-p = sup
d-u-g = dug
cup-s = cups
li-u-g =liug
s-u-m = sum
n-u-t =uut
s-u-n =sun
cut-s =cuts
Ii-u-t =liut
p-u-p =.pup
h-u-m = hum
m-u-g =mug
nut-s = nuts
m-u-s-t - must d-u-s-t=dust ]i-u-ii-t=liuut
Ned had
Gus had
Alf hid
the uiui2\
hunt tiie mug and the cup.
a cup.
Sam liid
the cup.
Let us
Tom dug a pit in the sand.
Gus must not get in the pit.
Meg must not sit in the dust.
Let us sit ou a log in the sun.
a mug.
PRONO (JNCINO PRIMER.
25
LESSO N 1 5.
I i i=y y=i y=i ^ y
I must sit ill tiic hut.
If I sit ill . tiie sun T am
hot.
My pet dog sits on my
hip, and I hug him.
My pug sat on my hip in the hut.
A fat man had a nap in the hut, and
the dog had a nap on the sand.
T liad a mug. T h)st my mug.
It got hjst in tiie pig-pen.
My mug had a nut and a top in it.
A pig got the nut, and Alf had the
top, and Hal liid the mug in tlie
sand. Hal must get my mug;
7^r^
J
U^ ^/^-f^/?--
-i^^^^
4
-^•
^^-M^'f.
26
THE STEP-BY-STEP
b-a-t = bat
b-i-d - bid
b -ii-t = but
t-ii-b = tub
b-u-n = \)\\\\
B-e-ii = Ben
b-e-l-t - belt
LESSON 16.
b 1) 1) 1)
b-i-t = bit
l)-a-d = bad
b-e-g = beg
n-a-b = iial )
1 )-u-g = bug
B-o-b = Bob
b-i-g =â– â– big
l>-a-g - bag
b-e-d = bed
b-o-g = bog
b-u-d - bud
M-a-b - Mab
b-e-s-t - best b-e-u-d - beud
|rM*% A l)ad him bit my hand.
Let us nab ttie bug hy
tile leg. Bob must not
liit tlie l)ug, luit let it fly in tiie sun.
Did the bug get on my
hat? It did not; it got
on a bud. Fly, bug, fly.
T cnu i)in al)ud on my belt, "^^mm^^
Mab had an al-buni in a bag.
PBONOUNCINO PRIMER.
27
LESS ON I 7
z
7. 7. 7. Z
Z ^
Z-i-p = Zip B-o-z - Boz i-l-y = fly
* a-s = az h-as = liaz i-s = yl h-is = hiz
Z »■Z 7. Z
Zir and BOZ.
Zip is my dog, and
Zip
Boz
Bcii
Ben
Zip
Boz
Boz is iiiv biii!,
lax cax.
is not as fat as Boz.
z z z
and Zip sit on a mat in tiie snn.
sits by Boz and Zip, and l^en
has a fly on Ids hand.
Z t/ f.
taps the fly, and it is not on
his hand.
z
snaps at tiie fly. Did Zip get it ?
(lid not <i"et the flv, l)nt J)OZ «;ot it.
bit Zip on tile lip and tiie leg.
* Tlic small letter below shows the souml which the larger letter represents in
the word.
2S
TUB STEP-BY-STEP
LESSON 18.
Liixlit-line letters have no sound.
f-U-SS --= f US
in-i-S3 = mis
N-e-U = ISTel
m-ii-s3 = mils
d-ea-f- def
t-e-11 = tel
1-C-S3 = les
t-0-S3 = toS
m-e-ss = mos
b-u-zz = biiz
t-i-11 = til
b-iiy = by
l-a-S3 = las
h-i-S3 = his
d-o-li = dol
d-e-bt = dot
h-ea-d = bed
liand-lo litt-lo patu-ed fiU-ed Ell-en
Ami is the best las3 in tiie class.
7.
A fly can buzz, buzz, on tiie glas3.
Ell-en must not get in a fus3.
Belle has a dol! ; it can nod its head.
7. J
Mis3 Hill can buy my doll a hat.
Nat's little lamb is dead. The bad dog,
Snip, bit it on the head.
Has the hand-bell a lian-
dl
o 9
It has a handle,
and it is a bras3 bell.
PRONOUNCING PRIMER.
29
LESSON 19,
Y
Y
V
U 11 11
V ^
v-a-t = vat v-a-n = van p-ii-t = put
p-ii-li = pul ; f-ii-ll = fiil p-u-Sc = piis
A YAT
is a
z
big tub.
BOB is
z
on tiie
steps.
The vat is full ; hot stuff is in it.
Bob can get up on the toj) l\v the
steps, and mind the hot stuff
I must not put iny caj) in tiie vat.
If T did 1 could not get it.
T must put my cap on a peg.
The peg is by the hat-stand.
My puss has a bed by the stand.
30
THE STEP-BY-STEP
LESSON 20
f-v
of=ov
o = u
to = tu
All' bit tlie tip of 1113" pen.
Hall has bent tlie end of tiie pin.
Let tile lad have a bit of niy bun.
I must beg Hall to give Pan a doll.
Let us not pull the bud off its stem.
I have to put niy puss to bed.
Give Bill the tin cup and fill it full
of sand. Put in sand up to the top.
M}" dog has a lot of pups. I must get
the dog to let
Gus have a
, pup ; for Gus
fi^. has cut his
• Z 7.
leg, and can-
not stand.
/e
22
tZ^l^-e^ 7? tyUii)
PRONOUNCING PRIMER.
31
LESSON 2 1.
r r r r
r-a-n = i-an
'r-e-d = red
r-u-b = rub
r-o-b = rob
r-o-t - rot
t-r-o-t = trot
f-r-o-m = f V*om
F-r-e-d - Fred
% A RAT
\% on
R r
r-a-t = rat
r-a-p = rap
r-a-g = rag
r-u-g = rug
A RAT!
a biii* rat !
A rat is on tiie best rug. It ran by
tiie side of tiie red mat.
Ttie rat is not as big as tiie cat,
Ijut it got a nut from my bag.
I try to get rid of tiie rats,
i^.is ! Pus ! Run for tiie rat.
Run, rat, run ; run fast from tiie cat.
*or for nor fur cur lier Avere
a nig.
Teach by wonl, and iliill o\\ tiiial "r."'
32
TllE STEP -BY- STEP
LESSON 22
J J
•
J J J J
J
j-"-g=
=j"g
j-a-m = jam
j-ii-s-t=jiist
j-i-g =
• •
j-o-b=j()b
j-ii-in-p=jump
j-o-g =
= JOg
J-i-m = Jim
J-oh-ii = Jon
.-=^^^
Jim Camp has a jug in
his liand. His doe:
runs up to him.
The dog runs just as
fast as Jim can run.
The dog jumps up by Jim's side.
Ben Hunt ridcS on his doe;; but it
7. 7. CD ]
is a big, biff dog. John Beh has
a dog, but it is a pug dog.
Fred Gibbs lias a cur. A cur is a
7. 7. 7.
kind of doa'. Cur-r-r
)
cur-r-r.
Fred and his do"; have lots of fun.
z O V
PRONO UNCING PRIMER. Si
n
LESSON 23.
\\" w w w w w tc ^Y^
Av-i-t=wit w-i-ll=\vil w-i-n-d=wiiid
\v-i-a=wi«: • w-e-li=wel Av-e-ii-t=went
w-e-t=wet w-e-b=web w-on-ld=wiul
w-a-g-wag w-e-re-Avor Avag-oii- wagon
JoLii and Will went to set np a tent.
Tiie lads went in a Avag-on.
A man in the tent had on a AAng.
A AA^ag got the wig and hid it in
John's AYai>:-on. A Avae; is a lad
z CD CJ z
that is fond of fnn.
7. V
Jo; n's do<j: had a bed in the wag-on.
Did not the dog jnnip at the Avag?
The dog did jnnip at the AA^ag, l)nt
the waa" did not niTnd th(3 doir.
I^^^^T^ -l^-^^^ t^-^-^^-e^/ t^C^^d-^ 24^^a^-^'0''7^
34
THE STEP-BT-8TEP
Til til
tii-ii-t=tiuit
tii-ii-s=tiius
til
LESSO N 2 4.
til til til
tii-i-s=tiiis
tii-G-iii-tiiem
th -^
tii-e-ii=tiieii
w-i-tii=witii
tii-i-ii = fliiii p-i-tli = pitii
Tiiat and tiiis,
tills and tiiat ;
Ned is fliin,
7. 1
but Tom is fat.
7.
Tom an(i INTed went to
get a bag of nuts,
and Mab and Gns Avent witii tiieni.
Di(i tile iads have fun witii tiie nuts?
z
Ned and Tom had lots of fun, but
Gns and Mai) got in-to a bog.
Tiien a man sent for his dog, and tiie
man Avent witii his dog in-to tiie
l)Oii' for Mab and Gus.
PRONOUNCING PRIMER.
35
Sli sii
LESSON 2S.
sii sii sii
sh
d^/7^
sii-a-d=siia(l
sii-a-1 !=siial
w-i-s1i=wish
g-a-sli-gasii
sli-o-ve-siiiiv
u
siiov-el
sii-i-j)-ship sli-o-t=sii()t
sli-i-ii=siiiii . sii-o-p=siiop
d-i-s1i=disli f-i-sii^fisii
d-a-sii=dasii l-a-sii-Iasii
li-a-sii=liasii b-u-sii=biis1i
h-u-sii =liiisli bus1i-ol
That ship went to
get some fish; it ^
Ave lit five iiilles
from the land.
My dog Dash went in the siii}). Tiie
men wt a lot of cod-fish. A shad
is a fish. Put the shad on a dish.
Ben cut a gash in my cap. I wish
Meg would mend it.
36
THE STEP- BY- STEP
Rob ^'ot a lasii on his siiiii. Husii!
let us not tell ttie lads of it.
Let us piisii niv wagon up to ttie slied,
and hunt for tiie sliov-el and put a
l)usti-el of dj'v sand in tiie wa^'on.
LESSON 26.
K k k = c c = k k = Ic k
k-i-ll=kil
k-i-t^kit
kitt-en
M-I-ke=Mlk
k-i-d-kid iu-i-1-k^niilk
k-e-g=keg s-i-1-k-silk
k-i-u=kiu s u-l-k=sulk
1-I-ke = Ilk p - I-ke - pTk
Mike can put tlie kid in tlie
siiedj and tiien give tiie kid
and tile kitt-eu some milk.
Tiie kitt-en will lap tiie milk.
Does a kid lap milk as a kitten does ?
U Z 1 7. II Z
A dog laps milk iTkD a cat or a kitten.
Set tins keg up on its right end.
P RONOUNCINO PRIMER. 37
L ESSO N 2 7.
E e e e e
e e e
be she seat leaf fear tear
he tea beat read near lead
we -sea heat lean hear bead
me key meat heap dear mean
Is Ben in the hut? He is in the
luit. Mea: ii^ ii^ the hut as well. She
O 7. Z
AYent in for her dear little puss. But
she is cross, and I fear she will hurt
the kitten.
Meg, give me the pus ' ; be not cross ;
we should not be cross. Hear me
read:
"We must not beat the cat or the
dog; Ave shsiild be kind to tiie pets.''
Ben will not beat his ])up ; lie Avill
be kind to him and give him meat.
452181
38
THE STEP- BY- STEP
L ESSO N 2 8
A
a
a a
a
a a a
ate
late
cane
s a fe
babe
alo
t a le
c a se
t a ke
gate
a pe
lane
cake
lake
rake
cape
3 ale
same
fade
g a me
tame
fade
made
lame
3ake
c a me
Jane
Kate
mate
n a me
Katu has tiie babe
z
in a wao"-on. She will
trdvt; it to ride b)~ tiie
lake. The babe is safe
z
witii Kate.
Jane met Kate at tiie gate. Sfie gfive
tiie babe a cake and a bun. Tiie babe
ate tiie bun, but did not esit tiie cals
Tiie nam^ of tiie babe is Sa-di.
Sa-(li is fond of Kat and Jane.
Ke.
PROJ\'0 URGING PRIMER.
39
LESSON 29.
5
o
so g ( )
bone
li o le
pole
bolt
post
g o 1 d
n ()
doze
r o se
z
no se
z
colt
sold
w o r n
oli^o
wo Jo
r o pe
h o pe
r o de
old
hold
boat
o o o
t oe h oe foe
w o ke to re
li o me
more
told
most
r o 11
sore
wore
cold
torn
coat
T can smell tliat rose tliough
T liave a cold. If T did not
have a nose, I could not.
z 7
I have a sore toe ; T cut it on the
lioe. Oh ! it hurts me so.
My coat is old ; I wore it till T tore
it. T have worn it un-til it is full of
holes and can-not be mend-ed.
7.
Let us <i:o home. Hold ou to mv liand.
40 TH?: STEP- BY- STEP
LESSON SO.
Y y y = i i=y y-i //
lad-}^ 1^'^^-y ver-y Tub-y SaL-y
l)ril)-y P<~^i^-y i^g"Iy ToD-y Jerr-y
caiT-y fen-y merr-y Ilarr-y siiagg-y
Toby lias a pony ; his name is Don.
He can trot fast. He is a siiaggy pony,
and Toby says he is ng-ly ; bnt he is
kind and lets ns ride him to the ferry.
Harry and Jerry can carry somc^ milk
to tiie kid and kitlen in the slied.
yes=yes yet=yet yam=yani year=yer
AVill Tony have a 3^am ? Yes. Is tins
pd-ta-to a yam ? Yes ; that is its namec
Sally is lazy ; siie will not hold tiie
brd)y. Tiie baby is not yet a year ohl.
PRO NO UNCIN G PR IME R .
41
I
pie
die
r I de
side
li 1 de
m 1 le
LESSON 3 1
1 1
c/
1 le by t r y d r y f 1 y
t le - m a" f r y sky c r y
line fine bite find
n I ne pi le w I de i' I n d
V I ne d I me sii I ne b I n d
1 1 nie m I ne ll-on in I n d
Tiiat is tiie big
red ll-on ; hear
him roar. Let ns
go and hide from
the ll-on, so that
hewiL not bite ns.
He will not bite
us, foi* he can-not
ii'et ne i.r to us, though lie ean ro i.r.
T liad ulne ])ins in my liaud, l)ut T liave
lost five. I must try to find them.
THE STEP-B Y-STEP
L ESSO N 32
Oo
oo
00 00 00
00
'^?-^
b oo t=l)oot
m oo 11=1110011
r oo m=rooiii
t oo th=tooth
b r 00 m-brooiii
c oo l=cool p 00 r=poor
s 00 11 -soon c oo p-coop
f oo d=food r oo t=root
^^ b a 11 00 ii=bal-oon
r a cc 00 n=rac-oon
Tlie dog's food is in tiie coop.
Ttie baby's milk will soon be cool.
Tliat poor man has an old broom. He
A\ il cle in tile pafli for ns for a dime.
A ball-oon ! a ball-oon ! It goes np,
np, lip ; it can go very high, np in the
sky. By-and-by it will come back.
HaiT-y Hnnt has a pet raco-oon. A
racu-oon is the size of a cnr doe:. Men
7. V C
luint the racc-oon by tiie light of the
moon witii doiis and iinns.
PRONOUNCING PRIMER 43
L ESSO N 3 8.
IJ U U 11 fl II II u
a e 1 o u 00
use due 'pure cure cute mule
use fume mute cube tube du-ty
T waut to use that uiee o:old ijeu.
o • z s O i.
Mv son, yon should not fume and fret
SO : you have no fise for a pen yet.
Let us go and try to cure the ohl mide.
ew = u ew = u ew = u
new=nu few=fu pew=pu chew
h ew=hii m ew-mfi d ew=du s t ew
My hat is nt>w. T have a few nuts.
The dew is on the OTasoi we must not
run in tiie dew or we shall get \\q{.
To lic^v is to cut. Jo can liew a loi;-.
44
THE STEP-BY-STEP
L ESSO N 34.
ee = e
ee = e
ee = e
-e^-e-
b ee = be
fee t =
= fet
feed
fee
s ee = se
h ee 1 =
= hel
b eer
3 ee f
fee = fe
s ee n =
= sen
p ee p
s ee (
L ee = Le
V ee p=
- kep
d ee p
w ee p
t ree
Avee c =
= wec.
s ee 111
gee se
free
b ee 11 =
- bill
11 ee d
t ee fh
I see a bee ; it is on tiie apple tree.
Can it see me ? Will it bite ?
Tiie bee can see you, but it
^ will not heed you if you keep
still. It will soon flv off.
Ann Lee has been to feed the geese.
She says tlie red hen has a nest in the
weeds. The nest has seven e^p^ in it.
We will tclke a peep at it by-and-by,
and try to find some o-oose e^'PS.
c • u O Oo z
PRONOUNCING PRIMER.
45
Oil cli
cii-a-p = ciiap
cii-o-p = ciiop'
s-u-eii'- sucli
LESSON 3S
cii cii cii
cli-a-t
di-i-ii
m-u-cii
ch
cii at
ciiiii
mucii
•^^^-
cii i ])
cii u 111
ricii
Tiiat ciiap can ciiop well.
Tiie ciiips fly as he ciiops.
I) A ciiip hit me on tiie ciiin.
Tiiat hid is my cimni.
7. e
His iianiH is Ciiaii.
z z
'%, We chat as we go to
school to-geth-er.
Ciian is snch a kind
z
lad. He has mncii to do, for his moth-er
7. ' <>0 / Z II
is not I'ich, and he has to work as well as
z 7 z • 11 z z
a'o to school. Chan says it is not nion-ey
O • e «y z z u t/
that is tile best rich-es, bnt Avis-dom and
Z 7. J Z U
love. His moth-er told him that.
46 THE STEP- B Y- B T E P
LESSON 36
ay {vy = a ay = a «^y = i^ ^5^
s ay=sa 1 ay=la w ay=wa s t ay
d ay = da i' ^ty = ^'^ a w ay = awa clay
pay^pa Iiay=ha play=pla dray
may-=ma gay=ga Tray^Tra gray
May we stay at home to-day and play ?
Yes, we may, for tliis is Sat-ur-day.
Tiien let us get a lot of clay and make
mnd pies and bake tiiem in a fire.
jN^o, let us get dog Tray, and a-way
we will go to lielp tiie men rake hay.
Yes, we will ; tiiat is re-al fun, and we
can ride home on top of the wag-on.
May Tray ride on tiie wag-on too?
I do not know, l)ut he will ask to ride ;
<>o ; • ;
iust see his eyes shine as he hears me
say he may go with us to tiie hay-field.
PRONOUNCING PRIMER. 47
LESSO N 3 7.
ai ai = ri ai = a ai = a n-^-
ail = al aid = ad sail fail
tail = tal .laid = lad pail jail
1) ai t = bat 'r ai 1 - ral p ai d v ai n
paiii = pan rain = ran nail maid
gaiii^gan liail = lird mail main
May we trd^e a sail on tlie bay? No,
for I fe oV it will rain very soon. You
may take a pail and go to tlie end of the
Irme and get some bait for ns to tisii
witli. Fisli l)ItH best on a rainy day.
This hsh is a shad. It
z
lias fins and is very bo-nv.
Shad live near the big, wide sea.
Do you know if the mail has come in
Ol) t/ <)0 z u
to-day ? K^f), but I \\ ill hail the post-
man and ask him if it has come.
7. U
Try to hit that nail on its head.
48
THE STEP-BY-Sr KP
LESSON 38.
lU/
lig-
Ilg llg llg
^^?'
1) iilig=billlg
li a iig=liang
w i iig=wiiig
go llg- go llg
r 1 iig=riiig
r a llg = rang
r u iig=ruiig
1 o iig=loiig
siiHi:=siiH>:
s a iig^
sang
s oiig=song
fli i ng-tliiiig
a
Ding-dong ; ding-dong.'' Is
til at a gong ? l^To, it is a bell ,
it rin^s for us to 2:0 in-to sciiool.
It hangs very liigh up, and it lias to be
pulled by a long and strong rope.
Sing me a song, but not a long ,.one.
'^ Ding-dong bell ; tiie cat's in tiie well.
Who put lier in ? Little Johnny Finn."
Did you learn that tune from Ma-bel?
«/ 00
Yes, T heard her siiii>: it last nioiit.
Tell me the rest of the song.
PRONOUNCING PRIMER. 49
LESSON 3 9,
fi = ng n = iig fi - ng
i n k^^ifik b a fi k=1 )afik fli i \\ k=: tliifik
w i n k= wink 4i a n k=harik tli a n k=tliafik
s i fik= sifik t a fik^tafik di u fik^ciiufik
Ma-mie, can you wink your rid t eye?
Yes, T fliink T can. Oh, bnt that is
your left eye; try to wink the right. I
can wink both eyes ; one at a time.
I think it will soon be dinu-er time,
Wil.i •, please ring the bell for the man
at the tank to come and get ready, and
tlien hold this liailk of thread for me to
v
wind. T have made a cherry pie for you.
Oh, tluifdv you, Mri-mie; af-ter dini-er
I will till youi* irdv-stand; it is near-ly dry.
«/ DO ' Z «/ «•'
I will wash it clea.n at the sifdv.
50
THE STEP-BT-STEP
LESSON 40.
Oi
oi
cH = c>y oy
CR
€?-?'•
(>il = (Hl 1)(h1 = 1)(h1 toy joy join
t oi 1 = toil c oi 11 - coin b oy 1{ oy j oi n t
See tiiis boy. His name is Roy.
He seems full of joy. He has a
Z • V fj «/ 7.
coin. It is a dime. Will Roy buy
toys Avitii his dime ? I think he
'I will buy Cclkes or can-dy.
Roy nirikts a great noise. Most
boys like to mfik mncii noise. Roy has
a fine voice.
s
LESSO N 4 1.
Ou on oa=ow ow=ou ^^^ t^^^
on t 1 ou d c ow n ow f ow 1 f 1 on r
p cm t t' ou 11 d V ow h ow p 1 ow h ou se
ou r r mi n d I) ow s ow t ow n m ou se
s ou r s ou 11 d V ch\^ ow 1 d ow n B r ow n
PRONOUNCING PRIMER. 51
Jeff BrcHvn is go-ing out of ttie house
for a can of oil and a baii' of flour. He
must not pout, nor siiould he siiout very
loud in the street, or stop to play.
Jefi stops ; ^ he sees some-fliing on the
o;round ; it is round and red ; it is a cent.
Hmv glad he is ; now lie can buy an apple
to i>:iYe to his little sis-ter Dot.
O • 7.
List-en to Dot's cat. Does it say, "Me^v,
mew''? I thirdv it says, ^^Mi-ow, mi-ow."
e U 7, J J
1 (J-;; b ow s 1 nw s n ow c r ow b 6w 1
s o:' sh oy: b 1 ov: g r o a^ fli r o^^: h 1 ow n
See the snow, and heai* the
Avind blow, and list-en to the
CO k crow as the hens go up
the tree to roost.
Go slow-ly and speak in a low tone till
you 2'et out-side of the scliool-house.
Now, boys and girls, you may shout.
53
THE STEP- /.' Y - S T EP
00 = 11
f 00 t=fut
1 (H) k=liik
t 00 k=tuk
cot) k=ciik
g oT) (l=gud
LESSON 42.
* 00 = u
r ook^ri.ik
n 00 k=iiiik
b 00 k=biik
li 00 k=huk
w 00 d=Avud
00 =11
U 00 d=liiul
sli 00 k=skLiik
b r (H) k=bruk
c r 00 k=ci'iik
crook-ed
See my new book. It is a good book.
I let 13et-sy ttie cook look at it.
Clian has hui't his foot on a
7. 7.
crook-ed sti Iv ; so let us go
^m and sit in this sliady n(H)k by
tlie brook, and look at tlie
riToks as they flv to tlie
ctLurch steeple and a-light np-on it.
Yes-tei'-day lloU-in Ray took a crook
and sho"ok it at tlie rooks, and tiie rooks
flew off cry-ing, '-" kee-ee, kee-ee."
PRONOUNCING PRIMER.
53
LESSON 4 8.
sick
lock
tick pick
Jack
tick-et
ki k
u:k
rock tack
Dick
rack-et
back
peck
sack duck
stick
pock-et
pack
neck
»ock wick
^nock
buck-et
Don-aid and
Ja-k went to
tiiesiioAA'. Tiiey
had t;() tijk-
ets and took
seats in front
u
to see a tfimc mon-kcj play witli sticks
and dance a jig on a tight rope.
The nion-keys in tliis tree are wild.
Ttie old inon-kcy lias found a l^ilfc ttiat
some man left in ttie wood. lie wif be
apt to hurt liim-self witti it, for a mon-
key does not rnow how to ush a 1 nifc.
Mon-keys can swing by the tail.
54
THE STEP-BY-STEP
LESSON 44
A
are
art
arm
ii r cii
a
a a a
all
a
f ii r
car
1 ) jl r
star
lark
park
part
cart
hiirk
bark
hard
harm
A a
(liirk
yard
mark-et
fath-er
Is that a cart? IN'o,
it is a wag-oii. My fath-
er is gd-ing to iiuirk-et. Fath-er, may
I go witli you? — Yes, Char-ley, get ready.
— Oh, fhailk you, fath-er.
IN^ow we aru home a-o-ain, and it is near-
ly diirk. The stars are com-in^ out in tiie
sky. They are ffir, fiir a-Avay from us.
We do not see the stars in the day-time.
Hiirk ! I hear a liirk. Ah, I see it now.
The dog in the yiii^l biii'ks at it.
â– " Sound " r " jiftcr " ii " ; tongue drawn back and pointed upward.
PRONOUNCING PRIMER. 55
LESSON 4S.
a = a sounded short.
ask last p a fli a n t I d a
t a s k c a s t pa ss au n t E 11 a
f a s t vast c 1 a ss c a n't A nii a
p a s t ' 111 a s t g r a ss Idea E iiir:: a
Mamma^ maj^ Ella and T rnn down the
giir-den path to meet aunt Ida ? We will
not i^f) on tlie li-rass. I see aunt corn-in^
past tiie last elm tree. Yes, go, Emma,
and help cany her bas-ket ; it seems
heavy, and anitj mnst be tired.
I see Ann Ilav; she is a-fraid to come
V 1 7. • U
in-to tlie 3 ard. She hears the dog biirk.
Run fast, and ask her to com. past the
dog. He wil! not bite ; he is chained.
It is a rc-al task to w\\\k Ti'ip stop his
noise ; he Ilk s to biirk so much.
56
THE 8TEP-BT-STEP
ail aw
LESSON 46.
aii=aw aw-aii
ail aw
liaul=liaiil (laiib
maiil=iiiaiil Maud
Saul
fault
t au.ah t
CD
cauAt
o
s aw=sa\v
p aw -paw
1 aw=law
r aw=raw
j aw=jftw c aw
h aw=liaw d aw
Here is a saw^ ; now we boys can
saw sticks in t,vo witii it.
oo
Saul went witii the wag-on
to haul some wood. He found a nest full
of duck's egos and a haw tree. He a^ave
fliree eggs and a lot of haws to Maud.
Maud had a boil on her ja\v. It gave
her mucti pain; l)ut she is free from
pain now. Saul was sorry for Maud.
A haw is like a very little red apple.
^-^-^^5^^^-^ r^.^-^/-^. ^y?xi^-e ^ l^^^/(-e^ f^^^/^-/^.
PRONO UNCING PRIMER. ' 57
LESSO N 4 7.
A a a = ail = aw au = aw = a
a-11 =^ al b-a-11 = bal t-a-H - tal
f-a-li - M ; h-a-11 = lial c-a-11 = cal
w-a-11 = wal s-a-l-t - salt li-a-l-t = halt
ra-a-l-t = malt s-m-a-l i = smal c-a-lied
Tlie salt has been all tak-eii a-way.
Have yoli seen my ball a-boiit the hall?
t/ oo «y ••
Boj^s, fal in-to line. Let ns all step
in tlnip. Ill Tit, left ; right, left. Tliat is
not bad. IS^mv try it over. Right, left;
light, left. Xow it is time to call a halt.
I Avant a small sprig of ll-lac from tliat
biisli ; May is tall, and slie can get it for
me. It is too hic Ji for me to reacli, l)nt
May can reach to the top of the wall.
Will ycyi get it for me. May? Please
(h). Thank you. Tliat is a nicc sj)i*ig.
58 TH E S TBr - B T- S T E P
L ESSON 48.
6 = a, l)ut sounded somewliat shorter.
o-r = or g-6-ne = gon c-6-s-t = cost
f-6-r - for m-6-tli = motli f-6-r-k = fork
ii-6-r = nor s-6-f-t - soft li-6-r-n = horn
lost b 6 1* n li 6 r se sii 6 r t oiigii t
m 6 r n n 6 1' tli f r 6 tli f r 6 s t f ough .t
form brotli clotli storm brought
Last New Year's morn T heard a liorn.
Did yo J ? Yes, not on-ly one, Init T
«/ oo ; i/ w u 7
heard two or tliree horns. It was a
oo z o z
storm-y day. There was frost on the
tJ d a o z
trees and on tiie win-dow panes.
The first day of Jan-n-a-ry is sliort ;
it is then that tiie new year conids in.
IN'ed lost John's ball, and he can-not
z •• 7
find it. He lost it on the nortli side of
the Ijiir-n. We went to look for it, and
some mnd lle^v on my coat sleeve.
PRONOUNCING PRIMER. 59
LESSON 4 9.
A A AAA A ^
a a a ii A a
fare bare snare tear fair
r a re d a re cii ai i* w ea r h fii r
c a re p a re C 1 a re tii e re = thar
See, my feet iire bare. T likb to go
bare-foot in tiie summ-er; do not you,
7 oo J oo 7
cons-in An:^a ?
7.
Ob, Eddy, I am too old to go bare-foot.
Take care lest yon stnb your toe.
Clare has a pair of new boots. Her
filtli-er had them made for her in town.
Slie has a rook-ing chair, too, that her
moth-er gave her the day she was four
years old. I was there at the time.
Well, Anna, I am glad Clare has new
boots to wear and a rook-ing chair. My
\)i\\)[\ and mamma give me so many nice
things, and Clare ought to have som^ too.
60
THE STEP-BY-STEP
L ESSO N 5 O.
X X x=ks
X
si x=six box =box
fox=fox wax^wax
x=ks
tax
vex
Kex=liex
ox ox-en
An ox is very strong.
Ox-en pull liecivy loads,
and so are of use to men.
My cous-in Rex can
drive ox-en, and haul wood and hay.
A fox can run flist-er
than an ox. Fox-es are
of no use; tiiey are not
bigg-er than a dog, and
catch duoks and geese.
Charles, do not vex Le-na. It is not
right to vex a little child and nifdve it
cry. Give Le-na the six nuts, and put
them in her box. Then she will not cry.
PRONOUNCING PRIMER. 61
LESSON SI.
Wii wii wii wii wli ^^^^
Avii V wii i z wii I le wii ee i wii a le
wiiip wii at wiiite wiiack wiiliie
wii e 11 wii i m wii i cii wii e re = wiiar
a
^^ Siiiacls: Aveiit tiie wiiip,
round went tiio wiieeLs,
As we set off for town.
z
A wiieel came off, tiie wiiip was lost,
Tiie pony tum-blod down.''
Pray stoi) and teli me wiiere you lost
tlie wiiip. Was it b}^ a Iiousl ; and on
wiiicii side of tiie lane ?
Wiiy, I don't laidw ; for T got a w iiaek
on tiie liOLid, and lost my sens-es for
a-wiille, and wiieii I came to, I did not
7 oo 7
tliifik of tiie wiiip. Tiie wiilt pony cut
his knees bad-ly, for wiiicii T am sorry;
liut it is no use to wiilne over mis-liaps.
62 THE STEP-BT-8TEP
LESSON 52.
Final ee = H. llsed after a loiii;- vowel.
f-a-ee = fas r-I-ee = ris d-I-ce = clIs
s s s
11-I-ce = Ills l-ri-(v3 = las m-I-ee = mis
s s s
]va-e3 - pas r-a-ce = riis lu-a-ee = mas
p Y I ee = pris p le ce = pes b r a ee = bras
p 1 a ye = plas ii le ce = iios G r a ye -= Gras
Wasli your face clean, and tiien we will
have a race to the school-house.
s
Let us find a good playe to study and
do some sums. Hcn\^ much will a Ijrace
of ducks cost, at ten cents for one duck ?
What is a brace ? A brace means two.
O Z S S Z OO
Tlien the price will be twen-ty cents.
Grace, tell the price of a piece of lace
at six yents a yiird. How can I tell, un-
less you say how many yiirds there are ?
Tiiere are five yards. What is the cost ?
a t/ z o z
PRONOUNCING PRIMER. 63
LESSON 53.
Dotted g. gr=j g = j
a ge = aj r a ge = raj c a ge = eaj 1 a r ge
s a ge = saj p a ge = paj li u ge = liiij b ii r ge
b a dge = baj 1 e dge = lej 1 o dge
h e dge = liej j u dge = jiij d o dge
w e dge = wej M a dge = Maj H o dge
Madge is nine years old. Siie has a
bird-cage. Hodge found a y:nng bird in
tile hedge and brought it to Madge.
Last night tiiey went on tiie stage at
a meet-ing and spoke some vers-es, and
tiie judge gave eacii of them a badge made
of ril) -on and a lari^e book of ])d-(>ms.
Madge read sev-en pag-es in lier book
while Hodge was mak-hig a vv (fod-en wedge
to liold the l^ird-cai-r- up straioiit.
Note. — " ge " is used for " j " after a long vowel ; "dge," after a short.
64 V II E S TEP- B Y- S TEP
L ESSO N
B 4.
ft
nt- 1
1(
rt
rn
rl st
1 i ft
e nc
1 11 rn
to st
sli i I't
11
s i ft
a nc
b a rn
r n st
cii nrcli
g i ft
rlnt
J u rn
(1 n st
cii n rn
s e nt
wi 11(1
f n i-l
we st
cli e st
b eiit
3 a rt
1 nr
d e nt
til eft
r e nt
h u rt
ii^irl
O u
c n re
cli ^i I't
Tills riiHj: Avas a i>'ift from Le-on. I
mencl-ed tlie rent in his Hoves for him.
z Cji u z
A burn is apt to hurt ; so don't play
Avith fire. Many cliikl-ren have died fi'om
A'er-y bad Ijurns. Keep awa}^ from fire.
1 have made a dent in the blade of my
knife. 1 want it now to peel the rind
from tills lem-on. Wlien I have done I
u
must wipe it dry, or it will soon be I'usty.
^/i^ â– ^2^-0-4 -^/^yc-r^^i^ -^-^^-^^54 ^i-^.
PRONO UNCINO PRIMER. 65
L ESSON
35.
It
Id lb
If
Ik
Ip
Ill
je It
felt
m e It
kilt
h i It
h e Id
w e k
b Id
cole.
s k
b 11 11)
s e ir
s i Ik
m i Ik
s u Ik
pulp
<j: u In
h e Ip
j o It
sk e If
h e Im
f i Im
m I Id
ciilk.
sc a Ip
I kavo kad a long walk to-day. Sam
Da-vis found a cklld tkat kad lost its
way. It coukl not tell wliere it lived ; so
Sam Ijrought it to kis kltii-er's kouse and
gave it a cup of milk and a bis-c lit.
Tken we felt tkaf Ave must trv to i>'et
tke cklld kome ; so 1 went witk Sam to
look for its motk-er.
II
It was Mrs. (misis) Smiflvs little girl,
nfinibd A^~'-ra. Mrs. Smitk was very glad
to liave Ve-ra back safe and sound. Ske
a'ave eack of us a bunck of rds-es.
GG
THE STEP- BY- STEP
LESSON
se
) .
pl
1)1
fl
S_.
cl
gl
pi a t
slip
(*1 a p
bl ee d
pi a te
)1 a 11
sle d
cl g
pi a 11 1
si I de
1)1 (* (
slim
cl a 111
)1 a fl k
gl I de
flat
si il 111
cl a sii
fl a fl k
o'l a ss
flap
gl a d
cl ck
cl i ck
V — J
fli ng
See tiie flag flap in tiie wind.
I am glad to clap my hands at
it and slioiit, 'Miiir-ra!''
Tiie boys are go-ing to niarcii to-day.
Da-vid Eoss is to carry tiie flag, while I
beat my drum, and To-iiy Hall blows on
his tin horn. It is ^ooii fun to niarcii and
7. â– /. O
keep step to tiie niu-sic.
Bet-sy, wliTlt T am at play, yon can
take niA" sled and have a ride on it ; but
trdve care you do not slip off.
PEONOUNCING PRIMER.
07
LESSON 57.
br
br a n
br a g
cr a g
dr i p
cr
dr
fr
o-r
pr
fr ee tr ee
from, trim
fr o g ' tr u st
gr i p tr a de
br u sii
pr ou d
gr ee n
cr II sii
tr
pr I de
br i ng
fi' e sii
gr ow 1
,wV / I Ml
Tliese men go out
ill tlie sea to catch m
fisii to sell ill tiie mark- _>^^
et. They catch them ^
ill a net and bring
tiiem to tile kind. I tliink tliey will bring
tiie net to tiie beacii iin-der the crao\
Do you see the eras;? It is a lil i .
oo t/ oo CD 'â– i_^
steep rock. Tiie men's boat is on the
Ijcacii, near tiie foot of tiie craii".
Tile fisii are alive; thov try to spring
from tiie net. It is liiird work to drag
z u • CJ
a net full of hsii to the shore.
68 TH E 8 T E P - B Y- 8 TEP
LESSON 58.
nip iii|) lups mps
lump liiup criuip jumps crimps
d a \\\\) j u mp pi u mp e a mps cr a mps
p u \\\\) c a mj) cl a mj) b u mps tr a mps
If y()ul)uuip yoiir head or stump your toe,
t no 1 t/ DO J. «y oo /
do not cry. AViien Sl-mon Hicks feels in
the dumps, lie hops and jumps and Avhacks
a-Avay at the stum})S in the Ayoods-lot.
Job fell oy-er a stump and went plump
in-to the swamp. Then he had to jump
llye-ly to get out. Wtien he got home hi^
sis-ter gfive him an apple dump-ling.
Ann Dix crimps her hair by an oil
lamp. Hair does not curl well on a damp
day ; the crimps come out very soon.
I slept in a damj) bed; that gave me a
cold, and I had cramps next day. Then
I had to trdve some hot gin-ger tea.
PRONOUNCING PRIMER. 69
LESSO N S 9.
st sk sc sw str siir flir
st e m st o lie sw i ft str i et slir u b
skin scar© swept strive shriek
skip . scald sweet strong siirill
skim scalp sweat strand thread
sk u 11 sc o Id sw n ng str o ke tlir i ve
sw i m sw ee p sw i tch str ee t tlir i ft
Ben Ward wants to find a strong string
to put rcHiiid a piir-cel of l)ooks. He
stjirts to sclool this inoi'n-ini>:, and says
~ 7 e d 7.
he will strive to stand at the head of his
V 7.
class. If he had a strong strap with a
buok-le to put round his books, he could
skip a-long with-cmt fear tiiat liis 1)ooks
would fall a-piirt as lie wcMit.
^^ow I am go-ing to swing on the lawn.
T like to i>'o sAvift-lv tlirough tiie air, aud
feel the rush of the wind on my cheeks.
70 THE STEP-B Y-STEP
LESSON 60.
Sin sii sp S})1 spr scr
smut spill split scrap snatdi
small spot sprig scrape script
Sin i til sp n r s]3l I ce scr n b scr ea m
sm a sii sp e 11 spr i ng sm e 11 scr ee cii
snap spoilt sprout smile scratcii
sn a g sp G 11(1 spr ea d sn a re spl n r ge
Tom Green can split a cord of wood.
Do-ra Brown scrubs tiie floor witii sand.
Do not scratcii tiie slate witii a pin.
OO J-
Scrape your feet when yon come in-doors.
JL »/ OO €/ no 11 z
Wiien spring comes, the seeds spront.
Then the leaves im-fold to the sun-shine.
7.
Laiigh(f), if you please, but do not scream.
Nd-tice that scrii)t lett-ers all slant.
Do not snap the whip at the dog; it will
mfdvi liim sniirl and i>Towl at you.
~ t/ OO
Co-ra Wil-son slipped (t) in the slush.
PRONOUNCING PRIMER.
n
LESSON 6 1.
Q q q=c=k c=:q=k lv=c=q
O'
cube
kite
quee r-queer
qu a Gk=qnak
(j u i ck=quik
q u 1 z
q u i t
(| u I te
squ a re=sqnar
squeak=squek
squee ze=squeez
q uail=quail
qu e ll=quel
qu ill=quil
sq ueal=sqiiel
squint=s([uiut
squasii^squasii
A cube is square ou all its sides. Can
yoii count tiie sides of tiic cul)e ? This
room is not quit s(iuar ;. That kit '^ is not
at all sqiiare. What siiape is a quail ? Is
it mor of a rcnnid or squaru siiapo ? It
is round, but not r(Hnid Ilk a ball.
z 7
72 THE STEP -BY-STEP
LESSON 62
irig iiig ings nigs
try-ing heat-ing ring-ing feast-ing
ask-in^ hold-im^ fliul-iiH? bi'iiH^-im^
litsii-iiig wisii-ing baiig-ing stand-iiig
play-ing roiiip-ing wiilk-ing fliifik-ing
sing-ing piimp-ing Imsii-iitg land-ings
mend-iiig grow-ing pusii-ing meet-ings
Anna, wiiat are yon do-iiig just now?
T am do-ins: two or tliree fliirn^s. I
am stand-ing on a stool, and dnst-ing tiie
bric-a-lnac on tiie man-tel; and I was
/ O 7.
sim^-im^: when you l)o-£>:an ta:k-im>: to me.
Wlien 1 have done dnst-ing T am go-ing
tobe-£>hi mend-im^: my dress. T was dane-
ing and rom})-ing with Ida yes-ter-dey
and canrht the sleeve of it on a nail.
But T am thifik-imi; yon shonld be off
(~ ,/ III)
to school. Write an ex-cnse? No, sir.
7 u
PRONOUNCING PRIMER
73
L ESSO N 6 3,
er = ur
ev-er
ov-er
nev-er
clov-er
eitli-er
er = ur
er = ur
lett-er
fii^t-er
bett-er
help-er
mast-er
past-er siielt-er
pdst-er neitii-er
brotii-er bluud-er
u
weatii-er wiietli-er
helt-er-skelt-er
Our cows feed ou the sweet clov-er.
7.
It was a bad bhnid-er to i)aste tiie pict-
ure ou tiie pap-er wrong side up.
jN^eitii-er uiy fiitb-er uor niotli-er nor
bi'otii-er uor sist-er uses td-baco-o.
U 7. 7,
I uev-er can tell wiietii-er my uu-cle
means what lie says. He is sucti a iok-er.
7. O e U 7. 7. >}
Wiieu you mail a lett-ei" do not fail
to put a two cent stauip ou it.
The word '^lielt-ei*-skelt-er '' means tiie
U 7.
same as " caru-less.'' niiiH;*s liad bett-er
7. <^ Z
uot be doir. in a lielt-er-skelt-er maim-er.
74 THE STEP-BY-STEP
LESSON 64.
zii zli zii zli zii zh
rouge = roozil nieas-fire = iiiezh-ur
az-fire = azii-iir treas-ure = trezii-fir
vis-ion = vizii-oii pleas-ure = plezli-ur
Rouge (zii) is a kind of fine, red paint.
Tlie sense of signt is called vis-ion (zh).
That box has been a great treas-nre(zh).
I have Hindi pleas-iire(zhj in know-ing
that it has benn so fise-fnl to you.
z i • • e/ oo
M}" fan is of an az-firefzh) hne. A^^hat
do you mean by ^'az-fire''? The word
oo t/ oo .y u
^' az-ure '' means bh"ie — the col-or of the sky.
z u u v t/
What is wax made of? Wax is made
O 7. V 7.
bv the little bees. The house in which
the bees live is called a hive. They nulke
tile comb of wax, and tasl-en it to tiie
V ]
sides of the hive, and in tiie comb tiiey
piit the sweet honey from tiie flow-ers.
PRONOUNCING PJiI3I£E. 75
LESSON 6S.
Tile Busy Bee.
How well tile little busy bee
Im-i3r()Yes the siiln-in^ hours,
J- '"> , z CD 7. 1
And gatli-ers honey every day
From all the o-pen-ing flowers.
How skill-fully she biiikLs her cell;
Hmv neat she spreads the wax,
And lii-bors liiird to store it well
z
With the sweet food she mfdves.
In works of la-bor or of skill,
I would be busy too;
Rise ere the sun has clIniLt^d the hill.
z a 7.
And work till f^ill-ing dew.
In l)ooks, or work, or be Ifli-ful play,
Let niv first years be past ;
_ rj W. ,] 7 17
That I may I'eek-on ev ry day
Mor: hap; y tlian the last.
re THE STEP-BY-STEP
Tiio 8uii.
Tlie a:rerit rcmiul sun wiiieli we see rise
ill tiie east ev-ery inorii-iniz; is wiiat <>'ives
light and heat. If tiiere were no sun we
conkl not live, ^o grasc: would grow,
nor any-filing else. Ev-ery thing would
freeze ; and then it w^oiild be so dark, that,
if we could live, we could not see at all.
The sun rises in the east and sets in
z z
the Avest. Point to the east and the west.
Days of the Week.
Sun-day, Mon-day, Tues-day, Wednes-
day, Thurs-day, FrI-day, Sat-ur-day.
Months in the Year.
u
Jan-fi-ary May Sep-teni-ber
Feb-ru-ary June Oc-to-ber
Mrireh Ju-ly IN^d-veni-ber
A-pril Au-gust l)e-ceni-ber
PRONOUNCING PMTMER. 77
Tile Five Sens-es.
z
We can see filings witli our eyes. We
can hear nois-es witii our ears. We can
z z z
smell o-dors witii our nos-es, and taste
U Z 7. 7. J
food witii our tongues. We can toucii,
feel, -and handle tilings with our liands.
7 O z z
8ee-ing, lie r-ing, smell-ing, tast-ing, feel-
im>:, are called tiie five sens-es.
07 •• z
Hands and Feet.
z
We liav five toes on each fiTot, and
z 7
four hh-gers and a fliuniij on cl.cIi iiand.
The liorse has fr)ur feet, and so has the
z 7 z
doir and the cat and tiie mouse. Birds
have l)ut t ao feet. Siulkes and Avorms'
00 11 z
have neitii-er Iiands nor feet. Fisii-es.
z z /
al-so, have neith-er hands noi* feet, Imt
they have fins and a tail, and witii these
they iiru a-blo to s\vim \ery fast.
7S TUE STEP-BY-STEP
Uoiis and Ciiioks.
z
Ann has somo hens and cMck-ens.
Tliey livo in a yiird. Ann comus tiiere
to feed tliem. She likes them all, but she
likes the little chicks best. They are so
soft, and so fond of the old hen.
Tlie hen that has no cliioks lays effp;s
for Ann, — niee, new, wiilte eggs. Some
day this lien will liav chicks too. Ann
will put some straw in a 1)0X. She will
«:ive tlie hen some nice e2:es.
Tile hen wih sit on tiie eggs and keep
them Avarm for tliree weeks. Tiien there
will be ciiicks in tlie shells.
Tiiey will peck at tiie siiell, and cry,
^'Peep, peep.'' The hen Avill break the
shell, and tlie soft ciiicks will come out.
The hen Avill be glad. Ann will be glad
too. The hen will cluck, and Ann Avill
laugh (fj to see tiie ciiicks run to her.
PRONOUNCING PRIMER. 79
Tile Hop Soiig.
Let us sing a soiig. But first we will
sing tiie scale to tiie eigiit long vow-els.
Count four beats to eacii vow-el. Sing :
e, — a, — *ai;, — ii, — *ur, — a, — d, — oo.
Now for tiie song-. All ready ? Be-gin.
Hop, hop, hop,
Go and nev-er stop.
Where 'tis smooth or Aviiere 'tis std-iiy,
a z a z «/ /
Trudge a-long, my little pd-ny.
Go and nev-er stop;
Hop, hop, liop, hop, hop.
Hey, hey, liey.
Go a-long, I say.
Som -times trott-iiH>:, som -times ])ae-ing,
Some-times walk-ini>;, some-times rae-ing,
Go a-long, 1 S!ty ;
Hey, hoy, liyy, hyy, hoy.
* The r is added to secure tlie exact vowel tone ; r is not to be sounded.
80 TUE STEP -BY- STEP
ALPHABET OF LETTERS.
To be named, and repeated iu order.
A
a
B
b
C
c
D
d
HI
e
i'
f
G
g
H
1
J
•
J
K
k
Ti
1
M
m
N
n
P
P
S
s
T
t
U
u
V
V
W
w
X
X
T
y
Z
z
Q q
R r & &
I II III IV V VI VII VIII IX X
123456789 10
PB N UN C IN G PR 131 E R .
81
[MODEL SCRIPT ALPHABET.
y^^zy
^t>'
^,^
/
y
^
/^j^d~^7rf/(^
82 THE STEP-B Y-STEF
LESSON ee.
In nionosyllables and sylLibles generally, " u " followed
by " r " final, or " r " succeeded by a consonant, is lengthened
in sound. The liair line on " r " denotes tlie lengthening.
fur bur turn curd surf lurcii
cur burn hu'k hurl curl uurse
pur hurt curb turf furze purse
cur-ly bur-den cur-tain pur-pose
tur-tle tur-key sur-vlve sur-name
tur-nij) pur-ple fur-ther sur-prlse
L ESSO N 67.
In monosyllables and accented as well as unaccented
syllaljles, " e," " i " and " y," when succeeded by '' ]• " fol-
lowed by a consonant, sound much like '^ u " lengthened in
tone. The hair line on " r " denotes this obscure sound
coml)ined ^vith " r."
her bird hrm serve thirst
were dirt l^irth clerk fliirsty
jerk stir nurth learn fhir-ty
verb girl tliird myrrh tliir-teeii
per-mit ser-pent ker-nel ser-nion
per-son nerv-ous tirm-ly inyr-tle
PRONOUNCING PRIMER. 83
LESSON 68,
" ^ "
e " generally takes a sound nearly like " i," in the first
syllable of a Avord, when the second syllable is accented.
de-ny
be-gin
re-pent
se-date
de-lay
be-low
re-port
se-vere
de-sIre
be-liln(
re-dfiee
se-rene
de-tain
be-long
re-tain
se-cnre
de-prlve
be-tray
re-spect
se-eede
s
"gh" sounding as ^'1"
laugh(f) == laf t:ngh(f ) =^ tnf tr6iigh(f)
cough (f) = cof roiigh(f) = rut* e-ncngh(f)
After the sounds of "k, s, f, ]i, ch, sh," and '' th,'' all
breath consonants, "d" sounds " t." (h-ossinir '' d " indi-
cates that it has tlie "t" sound.
dipjjud (t) = dipt locked (t) = lokt kisi nd (t)
hV gh dCft) = laft c6iighedfft) = coft
wisiied bilrk-d jumped bafiked
missed clapped cuffed masiied
l)oiinced crusiied hitciied ronghe(t(f)
84
T II E STEP-B Y- S T E P
some == sum
u
ton = tun
u
work
(1
worst
\i
shove
u
a-bove
u
iii()t1i-er
LESSON 69.
i.1 11 1 Li. ''
<> soiindiiiP" as ii.
done
dove
ig as
dim
diiv
worm
worse
u
cov-er
u
love-ly
an-otii-er
come = cum
u
love = luv
word
u
world
11
liov-er
u
otii-er
u
brotii-er
wortli
u
Hove
O u
lov-er
u
wortiiy
lov-ing
e-e" or " ei," followed by "r," sounds "4"; " ei " or
ey," not followed by " r," sounds " a."
tiiey
vein
a
rein
ere = ar
a
tiiere
a
ttieir
a
wliere
reipn
a O
deipii
a C3
eight
seine
tiiere-fore
a
wiiere-fore
a
neirfi-bor
a (O
tiiere-in
a
wiiere-on
a
heir-ess
eighth
a O
eighty
weip-ht
a 'ZZi
weiAty
there-at
a
wher-ever
a
freight
PRONOUNCING PRIMER. 85
LESSON 7 0.
After " r '' and '^ cli," ii, ue, and ew sound more like
oo than u.
rule trutli rue crew strew
rude trtiye true drew threw
Riitli. fruit brew grew screw
" ^ â– "
o" representing the sound of "oo."
do lose whose ca-uoe los-in^
oo oo z oo z oo oo 7. CD
who move prove i)roved mov-in^
oo oo X oo J. oo oo CD
shoe whom un-do los-er prov-in^
oo oo oo oo 7. i. OO CD
" ph " always sounds as " f."
P1iil-ip = Fil-ip al-])lia-bet tel-e<-graph
piiys-ic = fiz-ic tel-e-piione piio-to-gi-ap1i
"i" used for "e."
po-licefe) ben-zine(e) fa-tigiie(e)
ma-riue(c) mag-a-zine(e) pi(i ie(e)
8G THE STEP-BY-STEP
LESSON 7 1.
Ill miy syllable after the first, "ti, si, zi, ci," and " ce,"
followed ])y a vowel aud "ii, 1, r," or '' oiis," have the sound
of " sh ; " sometimes of ^' zh," as :
ac'-tion = ac-shiin ver-sion = ver-slmn spa-cious ~ spa-sliiis
l)a-tient = pa-sheut bra-sier = bra-zher spe-cial — spe-slial
pilr-tiul = par-shal gra-zier = gra-zher o-cean = o-shuii
" S " is the equivalent of ^' sh " in " sion " or " sure " when
either syllable is preceded by a consonant; as, in " nian-sion,
cen-sure." " kS " is the equivalent of "zh" when "sion"
or "sure" is preceded by a vowel ; as, in " vi-sion, co-he-sion,
mea-sure, ex-po-sure."
"x" = "gz" is shown by a small "z" under "x."
ex-act ex-ert ex-ult ex-am-iiis
Words very irregular.
8ew(6) woiii-eii(i) sold-ier(j)
((uayfe) sug-ar(sii) colo-nelfrj
l)eau(o) sure(siioo) re-gimt(ziie)
rouge(zii) sure-ty(siioo) anx-ious(sli)
ciiiiitz(s) Xe-ni-a(Z) iiox-ioiis(ksii)
l^eaux(oz) Xerx-es(Z) hall-e-lu-jaii(y)
PRONOUNCING PRIMER. 87
HIXTS OX PHOXIC TEACHIXG,
TO ASSIST THOSE UNUSED TO SPELLING BY SOUND.
In using tlie Step-by-Step Primer, tlie -names of letters
are not to be called ; but each character is taught as indi-
cating a particular sound, which sound is to l)e made on
sight of the letter. Any vowel letter, unmarhed, denotes
the " second," or short, sound of the vowel.
The word " vowel " means vocal, or voice. Vowels are
free., voice sounds, made with the organs of speech more or
less apart. Consonants are touch sounds, prodnced by some
of the organs of speech — the lips, teeth, tongue, palate, and
throat — being in contact or very uear together. Some con-
sonants are produced by expulsion of the voice or tone dur-
ing or immediately after the touch, as V, D ; and some Ijv
the expulsion of tlie hreath tvithout tone, as F, T.
Lesson 1. c, a, t. c as k. — Close the throat and expel
the hreath. Let the pu[)il place the forefinger over the
ui)])ermost cartilage of the Avind])ij)e, and feel the vibration
as the sound of c is made. Kepeat the sound many times.
a as in " at." — Mouth very wide open ; sound cut sJiort
Re])eat a, and every new sound ^^•hen it first occurs, many
times, as sho\vn at the lic-id of each lesson.
t. — Bring tip of the tongue to hard palate, behind the
teetli. Altei'nate the sounds of a and t, and show tlie
different shape of the mouth in making them. Repeat a-t
in quick succession, ])i-oducing the syllable "at." Teacli
the letters representing the sounds of a and t, (»n the black-
88 THE STEP-BY-STEP
board. ^^ licii "at" is niulerstood, ])iefix '^' to "at," making
" cat." Then analyze into the elementary sounds, c-a-t.
The sign = is used all tlii'ough the Step-by-Stej) Primer
to denote " ecjual to " or " the same as," and refers to sounds
and their representatives.
Put the word " a " before " cat," Q-ivino; it a short and
8ome^vhat indefinite sound, and have it said quickly with
" cat." Prefix " a " to all nouns, as they come in the first
few lessons. Never let "a" be said until the followinii:
word is understood, and can l)e said innnediately after the
" a." The hyphen denotes the close union. Teach " the "
witliont analyzing^ as ending with a short indefinite vowel,
Joined closely to the following word ; but show position of
the tonii-ue for " tli " — between the teeth.
Instruct the pupil to sound the letters in succession from
left to right. It is just as natural for a child to begin at
the right end of a row of letters as at the left. This is
something to be definitely taught.
Lesson 2. lu. — Letter composed of three lines or strokes.
Sound made with the li})s closed firmly ; voice expelled
through the nose. Pronounce in, then a, then t, distinctly
apart at first ; then closer, until the word " mat " is said.
Prefix "a" making " a-mat ; " then " the," then "my," each
without analyzing, and followed (piickly l)y the next word.
Then teach " and " as a word ; the teacher saying it herself
until the child recognizes it.
Lesson 3. s. — Teeth close together, and tongue drawn
fully ])ack, but not far; hreatJi forced between the teeth.
Children who lisp must be specially drilled — made to put
the teeth together, di'aw the lips apart and keep the tongue
PRONOUNCINO PR13IER. 89
buck \vliile expelling the Ijreatli. Tliis drill must often be
continued for weeks. Practise on short sentences contain-
ing s, as, " Sally may sing a song," " Send Sam for the saw."
Divide the sounds in " sat " and " Sam " as in " cat " and
"mat." Teach the word " on " like "the, my, and," without
analyzing. Explain the use of the words "a" and "the;"
as, " Bring me a book " — any book. " Bring me the ])ook "
— some special book.
Lessor 4. p. — Lips closed as for iii, but a little breath
forced throug-h.
Lesson^ 5. 11. — Letter made of two lines, or strokes.
Smind made by open li])s, drawn somewhat back, and tip of
the tongue fixed to hard palate behind teeth ; voice thrown
up^var(l through the nose.
Lesson 6. f. — Under lip placed just touching the upper
teeth, and hreatli forced l>etween.
Lesson 7. d. — Tongue touching hai'd palate as for t, but
the voice uttered instead of the breath. The word "and"
can now be analyzed.
Call attention to the difference in the shapes of rt and p :
d — stem up ; p — stem down. Compare "sap" and "sad."
Lesson 8. li. — Mouth well opened, without sjiecial posi-
tion, and the l)reath made audil)le. Pi'etix the sounds
learned, to syllables beginning with "a."
L?:ssoN 9. i as in " in." — Com])are the shapes of i with
a: i is slim — one short stroke with a dot over it. It has a
slender and short sound, corresponding witli its looks. Tlie
tongue is close to tlie roof of tlie mcmth, nlmost toucliing,
so iliat tliei-e is Imt a narrow space for the voice to pass
90 THE 8 TEP- n Y~ST E P
Tliroiiii'li. But it is A. free, wot a touch sound; tlierefoi'e a
voioel. Add s to words already learned ending in t and p.
Lesson 10. e as in "egg.'" — Requires more sluq^ing of
the mouth than a or i. The tongue is not so close to the
roof of the nioutli as in sounding i, nor is the mouth so
AN'ide open as for a. To produce a vowel sound exactly,
say a short word, as "pet," distinctly; omit the "p," sound-
ing "et;" then drop "t," leaving the vowel "e," which
should be sounded l)y itself several times, cutting it short.
Lesson 11. o as in "on." — Open the mouth wide, as for
a, l)ut draw the tongue fully back and throw the voice up-
ward instead of outward. The ^^^ord " on " can now be
analyzed.
Allow no lengthening or drawling on the sounds of [i, 6,
i, 6, u. ILave them pronounced staccato.
Lesson 12. L — Fix the tip of the tongue fast behind the
upper teeth and force the voice over the sides.
Lesson 18. g-. — Close the throat as for c, but use the
voice to make the sound instead of the breath. Place the
forefinger upon tlie upper cartilage of the windpipe to feel
the vibi'ation.
Lesson 14. u as in "us." — A simple emission of voice,
sounded in the throat, without any shaping of the mouth ;
u is called the " natural vowel."
Lesson 15. i as in "bite," and y as in "by." — These
letters are equivalents in sound ; i being used alone or at
the beginning or middle of a word, and y usually at the
end. The sound is conq)ound ; the mouth being open when
it is begun, as for a, and then the tongue rising to the posi-
PRONOUNCING PRI3IER. 91
tion for i. 81k >\v that the toiigne rises while the sound is
l)eing made, hut do not attempt analysis of the sound with
young children.
Ilhistrate the using two forms for the same sound by
mentioning things which are called by the same name, but
have diiferent shapes ; as, mats, chairs, desks, stoves. (All
mats or chairs are not of the same shape. ) Though there are
two forms for the»i sound, neither denotes any other sound.
This illustration can be used in teaching the capital letters.
The word " my" can now be analyzed.
Lessots^ 16. b. — Mouth in position for p, l)ut voice used
instead of breath. Endeavor to get as much sound as possi-
ble hefore the lips are closed, and very little after\vard.
Lessox 17. In the words "as, is, has, his," the true con-
sonant sound is denoted by the small letter " z " below the
large type s. In the same way the sound of " f " in " of "
is expressed in Lesson 20. This plan is employed in the
Primer to show the true sound, ^vhenever it is practicable.
Lessox 18. Letters that have no sound at all are pi-inted
in hairdine type, and are not heard in analysis or pronuncia-
tion, though they appear in the piint and script.
Lessox 19. v. — The voii'e sound of f; mouth in same
])osition; upper teeth touching under lip.
u as in " ]Mit." — Bring the li]^s very near together, and
draw the coi-ners in slightly. Emit the voice (piickly.
Lessox 20. o and ii denote the same sound. Have the
word "to " cut very short and sai'l with the following word,
as in teaching "a" and "the." Do not allow it to be pro-
nounced separately.
93 THE STEP-BY-STEP
Lesson 21, r. — Turn u[) the tip of the tongue till it
nearly touches the roof of the mouth, and force the voice
over the tip until it trembles.
It is a conmion fault of pronunciation to sound r very im-
perfectly, or not at all, when it occurs at or near the end of
^vt)rds. The vowels vi or ii preceding r are substituted for,
or made to include it. But r is never correctly pronounced
unless the tip of the tongue is turned slightly up.
Drill daily on final r, and the ^vords " or, nor, for, cur,
curl," etc. r lengthens the sound of a preceding short
vowel. The hue line in the middle of the letter '' r " indi-
cates this lenij^thenino;.
Lesson 22. j. — Practice on j till a deep voice sound is
heard. Drill on " judge ; "■— ^j-u-j.
Lesson 23. was in "well." — This is the same sound as
u, but the lips are more compressed. The letter w is used
mostly at the beginning of words and before a vowel.
Lesson 2'i. th. — Place the tip of the tongue between the
teeth. An emission of breath will give the breath sound
of th in " tliink." An emission of tone will give the voice
sound of th in " that."
Lesson 25. sh. — Letters that are joined by a line denote
a single sound, and the combination should be called by the
name given in the Al})habet of Sounds, pages 6 and 7, when
speaking the names of letters. This is, say " shee " and not
s h, and speak of the " shee-sound." Speak of '' chee," not
of c h ; of " thee," not t h.
When h is a modifying character, changing the sound of
s into that of sli, of t into th, of c into ch, a pi'ojecting
PRONOUNCING PRIMER. 93
hair Hue uearly joins the li to the preceding letter which it
modifies, li and e are the chief modifying letters.
Lesson 26. k. — This is another form of c. It is c with
a line or prop at the back. The c-part is made angular,
when the pi'op is prefixed. Explain the two forms thus to
children, and give the illustration of an object sometimes
having different forms, as was done in Lesson 15.
Lessojst 27. e. — The vowel letters which have the dash
over them denote their first or name sounds; but, though
they are easily pronounced, the teacher should see that there
is a different shaping of the mouth for each, and endeavor
to get a clear and precise articulation of e, a, o. Also make
the difference in both sound and length perceptible between
a, a; e, e; i, i; 0, <> ; ii, u.
Lesson 30. y, i. — The sound of y final, as in "any," is
identical with that of i. The sound of y, ^vlien initial, as
in " yet," is somewhat compressed on account of the vowel
following ; the tongue lightly touches the roof of the mouth.
When \v and y precede a vo^vel they represent consonant
or touch sounds.
Lesson 32, oo. — Douljle-o is the regular phonetic repre-
sentative of the vowel in " cool." When used in place of ii,
as in "good," oo lias the mark of shortness placed over
it — oo.
Lesson 33. u. — This sound is conijiounded of i and oo,
uttered very quickly in succession ; the oo being accented.
Its usual ecjuivalent is e\v.
Lesson 34, ee. — Double-e is the regular equivalent of e
in " me," and needs no marking, ai and ay may be con-
94 THE STEP-BT-STEP PRIMER
sidered Tei,nilai' eijuivuleiits of a; tlierefore the i and y
ivinaiii ill hold ty]>e. The hair line on a sliows the niiioii.
Lesson 38. n sounds as iig- ])efoi'e k and ^.
Lesson 4<>. oi and on are generally used at the begin-
ning, and oy and ow at the end of ^volâ– ds. These are regu-
lar representative digraphs; not equivalents.
Lesson 44. ii. — Attention Avill he needed to properly
sound the r after a. ii does not include r, which requires
a turning up of the tongue; while pure ii is made with the
month Avide open while the tongue is flattened.
Lesson 40. au and aw may l)e considered the normal
i-epresentatives of the vowel in " fault " and " saw," or as the
e<piivalents of a. The hair line on a connects them.
Lessons 45, 48, 49. The shade sounds, represented by a,
o, ii, are given for teachers who desire a full vowel represen-
tation. Others can dispense with them, ii as in "bare"
occurs only before r, except when provincial, as in some
southern States.
Lesson 51. wh. — Give wh as a whispered sound ; no
tone. It is regarded as the l)reath sound of w.
Lesson 62. Practise on words ending ^vitll " ing," to pre-
vent or cure the error of saying "meetin," "go-in," etc.
Page 82. The lessons which follow are less for children
than for adults. Besides their use in classifying difiicult
^vords, they show that provision is made in Pronoiuicing
Print for all the vagaries of common spelling ; bringing
order out of chaos.
ELIZA B. BURNZ.
The Best
PHONOGRAPHIC TEXT-BOOK
is
Burnz Phonic Shorthand.
» By
ELIZA BOARDMAN BURNZ.
Ill this work Phonography is brought to
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signs and the whole system so logically pre-
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person of fair intelligence can gain a prac-
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by any other system ; and when learned,
Phonic Shorthand is the most legible of
any, and Ijriefer and more facile than
others.
The hook is a complete self-instructor.
BURNZ &, CO., Publishers,
24- Clinton Place, New York.
[See following page.]
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This book is DUE on the last date stamped below.
JUN 2 5 1962
JUL 191962
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