PE 1144 .F6 Copy 1 PE 1144 bKBSESBBBSmBBBaJ .F6 KEY TO I Ort&ograp&icO&art: CONTAINING DEFINITIONS AND EXPLANATIONS; FOR M S OF O R T II G R A V H I C A F A L Y S I S IN TWO PARTS. J / B¥ JOIIX W. FOIX&8. INDIANA, PA: I PRINTED AT THE "REGISTER" BOOK & JOB OFFICE. i ^ 1§5§, fm ^_^^^^^^^^^_^ : . r. KEY TO Ofthograpbic Chart: CONTAINING DEFINITIONS AND EXPLANATIONS \ ALSO FORMS OF ORTHOGRAPHIC ANALYSIS. (in two parts.) BY JOHN W. FOI7LKS. C- 7t INDIANA, PA: printed \t the' Register" book & job office. 1§5§* ft i'TT ft Entered according to Act of Congress, in the year 1868 By JOHN W. FOULK8, in tn* Clerk's Office of the District Court of the Uni- ted States, in and for the Western District of Pcnnsylyania. ^r- PREFACE. IT is with much diffidence that we ap- pear before a discriminating public in this capacity ; and nothing short of a desire to contribute something towards alleviating the difficulties of the teacher, and facilita- ting the progress of the pupil in the march of mental improvement, could prompt us to do so. We have deeply felt the necessity of & more s t ystematic arrangement for present- ing both the sounds of our Language, and the characters which represent them. It is a fact, that the sounds and their representatives are so much confounded in every work which we have examined on the subject that it is almost an impossibility to present them to a class clearly and unequivocally. Whilst we do not approve of the man- ner in which Authors have presented the sounds and their representatives, we do not desire to depreciate their Works : their views and conclusions aro valuable ; wo 4* are indebted to them for what knowledge we have of Orthography. In preparing this work we acknowledge our indebted- ness to them ; and we make no pretensions to new discoveries or originality, except in its general arrangement, or the man- ner in which the sounds and their repre- sentatives are presented. In preparing both the Chart and the Key, we have endeavored to present "but one thing at a time, and that in its proper place"; to have a name for every thing pre- sented ; and to have every arrangement of the sounds strictly Natural and OrganicaL Hoping that all who may see lit to pe- ruse this work may be profited, we re- spectfully submit it to their perusal. JOHN W, FOULKS, SUGGESTIONS TO TEACHERS, YOU who would teach successfully must teach methodically. If you have no method of jour own, you must adopt one, and use. it as your own : yes, it must become a part of your own mental being. We presume to acquaint you with a method of teaching; but one branch of study; therefore, in regard to the other branches we would only suggest that your arrangement of them be such, that the whole school may devote eight or ten min-r utes daily to this important branch. Suspend the Chart in the most conveni- ent and conspicuous place in the school- room. When, according to your arrangement, the time has arrived for Orthographic Ex^ ercises, address the pupils in a friendly manner, requesting them to sit in an erect and easy posture ; make a few introducto- ry remarks, similar to the introduction to a3 6 this work ; assign a lesson and explain it ; also stare the manner in which you intend to conduct the exercises. The portion previously assigned for the exercise should be so completely mastered by the pupils that they will be able to recite in order, and explain any part of the lesson, without the necessity of assistance by questioning, or otherwise. Pupils should be called on promiscuous- ly , and they should always arise to recite, to explain, or to criticise. When a pupil takes his seat, those who have observed any misstatements or omis- sions will indicate it by raisins: the hand, and the one appointed by the teacher will -arise and give the criticism. If any part of the lesson is left unex- plained after the pupils consider the lesson finished, a few questions may then be asked. The lesson recited one day, should in- variably be reviewed the succeeding day. When exercising on the sounds, no more than three or four should be assigned for an exercise ; and their organic arranr/e- merit should be explained, showing the position of the arti&datory orgeths in their proper formation. To enable the pupils to give the- sounds, each sound should be uttered twice, and the pupils should be directed to do the same in concert; then a part of the pupils should be directed to do likewise ; then they should be called upon individually. The exercises upon giving the sounds should be bo thorough that each papil can unhesitatingly utter any sound, and name the articulatory organs at and by which it is modified. When spelling phonetically aud pro- nouncing, every sound should be uttered accurately and clearly. In order that the pupils may become thoroughly acquainted w T ith the natural and organic arrangement of the sounds, and with the characters or letters which most appropriately and most generally represent them, the Chart should be copied from memory. In order that the pupils may become familiar with all the substitutes, they should write the letter w 7 bicb most generally rep- resents a certain sound; then all the sub- stitutes for it, that they can think of. At recitation the teacher should write the same representative, and call upon ths pupils for the substitutes, The exercises in Orthographic Analysis should be both oral and Written. As this daily exercise in Orthography is not to take the place of the regular spel- ling exercises, either oral or written, and as they are so intimately connected, we beg leave to present the following, in re- gard to teaching single classes : Unless the pupils have Spellers in which words of similar or opjiosite signification are arranged in columns opposite to each other, it is better to assign a definite por- tion of a reading lesson for a spelling lesson, or words which are defined. The pupils should prepare their lessons for recitation by writing them on their slates. At recitation, the slates, with the les* sons previously written on, should be used instead of books. "When the lesson is recited by using the slates, one of the pupils should be request- ed to pronounce the woi'd for the rest of the class. A word should be pronounced distinctly once, and only once; and the pupil whose turn it is to spell, should try it once, and only once. For advanced elates, we recommend the writing of words defined, or sentences dictated by the teacher. As there are many interesting and advantageous meth- ods of conducting this exercise, we pro- pose no new one ; but whatever method Is chosen, the slates should be exchanged and an opportunity given for mutual criticism. Small children who are sent to school to learn the Alphabet, is another class of pupils to whom the sounds of our language should be taught ; yet, in our opinion, this is the duty of parents. It is much easier to teach them the thirty-six ^ouuds heard m our language, than the hundreds of in- significant sounds that they do teach them ; but as tew parents know anything about these sounds, although they utter them every day, and as pupils must be received as they are sent, we offer the following in regard to teaching them tlia sounds and their representatives : At first take words composed of two sounds, thus: take the word ^o, direct the pupils to speak it distinctly, then utter the sounds of which it is composed, with a long pause, as n o, then with a shorter and shorter pause, as n — o, n-o, n-o, no, until thev blend together. Direct them to utter the sounds in the same manner alter you, then with you, then without your aid. When they can utter each sound in a word distinctly, print on their slates the letters which represent those sounds, and request them to print the same between recitations. When they can give the sounds heard in a word, and form the letters w^hich represent those sounds, tell them the names of the letters. If, in your opinion, any of the above suggestions are worth adopting, be assured that you are at liberty to do so; by the process of mental assimilation make them vour own. J. "W. F. I NTRODUCTI OX. WE are about introducing, not a new- branch of study, but a new method of teaching the most important branch taught in our schools. Its importance is evident from the fact that our knowledge of every other branch is dependent upon our knowledge of this. It is called Ortho- graphy ; a term derived from two Greek words, Orthos, correct, and Groplicin, wri- ting, or to write ; hence we have the an- glicised word Orthography, signifying cor- rect writing or to write correctly. Al- though the word Orthography literally signifies nothing more than correct writing, yet, as no one can write a word correctly without knowing what a word is, what sounds are heard in its utterance, what letters represent these sounds and their proper order in the formation of a word, the term is an appropriate name for that branch of study which treats of sounds, Ictters^m/Uables^ words, and spelling. By the term sound? we raeah those it 12 sounds heard in the utterance of words, thus : In the word tea we hear two sounds; the first is produced by placing the tip of the tongue against the upper gums, near the teeth, and forcing it suddenly away by the breath ; the second is produced by delivering the voice without any contact of the articulatory organs. On account of. the irregularity of our system of represen- tation, r yoti would conclude that these sounds are almost innumerable; but by ascertaining what soundb ate heard m several words", you find that the same sound occurs so frequently, that you will at once conclude there are but few distinct sounds. For example : Take the words pay^ day, may, neigh, ray, $c. The last sound is the same in all these words, and occurs in thousands of words. Again : Take the words bee, bay, hoy, bow, cj-c. ; all these words commence with the same sound; and it also occurs in thousands of words. By extending our analysis to every word in the English Language we would find but thirty-six distinct elemen- tary sounds, and four compound vocal sounds, being two elementary sounds closely blended in one. As sounds cannot be seen, a number of 13 characters called letters are used to repre- sent them. Each letter has a certain name, and is used to represent one or more sounds; sometimes one sound which it represents is that which is heard by naming it. The difference between a sound and a letter should always be borne in mind: you hear a sound, you see a letter. When you hear a sound, do not call it a letter; it may sometimes be the name of a letter* When you see a letter, do not call it a sound; its name may sometimes be a sound. For our assistance in teaching the sounds, as well as other representatives, we intend using the "Practical Ortho- graphic Chart," which, as you see, is "designed to exhibit the Natural and Or- ganic Arrangement of the sounds heard in the English Language." On the Chart, each sound is represented by that letter, or union of letters, which represents it most appropriately and most frequently. Although letters are not sounds, yet, as they are used to represent sounds, they enable us to present more clearly the different classes of sounds, and their Na- tural and Organic Arrangement. In order that you may become thorough- 14 ly acquainted with this important branch of Education, it becomes necessary on your part, that you give it your undivided attention during the time of Orthographic instruction and exerciser That you may advance more rapidly and easily, we would recommend the use of the Key to the Practical Orthographic Chart, which contains definitions and ex- planations of all the terms used on the Oeart, Urrless you have a Key you will be obliged to write the definitions as given, during Orthographic instruction, and com- m\i them to memory*- ORTHOGRAPHY PART I LANGUAGE. LANGUAGE is any mode of commu- nicating thought or feeling. Language is Natural or Artificial. Natural Language is that mode ol communicating thought or feeling, com- mou to man and brute ; possessed without being learned, G$s. Natural Language co&sisCs of ail those tones of Yoice, expressions of countenance* gestures, and natural signs, which convey in= i^lligenee from one being to another. \i 16 Artificial Language is a mode of com- municating thought or feeling, by using words which must be learned before they can be used. Artificial Language is divided into Spo- ken and Written. Spoken Language is the expression of thought or feeling by the use of audible icords, produced by the Organs of Speech, Obs. 1. The Organs of Speech are those parts of the human system brought into action in producing the Sounds of Language. Obs. 2. The Organs of Speech are of three classes : Respiratory, Vocal, and Articulatory* Obs. 3. The Respiratory organs are the lungs, diaphragm, bronchise, and trachia. Obs. 4. The Vocal organs are the larynx, glottis, and vocal cords. Obs. 5. The Articulatory organs are the lips, teeth, tongue, palate, and nostrils. Exp. By the Respiratory organs forcing the air over the vocal cords of the larynx, sound is produ- ced ; then the sound is modified or obstructed at pleasure by the Articulatory organs. Written Language is the expression of thought or feeling by the use of visible words, represented by characters depicted upon any thing. IT ORTHOGRAPHY. ORTHOGRAPHY signifies Correct Writing. Correct Writing requires a knowledge of Sounds, Letters, Syllables, Wotds, and Spelling. Obs. As correct writing is dependent upon a knowledge of sounds, letters, syllables, words, and spelling, Orthography is an appro- priate name for that branch of study which treats of them. SOUNDS. THE term Sounds, (as used here,) means rhe Elements of Spoken -Language, The sounds heard in the English Lan- guage are divided into Elementary and Compound. An Elementary Sound is a simpile, un- combined oral sound: as e, o, t t g. A Compound Sound is two or more 15 de/htrUary sounds blended together;: as i. oi, we, wo, eau, won. The English Language contains thirty- six Elementary sounds. They are divided into three classes : Vocal, Articulate, and Ambiguous sounds. A Vocal Sound is a smooth emission of pure voice, modified, but not obstructed, by the articulately organs. The aurnber of vocal sounds is sixteen ; but there are only twelve simple vocal sounds, the remaining four being compound vocal sounds. The natural and organic arrangement of the simple vocal sounds depends upon their continuation, and the position of the mouth during their utterance. The table of Vocal Sounds, on the Chart, presents the two classifications at one view, With respect to continuation, the simple vocal sounds are divided into two classes , full or long, and stopped or short. This classification is presented on the Chart, by an arrangement of their representatives into two perpendicular columns. With respect to the positions of the mouth during the utterance ot the simple vocal sounds, they are divided into six .classes. The mouth opens the least during W flie utterance of the first, a little more the second, still more the third ; in uttering the fourth the lips are contracted and rounded nearly into a circle; the fifth, the mouth is less open and forms a tube ; the sixth it forms a tube also, but nearly closed. This classification is presented on the Chart, by placing' the representatives of cognates opposite to each other, horizontally. Obs. 1. Sounds requiring a similar position of the mouth, are similar sounds, and may be called cognates or cognate sounds, Obs. 2. The similarity requisite for cognates does not exist between the fifth full and stopped vocal sounds, yet, as there arc no correspond- ing sounds for either, and one being a lull, and the other a stopped sound, their representatives are arbitrarily arranged on the Chart, the same as if they were cognate*. Note. The term Element (used on the Chart,) means the sound uttered alone. The term Power means the sound that the letter which represents the clement represents in the word Each vocal sound may be known by its number, as well as by its representative : a dash being annexed to the figures which represent the stopped vocal sounds. Those who havTs not a living teacher te 20 imitate in uttering the sounds, can readily utter any sound by carefully observing the following GENERAL EXILE. Utter distinctly the word in which the sound occurs ; then, if a sound precedes the desired sound, drop it, and utter the remaining sounds. Then if a sound follows, dr^p it, and you have the desired sound. Thus ; P o<^, drop % and you have l~ t ; drop t, and you have ^ the vocal sound. A Compound Vocal Sound is two sim- ple vocal sounds closely blended together. They are % oi, ou, it. The Table of Compound Vocal Sounds* on the Chart, presents their representatives in order, with words in which thev are heard; their origin, also, is shown ; L e., the representatives of the sounds from which thej are formed, may be seen at one view. ARTICULATE SOUNDS. An Articulate Sound is an emission of pure breath, or voice and breath united: 21 modified and obstructed by the articulatory organs, as p, /, d, 2, The number of arti eulate sounds' is twenty-one. The Natural and Organic arrangement of the Articulate sounds depends upon the Organic Contact, the Organic Effort, and the Organic Formation. The table oi Articulate Sounds, on the Chart, presents these three classifications at one view. The Organic Contact has special refer- ence to the manner in which the Articu- latory organs are applied. This classi- fication is presented on the Chart, by a horizontal arrangement of their represen- tatives. With respect to Contacts, the represen- tatives of the articulate sounds are arrang- ed in four classes: four whispered, and four spoken Abrupts ; four whispered, and four spoken Continuants; two spoken Li- quids; and three spoken Nasals. Abrupts or Exploclents result from a Complete Contact of the Articulatory or- gans entirely obstructing the sounding breath, and then being suddenly broken ; as p in rap, b in rob. Continuants result from a Partial Con- tact of the Articulatory organs, the sound- §& ing breath partly escaping during their utterance, so that they form a continuous sound : as / in /ate, r in vain. Liquids are made by a slight Contact of the Articulatory organs, the sound flowing into and uniting with other articulate sounds, as I in blame, r in from. Obs. The Liquid sound represented by r, is a rough or vibrating sound when uttered im- mediately before a vocal sound in the same syllable, and a smooth sound when not uttered before a vocal sound, Nasals are made by a very slight Con- tact of the articulatory organs, the sound- ing breath passing through the nostrils, as m in move, n in name, ng in wing. Organic Effort has special reference to the effort required to produce a sound. With respect to Effort, the articulate sounds are divided into two classes: As- pirates and Sub vocals. This classification is also presented on the Chart, by a hori- zontal arrangement of the representatives. Obs 1. The Aspirates are the Whispered Sounds, being represented by the first line in the former classification. Ofs. % The Subvockls are the Spoken & Sounds, bung represented by the second line in the former classification. Aspirates consist of pure breath only, consequently require but a slight effort; as t in tin. Subvocals consist of breath and voice united, consequently requires a greater effort than the aspirates, as d in did. Ons. An Aspirate and a Subvocal produced by the same Articulaiory organs, similarly ap- plied, are Cognates ; the only difference being ihat an undertone is added to the aspirate or whispered sound: thus, p is a cognate of b ; t is a cognate of rf, is introduced by the first vocal sound, (1 e), being somewhat modified at the palate, and by the help of the tongue and palate. Obs. 3. The third ambiguous sound, iep= resented by h 9 is simply a breathing upon the following tocai sound. Any Artietilate, or Ambiguous sound may be given by observing the General Rule for Vocal sounds, or by observing the Articulatory organs at or by which it is formed, the application of those organs. and the effort r e quire cL- COMPOUXD SOUNDS. A Compound Sound is formed by the union of an ambiguous sound with a sim- ple vocal sound; as we, ye, he. The table of Compound Sounds, on the Chart, presents each ambiguous sound united with each full and stopped, vocal sound : the first ambiguous sound united with each simple vocal sound forming the W- series; the second, the Y- series; and the third, the H- series. Note. The representatives of the Ambiguous sounds are arranged on the Chart as above stated ; because they never occur (except before a vocal sound. 26 TEHEE SOUNDS BLEXDEI) TOGETHER. The tabic of Three Sounds Blended Together, on the Chart, presents the first Ambiguous sound united with the JirsL second, and third Compound vocal sounds. SYLLABLES AND WORDS. SYLLABLES and Words are either Spoken or Written. A Spoken Syllable is one or more sounds uttered by one emission of the voice: forming the whole or a part of a Spoken Word. A Spoken Word is an audible expres- sion of an idea. Obs. 1. A Spoken Syllable, if composed of more than one sound, consists of a Principal Part, and one or more Adjuncts. Obs. 2. The Principal Part of a spoken Syl- lable is the vocal sound heard m its utterance. Obs. 3. The Adjunct of a Spoken Syllable is any sound preceding or succeeding the prin* cipal part, 27 SPELLING and PRONUNCIATION. SPELLING is either Phonetic 1 , or Or- thographic. 2- Phonetic Spelling is the separate and distinct utterance of the sounds which compose a word, in their proper order. Pronunciation is the utterance of a syl- lable or a word. Correct Pronunciation is dependent up- on Articulation and Accentuation. Articulation, in its present comprehen- sive sense, has reference, not only to an accurate, full, und clear utterance of each sound in combination or in a w r ord ; but, also, to a distinct utterance of a single sound. __ Accent is a particular force or stress of voice given to certain syllables in a word, to distinguish them from others. When two syllables in a word are ac- cented, one accent is stronger than the other, and is called the primary accent ; the weaker is called the secondary accent. 1. Phonetics, the doctrine or science of voc.-il sounds. 2, See Part II, "OnTUOGRArinc Spelling. M m m m m f Bsa H Q 6 |25 H <1 t— i O P ft o « ft <1 M 1-3 O M Eh O "J c3 s5 «a gj ■^ ifl 1 © i ce 1 o3 i o3 o © A 1 to i to 1 to 1 to 1 to 1 ?n © 00 n , fcfl to to to to 1 to to T =3 c3 1 s 1 s! © 1 3> u *1 < -2 1 "-3 1 .,-s "-; I .^-j i "^ 1 < G3 & > © 1 ® 4^ •>— s "~ s "—i © © © 1 o 1 ^ O C > ! * 4^ c3 1 c3 4^ c3 1 « ?3 1 * o 1-8 4-3 © 1 » =3 1 «3 1 aS O 1 s .a r*3 1 O ! O "2 33 if 1 rO ^2 1 rd 43 Xfi i-f r^ "^ 0? 9 is C3 c3 © o \ P -3 > s © ^3 © IT 1 ^ 7 j ^ CI C3 o _ ; ^ © i p — * 1 © © J © "© © i o i « ; s T <5 3 © 1 $ 1 5 c3 c3 15 1 ^ © © © 1 5 © +a ** +* •*-» r- V W £ n A *fi3 i« o o © I s-3 ! • 1 - 1 «* ! «£ I C i o 9 ^ k* 1 A 1 a a' a* ■ O PS «2 u O CO pq CO »~3 J^» >> v r i? ' ^ £ GQ H 13 Id -^ li 6J 53 B © O © © © © >J tf © © © '+3 © © © < w pi § pj £h S3 M 3 ~ © JT © ~3 o 3^ ^ © ^r © r-4 © r—i © r-< © rH © r Rh o a a a fl _-'■ 3 £3 ^ 3 r3 fj -d d t* s 'S s 1 p CO © o ^© o © © « o ^S © i^ o W P3 a ^ a ^3 s rr, fl © p "© © © © © o © © © H & ?-• & i* P^ ?-i ~ ■— p« ui i ;£*£ V2 Ph ■x Ph CQ-Aj W P- haa^L, 2y r* «■« C rt rt rt 11.1 3 £fl . p - •5 3 Z g-S S 3 O d P o crr^ o ^^ d o^ S^o ^z— -3 ° - O S ^3 t, g Oj ^ ft w p.,. Dl, &* H <3 £^ DQ &-* 4 * =5 ;:;?2:;232222 P £ H p b h-l 3 5 - • fc 2 2 2 §"3 2 2 2 2 2 2 i O o P3 H B b ^ - 2 2 2222^v;2vi>i2 Pm O t-r 1 M * " " >— i . . . • • . f t t r • • • • • OQ 1-3 qp Q c5 h n w tjJ id cei m n I— i si 2 - 3; - - 2 2 ^ - : 2 2 2 2 « X - H 30 Spfci.j. Phonetically, utter the Articulate Sounds, combined, and pronounce words form- ed by e?ch Vocal Sound, preceded by pi, kl, bl, gi, fl, si, pr, tr, kr, br, dr, gr, fr, thr, shr, spl, spr, str, ; and succeeded by lp, It, Id, If, Is, lv, lm, rp, rt, rch, rk, rb, rd, rj, rm, rn, mp, md, nt, nk, nd, nth, ns, It, fs, fst, pt, pts, pld, did, sld, dts, bist, sts, rbd, rmd, ngd, nts, rats, mdst, thms, lmdst, dths, ngldst, spdst ; thus: 11 U- 1±- Spelled Phonetically. p-l-e's-p-l-eje-l-sl^a-p-t-s Articulate s'nds combined p?-e spl-e 1 e-ls t a~pts Pronounced, pie sple \ els J apts The Exercises in Phonetic Spelling and Pronunciation may be continued by uttering Articulate sounds, either simple or combined, both preceding and succeeding the Voeal sounds, thus : 3- j 3- I 3- j 3- p-a-n p-1-a-nip-l-a-n-t p-la-n-t 8 Spelled Phonetically Artie, sounds comb. Pronounced. pan pl-a-n pl-a-nt plan j plant pl-a-nts plants ORTHOGRAPHY, PAET II LETTERS. A LETTER is a visible character, rep- resenting by itself, or with another one or more, a sound of Language ; or determin- ing signification. mJMBER, FORMS, STYLES AND SIZES. The letters of the English Language, collectively called the English Alphabet, are twentv^six in number, and have each Bl n two forms, distinguished as CAPITALS and small letters : A, a; B, b; C, c ; D, d ; E, e;F, f ; G, g; H, h; I, i ; &c. Obs. Capitals are used for the sake of emi- nence and distinction. Small letters constitute the body of every word. Letters are of different sorts, or styles; the following are generally used : Roman, italic, #w mmm* ®mm&M$&m®** 4§yi, and Sciifii Obs. The Roman characters are mostly em- ployed ; the Italic sometimes ; and occasional- ly the Old English and Ornamental ; Script for the use of the pen. Letters are of various sizes, and have their corresponding appropriate names, The varieties of type in most common use are the following : Pica Long Primer, Small Pica, gw 5 * Minion, Nonpareil," Pearl, Agate, and Diamond, are still smaller varieties of type than those shown above, and are also much used. 33 NAME AXB POWm The name of a letter is that by which it is called. The power of a letter, when exerted, is the sound which it represents in a word : (which, for distinction, may be called its representative power :) also, the influence which it exerts on the representative power of another: called, its modifying power. It has also the power of determining the signification, Obs. 1. A letter has sometimes a represen- tative and a modifying power : thus, e, in the word cent, represents the vocal sound and mod- ifies the representative power of c. Obs. 2. A letter sometimes modifies the representative power of two other letters : thus, e, in the word face, modifies the representative power of a and c. Obs. 3. A letter, or digraph, sometimes, modifies the representative power of another, and determines the signification of the word. Obs. 4. A letter is sometimes used to de- stroy the modifying power of another : thus, u, in the word guess, disjoins g and e, and thereby, destroys the modifying power of e. Obs. 5. When a letter has no representative power it is an Aphthonsr or Silent Letter. b2 M CLASSIFICATION OF LETTERS. Letters are divided into three classes : — Vowels, Consonants, and Coaiescents. A Vowel is a letter which -represents a vocal sound. The number of vowels is five : a, e, /, o, u. Obs. When a vowel is used to represent a compound vocal sound it is called a Diphthong. A Diphthong is a vowel or union of two vowels, used to represent a compound vo- cal sound. The number of diphthongs is four : z, oi, on, u. A consonant is a letter which represents an articulate sound. The number of con- sonants is eighteen : 6, c, d, /, g, j, k 9 I, m, n, p, q, r, s, t, % x, z. A Coalescent is a letter which represents an ambiguous sound. The number of coaiescents is three : w, y, h. Note. The given definitions are applicable, only -when a letter has a%epresentative power ; and that not modified. IMPROPER DIPHTHOlN GS AND IM- PROPER TRIPHTHONGS. An Improper Diphthong is the union of a coalescent and a vowel, used to repre- sent a compound sound: "W, prefixed to the vowels, forms the W series ; Y, the Y series; and II, the H series. See. Chart, table of Improper Dipthongs, An Improper Triphthong is the union of the ^eoalescent w and a diphthong ; used to represent an ambiguous sound and a compound vocal sound closely blended to- gether. The number of improper triph- thongs is three ; which are presented on the Chart in the table of Improper Triph- thongs, representing three sounds blended togetnef. DIGRAPHS AXD TRIGRAPIIS. A Vowel Digraph is two vowels, joined or disjoined, used to represent a vocal sound ; one having the representative pow- er, the other the modifying power. Exp. The representative is the letter which has the representative power; and the modifier, the letter which varies the power of the representative : thus, in the word heat, ea is a vowel digraph, e being the representative, and a the modifier. Also, in the word fate, a-e is a disjoined vowel digraph, a being the representative, and e the modifier. A Vowel Trigraph is three vowels, joined or disjoined ; used to represent a simple or a compound vocal sound. Exp. Eau in beau represents a simple vocal sound; in be^vUi^ eav. represent? a compound vncal sound. *3 m A Consonant Digraph is the union of two consonants, used to represent an ar- ticulate sound. A Combined Digraph is the union of a consonant and a vowel, used to represent an articulate sound: the consonant having the representative power, and the vowel the modifying power. A Combination is any number of vowels and consonants, or vowels and a coalescent, used to represent a vocal sound. LETTERS APPLIED, AS PRESENT- ED OX THE CHART. Each sound has only one representative ; (a letter or union of letters ;) but, on ac- count of a deficency in the number of letters, the same representative often rep- resents several sounds. The representative that appears most appropriate, or is used most generally, is applied to represent each sound. The Yowel and Diphthong tables present five Yowels, representing twelve simple and four compound Vocal Sounds. oi O i— i £2 ~3 o h0 o _ . a i 9 I 2 __ CM C5 ni *:"OCD h3 is r It p A n r ~ i * i ~° CM rH lO IC CO (M CO O CO a - 3 g o < £3 % ^ c3 © © i © 6 3 © © ^5 cT b ® i c* r "' r-= tC o aT b£ -j 1 i © 3i 5 S of 1 © © ,s ^ h3 >" © © ° s © d .-i* cS - c3 ■ of £J © 32 r^ .s » . © a w fcij © © <£3 ^ g © ^ © © C o o o © © ^ © ° 2 w 5 u O O H o - of * o © c^^ G Q =2 fcC 5 ° g ~ ~ 8 rf d rS © • 6 DO © -3 © -r r cT of ^ H < O P i i SO rl ?1 « O o I I I 41 bC m gD a "o fc :? o pu . | ■hH O 2 ft 6 i 1 S ^ ,rH S .1 n ^ \ 'o o ^ ~ *s '12 ° 2 OGb 42 r^ - *> p«G 5* «o 3 ,5 ^ €0 1— 4J 50 Q0 »l tc * % r-t a .V g bf) • i-4 #N m H to < to «5 ••* 4* H 31 -0 o 00 c3 s^ 1 to ^ S< 5 o o 5 a, .H '0 ^r *" 0D tfjg « ^■S ^i ^i . ^ ^ C5 ■jC 11 ,rH CD o 3 <5 >w ^ rt ^4— ( P XT. 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When u is a substitute for w, it repre- sents an ambiguous sound. When u is preceded by q } it assists to represent an articulate sound, and is some- times a substitute for w besides. When a consonant modifies the power of a vowel, it assists to represent a vocal sound. (7, x and q are always substitutes when not silent. X is often a substitute for two letters, and represents two sounds. Q is never used except in connection with u, which always influences it. Qu is a substitute for for A*. When the coalescent modifies the power of a vowel, it assists to represent a vocal sound. When y is a substitute for i or u, it rep- resents a vocal sound. When a coalescent modifies the power of a consonant, it assists to represent an articulate sound. ORTHOGRAPHIC SPELLING, ORTHOGRAPHIC SPELLING Is ex- pressing the letters which compose a writ- ten word, in their proper order, according to received authority. Obs. When a letter does not occur in a word in the same order as the sound which it repre- sents, it is called a transposed letter; thus, in the word what, w, the first letter, represents the second sound, and h, the second letter rep- resents the tirst sound. WRITTEN SYLLABLES and WORDS. A Written Syllable is a letter or union of letters representing a spoken syllable, and forming the whole or a part of a wiitten word. A Written Word is a visible sign of an idea, or a representative of a spoken word, Obs 1. A Written Syllable, if composed of move than one representative, consists of a Principal Part and one or more Adjuncts. Obs, 2. The Principal Part of a written syV 4G iable is the representative of its vocal sound. Obs. 3. The Adjunct of a written syllable is a representative prefixed or annexed to the Principal Part, NAMES OF SYLLABLES and WORDS, SPOKEN OR WRITTEN. Syllables receive names from their rela- tive positions in a word. The last syllable is called the ultimate syllable ; the last but one is called the 'penultimate syllable, or pe- nult ; the last but two is called the antepe- nultimate syllable, or antepenult ; the last but three is called the preantipenultimate syllable, or preantipenult They are^ also named in their numerical order, commencing at the left : as, first, second, third, &c. Words receive names from their num- ber of syllables. A word of one syllable is termed a Mono- syllable. A word oi two syllables is termed a Dissyl- lable. A word of three syllables is termed a Tri- syllable. A word of four or more syllables is termed % Polysyllable, 4? CLASSIFICATION OF WORDS. WORDS are classified with reference to their Formation and Derivation. With reference to formation, words are of two classes : Simple and Compound. A. Simple word is one not formed from two or more whole words ; fan, silver. A Compoond word is one formed by uni- ting two or more simple words ; as gentleman, window -blind, Gbs. A compound word may be consolidated or joined by a hyphen. W T ith reference to derivation, words are of two classes : Primitive and Derivative. Derivation is tracing or forming a word irom its Root or Radical, by the aid Prefixes and Suffixes. The Root or Radical is the origin or essential part of the word, A Prefix is one or more syllables placed before the root to modify its signification. A Suffix is one or more syllables, placed after the root to modify its signification. A Primitive word is one that cannot be 48 reduced to fewer letters without radically alter- ing the signification. A Derivative word is formed from a primitive by the aid of prefixes and suffixes. A compound word is considered primitive, unless one or more of its parts are derivative : a derivative word is considered simple, unless it is composed of two or more simple words. Remarks. On account of the irregularity of our system of representation, proficiency in orthographic spelling can be acquired only by practice. Rules for spelling and exercises in prefixes and suf- fixes maybe found in every good grammar and spelling book; both of which should receive special attention. m ORTH. ANALYSIS. ANALYSIS. ANALYSIS is the process of taking apart. Orthographic Analysis is the process of resolving a word into its elements, (sounds and letters,) and stating to what class each letter belongs, what sound it represents, enumerating its properties. The properties of the sounds represented by the Consonants, Consonant Digraphs and Co- alescents, on the Chart, are exhibited in the following Table. P is a consonant, representing an articulate, ab- rupt, labial, aspirate sound, p f (utter.) B is a consonant, representing an articulate, ab- rupt, labial, subvocal sound, b. (utter.) T is a consonant, representing an articulate, ab- rupt, lingua dental, aspirate sound, t. (utter.) P is a consonant, representing an articulate, ab- 50 rupt, lingua dental, subvocal sound, d. (ulter.) Ch is a consonant digraph, representing an articulate, abrupt, lingua palatal, aspirate sound, ch. (utter.) J is a consonant, representing an articulate, ab- rupt, lingua palatal, subvocal sound, j. (utter.) K is a consonant, representing an articulate, abrupt, guttural, aspirate sound, k. (utter.) G is a consonant, representing an articulate, abrupt, guttural, subvocal sound, g. (utter.) F is a consonant, representing an articulate, continuant, labial, aspirate sound, f. (utter.) Y is a consouant, representing an articulate, continuant, labial, subvocal sound, v. (utter.) Th is a consonant digraph, representing an ar- ticulate, continuant, lingua dental, aspirate sound, th. (utter.) Th is a consonant digraph, representing an ar- ticulate, continuant, lingua dental, subvocal sound, th. (utter.) S is a consonant, representing an articulate, con- tinuant, lingua dental, aspirate sound, s. (utter. Z is a consonant, representing an articulate, continuant, lingua dental, subvocal sound, z. (utter.) Sh is a consonant digraph, representing an ar- ticulate, continuant, lingua palatal, aspirate sound, sh. (utter.) Zh is a consonant digraph, representing an ar- ticulate, continuant, lingua palatal, subvocal sound, zh. (utter.) 51 L is a consonant, representing an articulate, liquid, lingua dental, subvocal sound, /. (utter. R is a consonant, representing an articulate, li- quid, lingua palatal, subvocal sound, r. (utter. M is a consonant, representing an articulate, nasal, labial, subvocal sound, m. (utter. N is a consonant, representing an articulate* nasal, lingua palatal, subvocal sound, n. (utter. Ng is a consonant digraph, representing an articulate, nasal, guttural, subvocal sound, ng. (utter. W is a coalcscent, representing an ambiguous, labial, subvocal sound, w. (utter. Y is a coalescent, representing an ambiguous, lingua palatal, subvocal sound, y. (utter. H is a coalescent, representing an ambiguous, guttural, aspirate, sound, fv. (utter. 1-2 MODELS FOR ORTHOGRAPHIC ANALYSIS. Pen is a simple, primitive word, monosylla- ble. Spelled, orthographically, (naming the let- ters,) p-e-n ; phonetically, (uttering the sounds,) p-e-n. P is a consonant, representing an articulate, abrupt labial, aspirate sound, p. (utter. e is a vowel, representing the second, stopped vocal sound, e. (utter. n is a consonant, representing an articulate, nasal, lingua palatal, subvocal sound, n. (utter. Rain is a simple, primitive word, monosylla- ble. Spelled, orthograpically, r-a-i-n, phoneti- cally, r-a-n. R is a consonant, representing an articulate, li- quid, lingua palatal, subvocal sound,?', (utter, ai is a vowel digraph, substitute for a, repre- senting the second, full, vocal sound, a; (ut- ter:) a having the representative power, i the modifying power. ii is a consonant, representing an articulate, nasal, lingua palatal, subvocal sound, ft. (utter. Fame is a simple, primitive word, monosyl- lable. Spelled, orthographically, f-a-m-e ; pho- netically, f-a-m. F is a consonant, representing .an articulate, continuant, labial, aspirate sound,/ 1 ", (utter. a-e is a disjoined vowel digraph, substitute for a, representing the second, full, vocal sound, a ; (utter ;) a having the representative power, e the modifying power. Condition is a simple primitive word, trisyl- lable, accented on the second. Spelled, ortho- graphically, c-o-n-d-i-t-i-o-n, phonetically, c-o-n- d-i-sh-o-n C is a consonant, substitute for k. representing an articulate, abrupt, guttural, aspirate sound, k. (utter. o is a vowel, representing the fourth, stopped vocal sound, o. (utter. n is a consonant, representing an articulate, nasal, lingua palatal, subvocal sound, n. (utter. d is a consonant, representing an articulate, abrupt, lingua dental, subvocal sound, d. (utter. i is a vowel, representing the first stopped vo- cal sound, i. (utter. ti is a combined digraph, substitute for sh, representing an articulate, continuant, lingua palatal, aspirate sound, sh ; (utter ;) / having the representative power, i the modifying power, o is a vowel, representing the fourth, stopped vocal seund, o. (utter. 54 n is a consonant, representing an articulate, nasal, lingua dentaJ, subvocal sound, n. (utter. Was is a simple, primitive word, monosylla- ble. Spelled, orthographically, w-a-s, phonet- ically, w-o-z. W is a coalescent, representing an ambiguous, labia 1 , subvocal sound, w. (utter, a is a vowel, a substitute for 0, representing the fourth stopped vocal sound, 0. (utter, s is a consonant, substitute for z, representing an articulate, continuant, lingua dental, sub- vocal sound, z. (utter. When is a simple, primitive word, monosyl- lable. Spelled orthographically, W-h-e-n, pho- netically, h-w-e-n. W is a transposed coalescent, representing an ambiguous, labial, subvocal sound, zc. (utter, h is a transposed coalescent, representing an ambiguous, guttural, aspirate sound, h. (utter, e is a vowel, representing the second stopped vocal sound, e. (utter. n is a consonant, representing an articulate. nasal, lingua dental, subvocal sound; n. (utter. Quill is a simple, primitive word, monosyl- lable. Spelled, orthographically, q-\i-i-ll, pho- netically, k-w-i-1. Qu is a combined digraph, substitute for A\ representing an articulate, abrupt, guttural, 00 aspirate sound, k; (utter;) q having the rep- resentative power only when influenced by u, U is a vowel, substitute for Wj representing- an ambiguous, labial, subvocal sound, ic. (utter.. i is a vowel, representing the first stopped vocal sound* i. (utter. \) is a consonant digraph, substitute for /, repre- senting an articulate, liquid, lingua dental, subvocal soand, L (utter,. Write is a simple, primitive word, monosyl- lable. Spelled, orthographically, w-r-i-t-c, phonetically, r-i-t. W is an apthong, used to determine the signifi- cation of the word, r is a consonant, representing an articulate, liquid, lingua palatal, subvocal sound, r. (utter, i-e is a disjoined vowel digraph, substitute for i, representing the first compound vocal sound, i; (utter ;) i having the representative power, e the modifying power, t is a consonant, representing an articulate, ab- rupt, lingua dental, aspirate sound, t. (utter. Race is a simple, primitive word, monosylla- ble, Spelled, orthographically, r-a-c-e, pho- netically, r-a-s. H is a consonant, representing an articulate, liquid, lingua palatal, subvocal sound, r. (utter. a=e is a disjoined vowel digraph, substitute for £, representing the second full vocal sound, 56 &; (utter;) a having the representative power, € the modifying power. cb is a combined digraph, substitute for s, representing an articulate, continuant, lingua dental, aspirate sound, s ; (utter ;) c having the representative power, e the modifying power. Cent is a simple, primitive word, monosylla- ble. Spelled, orthographically, c-e-u-t, pho- netically, §-e-n-i. Ce is a combined digraph, substitute for 5, representing an articulate, continuant, lingua dental, aspirate sound, s; (utter;) c having the representative power, e the modifying power, e is a vowel, representing the second stopped vocal sound, e. (utter. n is a consonant, representing an articulate, nasal, lingua dental, subvocal sound, n. (utter. t is a consonant, representing an articulate, abrupt, lingua dental, aspirate sound, t. (utter. George is a simple, primitive word, mono- syllable. Spelled, orthgraphically, G-e-o-r-g-e, phonetically,, j-o-r-j. Ge is a combined digraph, substitute for j, representing an articulate, abrupt, lingua palatal, subvocal sound, J; (utter;) g having the representative power, e the modifying power. o is a vowel, representing the fourth stopped vocal sound, o. (utter.) r is a consonant, representing an articulate, liquid, lingua palatal, subvocal sound r. (utter. ge is a combined digraph, substitute for j\ rep- resenting an articulate, abrupt, lingua palatal, subvocal sound, j; (utter;) g having the representative power, e the modifying power. Landtax is a compound primative word, dissyllable, accented on the first. Spelled, orthographically, 1-a n-d-t-a-x, phonetically, 1-a-n-d-t-a-k-s. L is a consonant, representing an articulate, liquid, lingua dental, subvocal sound, /. (utter. a is a vowel, representing the third stopped vocal sound, a. (utter. n is a consonant, representing an articulate, nasal, lingua palatal, subvocal sound, n. (utter. d is a consonant, representing an articulate, ab- rupt, lingua dental, subvocal sound, d. (utter. t is a consonant, representing an articulate, abrupt, lingua dental, sspirate sound, t. (utter. a is a vowel, representing the third stopped vocal sound, a. (utter. x is a consonant, substitute for k and s; first, representing an articulate, abrupt, guttural, aspirate sound, k; (utter;) second, an articu- late, continuant, lingua dental, aspirate sound, s. (utter. 58 Progressing is a simple derivative word, tris} r llable, accented on the second. Gress is the primitive or radical part, pro is the prefix* and ing is the suffix. It is spelled, orthograph- ically, p-r-o-g-r-e-s-s-i-n-g, phonetically, p-r-o- g-r-e-s-i-ng. P is a consonant, representing an articulate, abrupt, labial, aspirate sound, p. (utter. r is a consonant, representing an articulate, li- quid, lingua palatal, subvocal sound, r, (utter* o is a vowel, representing the fifth full vocal sound, o (utter. g is a consonant, representing an articulate* abrupt, guttural, subvocal sound, g. (utter. r is a consonant, representing an articulate, li* quid, lingua palatal, subvocal sound, r. (utter. e is a vowel, representing the second stopped vocal sound, e. (utter. ss is a consonant digraph, substitute for s, rep- resenting an articulate, continuant, lingua dental, aspirate sound, s. (utter. i is a vowel, representing the first stopped vocal sound, i. (utter. ng is a consonant digraph, representing an ar- ticulate, nasal, guttural, subvocal sound, hg. (utter. Special Notice to Parents. "At what age should children be taught the sounds 1 Ans. As soon as they can talk." The "Practical Orthographic Chart," and the "Key," which should be used with it, were prepared more especially for the teacher ; but, believing that the above question is answered correctly, and that parents can answer it practi- cally, we are emboldened to recommend, for their assistance in doing so, the above named Chart and Key. By devoting a few evenings to studying the Key, any parent may become acquainted with all the sounds heard in our Language, and by the assistance of the Chart, he able to teach them to their children. — By exercising upon giving the sounds when young, the voice is strengthened and improved, the articulatory organs are prepared, with the assistance of the educated voice to form sylla- bles, and bring them together into words ; and thus formed, they will be, in the language of Austin, "delivered out from the lips as beautiful coins newly issued from the mint, deeply and accurately impressed, perfectly finished, newly struck by the proper organs, distinct in due suc- cession, and of due weight." .859 . Recommendation. Fotjlks' Chart and Key — The Chart is printed on a double imperial sheet and is de- signed to be suspended against the wall. The Key explains all the principles of Orthography treated of on the Chart. Every Teacher and every Family should possess both. Ed. Register, Indiana, Pa., Dec. 28, 1858. TEACHERS, LJ LIBRARY OF CONGRESS mini mil in inn i 003 155 954 6 q PAHEMS. The "Practical Orthographic Chart, Designed to exhibit the Natural and Organic sment of the sounds heard iu the Eng- inguage," and the "Key" to the same, )ntaining Definitions and Forms for Ortho- Anaiysis," are now published, and will sent by mail, postpaid, on receipt of tha 3S, being as follows ; : Chart and Xev, 50 cts u u in colors, and T I « ■ . iree Keys, ir " " eight K< 2,00 " eigl ' copy, !>■ " dozen. . 1.50 " - Key for examinatioi 1 ; l cts. sent Directors desiring to supply their districts, c allowed a reasonable discount on the prices. '.ail one dollar may be remitted in ips. Mress, IN W. FOULKS, Indiana, Indiana Co . Pa. LIBRARY OF CONGRESS I 003 1 55 954 r^.ETAL EDGE, INC. 200b DL- *7 C TH O G DA T