LIBRARY OFCONGRESS. Chap .h!'..„(fopyrighi No. .__.-__ Slielf....H-7 — ^f^iV UNITED STATES OF AMERICA. A COMPLETE MANUAL POLLARD'S SYNTHETIC METHOD READING AND SPELLING. Designed to Accompany Synthetic Readers and Spellers. By REBECCA S. POLLARD. I -• ^---■-■•^ /7^-a^ /r^ Chicago: WESTERN PUBLISHING HOUSE. 1896. V «^^ Entered according to Act of Congress, in the year iSSg^ by WESTERN PUBLISHING HOUSE, In the office of the Librarian of Congress, at Washington, D. C» PREFACE. THE habit of correct speaking should be formed in the nursery. It is there that the prattler should be taught distinct articu* lation, which is the first requisite for good reading. How often do we hear fond mothers indulge in such expres- sions as "Dood baby! he tan say evesing." It has been said that the motions of children are, originally, graceful, and it is by permitting them to become perverted that we lay the foundation for habitual awkwardness in later life. This is equally true of correct pronunciation. Let the same care be taken to secure good reading as is required to make an accomplished performer on the piano. Let pupils understand the full meaning of this quotation: "Words should be delivered from the lips as beautiful coin, newly issued from the mint; deeply and accurately impressed; perfectly finished; neatly struck by the proper organs; distinct; in due succession and of due weight." Make reading of the first importance. As in music, let there be scales to practice; drills in articulation; Si thorough preparation for reading before the simplest sentence is attempted. Let the rules governing the correct pronunciation of words be learned by singing the songs prepared expressly for this purpose and found in the back of this book. Make a pleasing recreation of the singing, and the youngest pupils will learn, unconsciously, what it would otherwise be impossible for them to remember. Since accurate pronunciation and correct spelling are of the utmost importance, what can be more desirable than a method based upon the rules of orthoepy and orthography.^ Instead of teaching the word as a whole and afterward sub- jecting it to phonic analysis, is it not infinitely better to take the sounds of the letters for our starting point, and with these sounds lay a foundation firm and broad, upon which we can build whole 4 PREFACE. families of words for instant recognition? What wonder that little ones grow weary of the ''black rat" so often presented for inspection, or that "the boy" becomes monotonous after repeated introductions! Our method may be taught by the printed letters or by script. Our preference is for the former. Prepare the child for the printed page by the presentation of prifited nvords. This is an age of drawing and sketching. A child may be taught to draw an oval, in the formation of the letter g", as readily as he learns to sketch a cup. If reading and spelling are of more importance than the mere imitative art of writing (an art that even feeble-minded children can readily attain), why not defer this until later; until pupils are made familiar with printed words by printing them upon their slates? The reproduction of the letters, as they occur in the words of the Spellers for marking, is exactly what pupils need to familiarize them with the printed page. It is to the latter their first efforts are directed, and for this reason they should be taught to print. The words of our Speller have been so classified as to obviate the necessity of a continuance of printing. As soon as pupils have been led into independent marking, these printed pages should be placed in their hands. It has been proved, in innumerable instances, during the past four years, that first grade pupils are as delighted with the busy-work afforded by the marking and sounding of the letters as are children of more tender years with their kindergarten occupations. Is it not wise then, to encourage such emplo37ment as impresses upon the memory the elements of the word, and thus, unconsciously, leads the child into independence of thought and action? Let the marking, sounding and pronouncing of words in the Primary Speller follow each black-board drill. Let no attempt he made to read until every word in the reading lesson has been marked and sounded; until tvery word rneets with instant recognition. There must be no guess ivork; no reference to pictures; no wait- ing for a story from the teacher to develop the thought. If the PREFA CE. 5 # instructions of the Manual are carefully followed (in inflection, as well as in pronunciation), the child's own voice will give him a perfect understanding of what he reads. Do you doubt the possi- bility of this? Then visit the schools where the Synthetic Method has been tested and note the enthusiasm of the pupils; their apprecia- tion of what they read. Do not permit pupils to use books in which diacritical marks are "printed. It is the correct -placing of these marks that leads to independence in pronunciation. If you would give the S3'nthetic a fair trial, place in the hands of your pupils the books in which we have arranged and classified words for marking. If attempts be made to instruct through other books, the multiplicity of sounds found in every lesson will only confuse pupils and discourage teachers. CAUSES OF FAILURE. Upon making inquiries of a teacher who told me she had failed utterly in her attempt to teach the Synthetic and had gone back to her old method of instruction, the following replies were elicited: "Did you require your pupils to print?" "By no means. Printing would not be tolerated here." " Did you teach them the new sounds of the letters, by the singing of the scales and of the songs? " "Well, no; I do not sing myself and the songs sound rather foolish." "Did you lead them, step by step, until they were able to mark, without your assistance, the classified words in our Spellers and Readers ? " " We did not deem a change of books necessar}-, and I could never be induced to permit pupils to ruin their boohs by marking.^'' "Not if, by so doing, accuracy in pronunciation be attained?" " Can not the same results be attained by writing and marking words?" she asked. They may, but not in the same length of time. It is the printed form that the child should first be led to recognize, because 6 PREFACE. it is from the printed page we expect him to read and study. Accuracy in marking and correctness in sounding are of the first importance. It requires, besides, too much work upon the part of the child to copy all the words of a lesson. He finds them in his Speller classi- fied — arranged for marking — and forthwith begins the pleasing task oi j)reparing to pronounce them. In his Reader he finds similar words which grow familiar through a second marking, and it is not until this is accomplished that the reading' should be attempted. As to the spoiHng of the books, parents learn to consider this a trifling loss when they are brought to realize that the result of this *' marking " is accurate reading and correct spelling. How can the price of a hook be weighed in comparison with such results? Upon further inquiry, this teacher informed me that she had used what she called a Combined Method. She had presented the word as a tvhole, and afterward desired pupils to write and mark it according to Synthetic rules. The Word and the Synthetic Method can not be combined^ Teach pupils to recognize a word " as a whole " and there will be no incentive to " find it out " by marking and sounding. Prolonged effort, upon the teacher's part, to lead pupils to recognize individual words is what Word Method demands. With Synthetic it is touch, voice, car, eye and memory. It involves independence of action. Pupils need no help with words whose classification has been explained. They understand their work, and undertake it with the proud consciousness of their own ability. Without a thought of what the word may be, they "tie, mark and sound," as the pencil glides from right to left; then, lifting it, all the letters are sounded in quick succession, and lo! from their own lips a familiar word falls upon the ear. In proof of the impossibility of classifying our language for the purpose of presenting words of similar sound, the words doughy though and through are often presented. No trouble arises from such exceptions where these words are presented for marking. We show that the first two are classified with the " o long family," PREFA CE. 7 and the last with the family of "double o long." By repeatedly marking such words, the letters composing them become fixed in the mind, and thus their orthography as well as their pronouncia- tion is secured. The design of the Manual is to guide the inexperienced teacher in her daily work. The simplest language has been chosen; such expressions' as she would use in explaining to first grade pupils. For this reason all technicalities have been avoided, the terms used being only such as the youngest pupil may comprehend. The "Johnny Story" should be read carefully before beginning the instruction, because, through it, the sounds of the letters are pre- sented and many expressions used in the Manual explained. The devices serve to hold the attention of the youngest pupils, while the pleasing recreation of singing the songs adapted to the lessons, rob "diacritical marking" of all its terrors. Carping critics, who imagine they can absorb the method by glancing through the Manual have asserted that the method con- sists merely in the devices we use at the beginning of the work, and that it is through these, alone, that an unusual interest is awakened. • Why should not something be used to awaken and hold the interest of children in the drudgery of the first lessons in reading.? Are not splints, balls, toothpicks, clay and sand-work used for this purpose in teaching the first principles of arithmetic and geogra- phy.? Every intelHgent teacher knows when the developing mind of the child no longer needs these devices or helps in the last named branches. Why should there be any question as to when the devices of this method have served their purpose.? Experienced teachers affirm that the interest on the part of pupils becomes even more intense when these devices are dropped and they learn to recognize the different families of words, and to observe their methodical classifications. If the teacher is enthusi- astic, there will be no abatement of interest upon the part of the pupils. Our method is no longer suggested as an experiment. From 8 PRE FA CE. every state in the Union come letters from earnest teachers, who have tested its worth, and are generous enough to send us their cordial endorsements; who, unsolicited, assure us they have found, at last, the one thing needful in primary teaching — a method that leads to independence in pronunciation. REBECCA S. POLLARD. CONTENTS. PAGE. DIACRITICAL MARKS 17 Vowel Sounds 17 Consonant Sounds 19 Equivalent Consonant Sounds ig Equivalent Vowel Sounds 20 SUGGESTIVE NAMES 22 Vowels 22 Consonants o 22 MEANING OF TERMS 24 Make Scales 24 Mark and Sound 24 Tie a<; Equivalent Consonants 24 Door Knobs 24 Back Door Keys 25 Front Door Keys ; 25 Rotary 25 MANUAL 26 Motion Signs 26 Voice Signs 26 Breathing 27 Letter-Children 29 \ Ladders 30 Window and Letter Songs 31 Make Scales 32 Families of Words 33 Name-Words 38 Singular and Plural Number 38 The Letter S 3<3 Back Door " Keys • . 40 The Letter S Continued ' 41 The " Ack" Family 42 The " And" Family 44 The " Ang" Family 45 The " Ank" Family 45 Front Door Keys o <• 47 10 CONTENTS. PAQB. C AND G Keys 4g Whisper Keys 48 TH (Breath) 49 TH (Voice) 4g Three Letter Keys „ 50 Obscure A 5a Adjectives 50 A Talk About E Short 52 Table of Reference (for Word-Building) 53, A Talk About I Short 55 Table of Reference (for Word-Building) 55 A Talk About O Short „ 56 Table of Reference (for Word- Building) 57 A Talk About U Short 58 Table of Reference (for Word-Building) 58 Action Words 60 00 Short 6a Proper Diphthongs 63 Diphthong Children 64 Table of Reference (for Proper Diphthongs) 65 The Short Family 66 The Long Family 66 C and G Soft 68 Table of Reference (for Long Families) 69 E Long 70 I Long and I ,,, 71 Pronouns 71 O Long 71 "511 and oil 72 U Long 73 Table of Reference (for Word-Building) 73 00 Long 74 Table of Reference (for Word-Building) 75 K, G, W AND U Silent 78 The d AND ED Words 79 Rules 7g Action Words in D and ed 79 Equivalents of Long Vowels „ 80 Equivalents of A Long 8a Table of Reference (for Word-Building) 82 CONTENTS. II PAQE. Equivalents of E Long 83 Table of Reference (for Word-Building) 83 Equivalents of I Long 84 Equivalents of O Long 84 Table of Reference (for Word-Building) 85 Equivalents of U Long 85 The CircumI'lex Vowels 9° O Circumflex 9° U Circumflex 92 Wave Vowels ^9 E Circumflex 94 Sign-Board Words 95 A Circumflex 95 Short Vowels 99 The Italian Family 86 A Italian 86 Table of Reference (for Word-Building) 87 Is and Are ' 88 A Short Italian 9^ Table of Reference (for Word-Building) 98 The Broad Family 93 The Principal Short Families 100 The Letter y 100 Compound Words 103 Words avith Equivalent Sounds IC4 Dissyllables ^04 The ing Family 105 Accent ^°" Name and Action Words 107 The le Families 109 The>' Short Families "' Ry and row ^^' The er Family "* The Quiet Family = . 112 A Obscure ^ ^3 The Letter u "4 Suggestions for Review ^^4 RULES "9 The Marking of Vowels = "9 The Marking of Consonants 127 12 CONTENTS. THE JOHNNY STORY 137 APPENDIX 189 Suggestions for First Grades 189 Drills in Articulation 189 Suggestions for Higher Grades 190 Breathing Exercises 191 Articulation Exercises 192 Vocal Drill 194 Exercises for Front Placing 194 Exercises for Center Placing 195 Emphasis 196 Rising and Falling Inflection 198 Prosody , 200 Rhyme and Blank Verse 20l SUPPLEMENT 203 SONGS 221-245 SPECIAL INDEX. LANGUAGE LESSONS. Name Words 38 Plural Number 23 Adjectives 50 "d" and "ed" Words.. 7g Action Words „. c ... .60 and 79 Sign-Board Words oc Language Lesson on "is" and "are" 88 Name and A'^tion Words with " ing " 107 EQUIVALENTS. a=e SI ?=* • • 54 T=e ;6 o=a. u=6 57 59 wu=-e' 60 ob=o=u 61 CONTENTS. 13 u=ew o 74 6b^=o=u=ew ,. 76 a=ay— al^:^ey=ei=eig=ekg:K..... « 80 e==ea>=e^^ei=y ^ 83 r=y=y6^=ig:ti^ ..o« 84 o=o^a==oW=ou^=o^=ou-« • • • 84 u=u^=ui=ew = • ••» 85 er=ir^yr o..o..» 89 ur=or , o 92 G r ^=aret , 94 6=a o.. 93 f=^^45- = ^ OCC.C 00, O. lOI sh— ch ch=tch -ehs^k.... ..c„ ..,.».,.. 103 i^^ THE MANUAL (EXPLANATORY) DIACRITICAL MARKS, VOWEL SOUNDS a short lad, back, hand. a obscure a cat, along. a=e short says, said, any, a=o short was, what. a long lake, case, late. a circumflex care, pare, dare. a Italian ...car, calm, half. a short Italian tast, class, dance. a broad..... talk, salt, aught. a obscure collar^ a=e long quay. e short net, nest, less, bend. e obscure the. e=^i short been, English, steelyard. e long here, mete, sere. e=a long they, whey. e circumflex there, where, their. e wave...c , her, term, sperm. ew=u long., dew, few, mew, new. ew=oo long. crew, chew. eW:=o long... shew, sew. I short .' pin, pink, pinch. i long ..mite, line, site, hire. I=e long police. i wave ,...o fir, girl, girt, gird. T=y consonant Indian, onion. i obscure intimate. i8 DIACRITICAL MARKS. O short not, doll, dock, moss, long. 6=u short.., o ...son, come, does, some. ^=wu one, once. 5 long bone, pore, most, hold. 0=00 short would, could, should-. 0=00 long do, you, to, youth. 6 circumflex for, nor, born, short. 0=:U circumflex word, work, world. 66 short book, hood. do long moon, spool, food. od=o long door, floor. 6fei=U short blood, flood. 0\Ai=o long blown, bow, flown. Ofci=o long pour, four, fourth. OW diphthong bow, brown, crown. ou=r=ow diphthong about, pout, proud. oi diphthong oil, boil, spoil, broil. oy=r:oi diphthong boy, coy, toy, joy. Cf short tub, nut, duck, sung, sunk. U long due, blue, cure, muse, fuse. u=oo short = full, pull, put, push, puss. u=oo long rue, Ruth, truth, true. u circumflex fur, burn, hurt, churn. -tt=:W queen, quick, quilt, quack. u=i short busy, business, busily. u=e short bury, w=(:) . . . . ......,„.. c . = .,... o choir. y= y= short t. crystal , symbol. long » lyre, style, cry, by, shy. wave myrrh, hyrse, thyrse. DIACRITICAL MARKS. 19 CONSONANT SOUNDS. b as in B-ess, b-aby, b-ell. ■^ hard " c-at, c-ake, c-ome. C soft " c-ell, c-ity. d " d-ear, d-ell, d-ig. ^ " f-at, f-un, f-ig. gr soft " g-em, g-ill. i hard " g-ave, g-ate, g-un. h " h-at, h-and, h-is. J " j-et, j-am, j-ug. *^ " k-ind, k-ing, k-id. ' " l-ad, 1-amb, 1-ake. "^ " m-ap, m-an, m-itt. ^ " n-et, n-ot, n-ow. P •■ " p-at, p-an, p-in. ^ " q-ueen, pique. r " r-an, r-un, r-ed. S true " s-it, s~up, s-ip. t •••• " t-in, t-op, t-ub. V " v-at, v-im, v-ote. W , " w-as, w-ish, w-ill. X true " a-x. y " y-es, y-et, y-ell. z " z-eal, z-est. EQUIVALENT CONSONANT SOUNDS. -e=k=q cat, Kate, quit. -Ck^-G hack. c=s lace. ch=tsh church. ■€K^r=k chrism. f=;^==P+V off, laugh, phiz. jr=g-=d jump, gin, soldier. y=T=y hallelujah, Julia, yes. 20 DIACRITICAL MARKS. n=ng thank , long. n.=ny ....canon. g=z has . S=t=:C=ch=sh social, nation, spacious, ^ chafse, shall. t=cl' hit, hissed. t=ch question. v=# vow, of. wCr=-e- — one. w== -tt quill. x=ks six, X=gz exact . x=z o Xenia. z=s chintz. EQUIVALENT VOWEL SOUNDS. a a=ay=ai=^a=ey=e^g^=eig:ti. say, laid, break, they, deign, eight. ar^=air=erfeL=eir=:ear pare, fair, there, their, wear. a=e a cat, the man. ■&:=& short said. a=o was, not. a=o warm, nor. ar=e r , collar, mother. e e^e^=e=ew..no, O, oh, toe, boat, four, low, door, sew. Sr^^^** • morn, warn. 6=U • son, fun. .0.=wLf = ........one. o6=0=u book, could, pull. db=o=u=ew « loom, move, rude, grew. ow=ou , bow, out. oy=oi.-.. boy, oil. ^ u u=ew=ui=u6i tune, few, juice, due. a=e=| » amid, the, ultimate. u U long and short vacuum. U. silent guard, guide, guest. y^Y ••«•« o.city, sit. y y=T by, bite. y='p yes, valiant. Note.— Teachers may prefer to use the half-plus (-'-)to indicate that the sound of the long vowel is shortened in an unaccented syllable ; as in senate, event, omit, unite, thorough. It will, however, be necessary to use the inverted breve where other vowels must be marked obscure, because Webster's dictionary makes no provision for the marking of such letters. SUGGESTIVE NAMES. VOWELS. a e i 6 u y — Vowels of the Short Family. a e i 5 u y — Vowels of the Long Family. a=6 — " Take care, kitty ! " ^ 6=U — Soap-bubble Vowel. ow=^ou — Exclamation of pain, (" That hurts, Johnny! ") oy==oi — The "oyster boys." a e i o — The hiccough vowels. -e=wu — The young dog's bark. o=u — Vowels who play foot ball with the " Short twins." o=u=ew — Skating vowels who play with the "Long twins." 6r=ar ur=or er=Xr=y^ erfeL=are{ ar — Pony vowels. 7 — The umbrella vowel. CONSONANTS. b=B — The sound that presses the lips together. kr=q=-e- — Fish-bone sounds. d=D — The young pigeon's cry. f=^=ph- — Kitty's hiss. j=g'^cl — The sound heard in J-enny^ G-yp, soldier. h^H — The tired sound. (The pant.) I=L — The sound that sends the tip of the tongue to "the ceiling * (roof of the mouth). m^M — The sound that draws the lips together. n=N — The sound that makes the tongue touch "the ceiling," a little further back than 1. * These names apply to vowels and consonants, to be used by the teacher that interest may be added to the lessons. SUGGESTIVE NAMES, 23 p=P — The steam-boat's puff. r=R — The cross dog's growl. t=T — The tick of the watch. (A tongue tag-letter.) v=V — The horse-fl3''s buzz. w=-U — The sound of the wind among the trees. y=Y — The first sound heard in y-cs, y-et, y-ell. z=Z=S — The buzz of the bee. sh=ch=c^s=t — The " silence whisper." Ch^'fech — The sneeze, or the steam car's whistle. th — The hiss of the goose. •th- — The sound the woolen mill makes. wh — The whisper that blows out the light. zh=z=s — The pinching bug's buzz. MEANING OF TERMS. MAKE SCALES. " Make scales " means to print the letters or the family names eight times upon the board, for the purpose of singing up and down —as on the scale of d. MARK AND SOUND. " Mark " means to place a diacritical mark above, below or through a letter. "Sound "means to give the sound of the letter as you mark it. "TIE." " Tie " means to connect proper diphthongs by a curved line below; also to connect consonants, in the same manner, for front and back door keys. EQUIVALENT CONSONANTS. Equivalent consonants are those whose sounds are indicated by diacritical marks placed above, below or through these letters to represent the sounds of other consonants; as, -e=k, g=i, §=z X =g"z, n='T:^, 1^ and gh f. G hard has no equivalent: pupils must learn, however, when to place a line, and when a do*" above it. DOOR KNOBS. Door knobs are the single consonants found at the beginning or at the end of words or syllables. We turn the front door knob when we sound the first consonant, and the back door knob when the last consonant is sounded. If we do not sound aright we do not turn the right knob; hence we must not expect the right door (word) to open. MEANING OF TERMS. BACK DOOR KEYS. Back door keys consist of the consonants that follow the last vowel of a word; as, and, bank. FRONT DOOR KEYS. Front door keys consist of the consonants that precede the first vowel of a word; as, crab, strap. ROTARY. "Rotary" means the Rotary Board; a black-board admirably adapted to the classification of words. This Rotary is a labor- saving machine to the teacher, and affords pupils delightful recrea- tion, as well as pleasing instruction. MANUAL. MOTION SIGNS. Say nothing to pupils about learning to read when you begin the instruction. Let your first talk be about signs. Beckon to a little girl and ask her what that means. Her reply will be, " It means 'Come'." Illustrate, by a simple movement of your right hand, that you wish a child to go away. Ask what is meant by a nod of the head. Ask if we can say " No," without speaking. Signify by a motion that you wish the window raised. In this way lead pupils to see that these are motion signs; signs used to convey our meaning without the aid of the voice. VOICE SIGNS. Ask pupils to laugh. Ask the meaning of a laugh and write down the answers given. Susie, perhaps, will say that a laugh means something funny ; Luc}', that it shows when we are happy; Ned, that it is a sign that we are pleased. Ask about crying, moaning and groaning in the same way. Lead pupils to tell you that these are voice signs of pain or sorrow. You may also suggest here, that there are silent signs which express both pleasure and pain. We smile and we frown; we look pleased; we look sad. Ask what voice signs are made by dogs; by cats; by hens; by roosters; by pigs; by ducks; by geese, etc. Draw from pupils, in turn, the meaning of these sounds. Dogs growl and bark when they feel cross; hens cackle and roosters crow when they are glad; pigs squeal when they are hurt or hungry. Explain whisper signs by illustrations. The cat purrs when she is happy, but makes a different sound when she raises her back and tells the strange dog to go away. Who can make this whisper (f)? SYNTHETIC METHOD. 27 BREATHING. Explain about breathing. Pupils may press their hands against the sides of the strong boxes (the ribs) that hold their lungs. Show how the air gets into the lungs; first through the mouth and nose; then through the wind-pipe. Show now the lungs expand as we inhale. Illustrate by breathing exercises. Lead pupils to realize that, in this way, we pump the old air out and the fresh air into our lungs. Dwell upon the importance of pure, fresh air; also of standing straight while we breathe. Give children a drill of two or three minutes daily in breathing and physical exercises. (See Appendix.) Show, b }' referring to this drawmg, that the food does not reach the stomach through the windpipe. When the smallest piece of food loses its way, and gets into the windpipe, we make a voice sign which tells us of our mistake — we choke. • plays as it passes out from our lungs ■ whisper the air passes over these chords without moving them. "When we talk, do we send out our breath or draw it in.^ Let us see." Here call upon pupils, in turn, to say something that they may realize that the talking is done (the sounds made) with the Note The dotted lines represent the oesophagus and stomach, which lie under the windpipe and lungs. Tell pupils about an ^Eoli- an harp; of the music made when the wind moves its strings; also about the voice- harp the kind Father has given to each of us. Show where it is kept (in the upper part of the wind- pipe) ; of its fine chords, over which the air Explain that when we 28 POLLARD'S MANUAL. out-going breath, but that we must continue taking in fresh air to keep up the supply. If we handle this voice-harp rudely, its tones will be rough and harsh, but if we are careful to send soft, sweet words over its delicate strings, it will always give forth pleasant sounds; music that will cheer our own hearts and gladden all who listen as we speak. If teachers have not been carefully drilled in phonics, let them practice the sounds of both vowels and consonants, standing before their mirrors and noting the exact positions of the organs of speech as they give utterance to the different sounds. Analyze words for this purpose. Say b-at; c-an; d-amp; f-an; observing carefull}' how tongue, teeth and lips are called into service. The first impulse of the voice in pronouncing a word will give the true sound of the vowel or consonant with which it begins. In thus studying, the sounds have no regard to the nariies of the letter. Bear in mind that the sounds and names are never iden- tical, except in the case of the long vowels. Call special attention to its sound, when each letter is pre- sented to the pupil. After teaching the sounds of the three lip-letters, b, m and p, print them side by side and show that the sound of b presses the lips together; m merely draws them together, while p brings them together and throws them apart. (There is really no sound to the consonant p until the following vowel forces' the lips apart. Say p-at, p-et.) In like manner present the three tongue letters, d, n and t, and show that d presses the tongue against the hard palate, n merely draws it to the same position, while t draws it up and throws it back again. Show that h opens the lips, parts the teeth and expels the breath; that f and v require almost the same position of the teeth; that j and g" (soft) require the same position of the tongue. The true sound of w ma}' be obtained by saying, slowly, w-ell, w-ent, w-est. Be very careful that no sound of u is given with the w. SYNTHETIC METHOD. 29 The blending of the sounds of k and s gives us the sound of x. Dwell upon the position of the organs of speech as each new sound is produced. WHAT LETTERS SAY. Associate the sounds of the letters with the objects suggested in the "Johnny Story." Study this story carefully before you begin to instruct. Talk to pupils about the letters. Ask if they ever heard mothers talk for their babies. The baby coos and mamma interprets; tells what it says. In this way pupils must give the sounds of the letters; they must sound aloud for some, whisper for others, and, in many cases, must say "silent," when they tind one that neither speaks aloud nor whispers. They must also think that, sometimes, two letters speak at once; and often we find two voice-letters together, one of which is silent while the other speaks aloud. Relate a little of the "Johnny Story " each day; always enough to introduce one new sound. Ask questions about what has been told before you continue the story. As, after introducing the sound of a short, b}^ speaking of the lamb's cry, ask pupils where Johnny Jones lived; where his mamma promised to take him; who went with him; who met them to take them to grandpa's farm.? Sing a stanza of "A Song of the Sounds" daily, as each new letter is introduced. Let there be a review of the singing of these stanzas each morning, the teacher pointing to the different consonants (printed upon the board for this purpose), as pupils sing. 30 POLLARD'S MANUAL. LADDERS.. Let the first busy work be the drawing of ladders with eight rounds. The teacher may count, as each round is drawn, in the presence of pupils, "one," "two," "three," "four," "five," etc. Indicate the semi-tones by the half steps. Explain that the letters on the ladder occupy the same positions as the numbers and syllables on the music ladder. For the lesson following, print a upon each round of the ladder you have drawn. Show that the letter must be placed exactly on the round; not in the space between. Sound a short, as you draw the first breve above (put on its breve-cap) and afterward ask pupils to sound as you place the breve above the other vowels. (Require the "marking" of capital letters.) After this letter has been presented upon the ladders (two of which will be needed for the small and the capital letters), sing up and down the new ladders and review those made upon the previous day. It will be necessary to keep the ladders on the board for this purpose, drawing the new ones to the right of the others. When it is necessar}^ to economize space, an excellent plan is to let the ladders occupy the highest part of the blackboard, where they should remain until all voiced consonants have been presented. Pupils must be made to understand that they are to sound aloud as they mark words on the blackboard, and while marking lessons under the supervision of their teacher, but that they are to sound only in whispers at their seats. In teaching the consonants^ lead them to realize that correct motions of the organs of speech are necessary to the production of correct sounds. Show that we can not give the sound of 1 with our lips closed nor of m with them open. The teacher may make the lip motions without sounding the letters, calling upon pupils to give the sounds indicated. SYNTHETIC METHOD. 3i WINDOW AND LETTER SONGS. After presenting three letters by means of the ladders, teach pupils to draw a window. They must tirst draw, without the drapery, a window sash with six panes. Draw first upon the blackboard, afterward upon their slates. The teacher should draw the first window directly under the ladders and let it remain there for review singing. Print upon h \h 'III 1 1 1 \ N these window-panes the three letters above mentioned, and sing to the air of " Thumbkins," found upon the 9th page of the Songs: Letter one is a; Letter two is A; Three and four are m and M; Five and six are n and N. Chorus: Sound and sing, 3'e merry little ones: a A; m M; n and N. (Place the breve above the vowel, as this letter is printed on the board.) The teacher must point to each letter as its sound is sung. Desire pupils to copy this window a second time on their slates, this time printing the letters on the window panes. Pursue this plan as you present the other consonants. After drawing three ladders present the same consonants in the window beneath. Also print letter-songs and leave upon the board for daily 32 POLLARD'S MANUAL, singing; as, to the air of "Yankee Doodle," sing (placing the diacritical marks above each vowel): a, m, a, m, a, m, a, m; n, 1, n, 1, n, 1; V, w, V, w, V, w, V, w; m, n, 1, a, v, n. Do not fail to let the pointer touch each letter, as pupils sing. As soon as the consonant sounds and the sound of a short become perfectly familiar by means of the story, the illustrations and the singing, introduce /^///^Y/^i- (?/ words. Say: "All words ending in at belong to the at family. We may think of these as of the children of Mr. At." Observe this plan throughout;' do not speak of the grouping of words, but refer to their families. Show how easily resemblances can be traced by covering the consonants that begin such words as bat, cat, rat. MAKE SCALES. Explain what is meant by the term " Make Scales." By this, pupils may understand that we desire them to repeat the family name eight times (up and down the d scale) for the purpose of making it familiar by singing. As they may tire of drawing ladders, these need not be continued after the consonant sounds are learned ; for this reason we present the family names in scales. Print scales of these three family names, side by side,^ab, am, ap — and leave them upon the board for daily practice. Call attention to the position of the lips, as each family name is pronounced. In the first instance they are pressed together; in the second they merely meet; in the third they meet and fly apart. Sing up and down these scales slowly; never so rapidly as to make distinct articulation impossible. Also sing these names alter- nately, that pupils may realize the change in the position of the lips; as, ab, ap. STNTHEIIC METHOD, 33 Rule: In three-letter words ending in single consonants mark a short, except in words ending in r, or beginning with w. Show, by referring to the scales presented that, in each instance, the a must be marked short because r is not found as a final consonant. Desire pupils to sound as you place the breve above each vowel. For busy work they may copy the scales of ab, am and ap upon their slates, sounding the vowels in a low yet audible tone as the breves are drawn above. FAMILIES OF WORDS. After these scales have been sung until each can be readily recognized by sight, show pupils how to blend consonant sounds with these family names. Take, tirst, the family of ap, because more familiar words can be found in this than in the other two. Ask for the cross dog's growl; as the pupils respond, print r in front of ap and ask pupils to sound, and afterward say quickly, rap. Let this be repeated until the word rap is recognized. Rap on the desk as an illustration of this word. If pupils have been drilled upon the sound of the "fish bones,'' tell them that we shall hereafter speak of these as k=No. i q=No. 2 and -e=No. 3. Here ask for No. 3. As you print the c in front of ap, say: " This letter does no/ stand for the fish bone sound yet. I must dx-aw a line through it. You may think of this line as the fish bon'^: that troubled Johnny. It will teach us to draw the line as we make this sound. Let us run the sound of this C right into the family name ap.^' Repeat this until the ear catches the familiar word cap. "Let us see if we can form a word with the second lip-conso nant, m. Now, lips together until we open them to say *ap.' " (Here sound, repeatedly, *'m-ap, m-ap," after which ask, "Who can tell the meaning of this word.'^") Ask for the sound of the consonant that takes the tongue (nearest the point) up to the roof of the mouth. Print I in front of ap, and proceed as with the others. 34 POLLARD'S MANUAL. Print ap upon the inner section of the Rotary, and all the con- sonants upon the outer section. Rotate the latter slowly, pausing only where familiar words can be formed by blending the consonant sound with the family name. Present, in this way, the four words already introduced. Pupils may sound rapidly as the board revolves. Show that there are other " word-children " in this family, by presenting tap and sap. Call pupils up, in turn, to rotate the board, moving it rapidly past the consonants that do not form words. For instance: do not permit d to stop in front of ap. Suggest that these are the " word-children " of Mr. Ap, each marching in and pausing in front long enough for us to pronounce his or her name. Introduce scales of family names composed of a short, in con- nection with tongue consonants; as ad an at ag. Show that the absence of final r makes the a short. Sing these scales daily, calling attention to the change in the position of the tongue as each name is pronounced; how d presses it against the hard palate; n just makes it touch, and t makes it touch and run away; how g" hard presses it nearer the middle. Sing from left to right to the air of "Greenville" (music found upon the 26th page of Songs) pronouncing with great distinctness: ad an at ag an ad ag at a^ at an ad at an ag. Be sure to give the a its short sound. Build up words by pre- fixing consonants to these family names. Ask for the cross dog's growl and form rat; for the letter with the fish bone across it, for cat. (Ask if this is not sometimes true: Does not the cat often follow the rat?) Ask for the two letters that close the lips (b-at and m-at); for the lip-letter that "plays tag" (p-at); for the man lip-letter that plays tag (P-at). Show the difference: one means to use the hand; the other begins a boy's name. Ask for kitty's hiss, and form fat. Print at upon the inner section of the Rotary, and see how many familiar words may be formed by its rotation. Rotate rapidly past Sl^NTHETIC METHOD. Z5 the consonants that do not form words. Place the Rotary where it can be plainly seen by all, and ask pupils to try to form other words with consonants prefixed to the family name. In presenting the family of ad upon the Rotary, form words with b, h, I, m, p and s. After pupils have been made familiar with these words by the rotation of the outer section, leave the Rotary in full view and ask them to form others upon their slates. Take words with an in the same way. First present them upon the Rotary and afterward ask pupils to print them upon their slates. Teach them the stanza " Findin_«- this c in front of a We mark and sound it-€," and desire them to sing, as you mark C in cat and can. In building up words with ag, pupils may sing '• Finding this letter after a, We mark and sound it g,"" as a line is drawn above thi^ letter. (Here explain that g" final is hard, when it follows a short vowel.) In such words as bag, rag, tag, remind pupils that there are two letters to mark in each word — the first, g, the next, a. Begin at the right hand to mark the letters of a word, because, as a rule, it is the final consonant that determines the sound of the vowel. Pupils must sound only the letters over, under or through which diacritical marks are placed, in sounding from right to left; but they must blend the sounds of all the letters, in going from left to right. As, in bag, sound g hard and a short, after which blend the sound of b with the family 'name ag, and then pronounce the word, bag. In sounding cat say "a -G,*' after which repeat and blend its sound with the famil}- name at; as, cat. Let the busy work which follows consist of the printing of the family names in scales, and this, in turn, in building up words by prefixing consonants to the former. For more busy work, pupils may make pictures of whee-s. Place the family name in the center. Let the spokes represent the number of words that can 36 POLLARD'S MANUAL. ^*e fovTiied by prefixing consonants to this name. As, in the family of atf make a wheel with nine spokes. By reference to the outer section of the Rotary, pupils may select such consonants as may be joined to at in the formation of words ; after which these words may be printed in a line to the right of the wheel. Form wheels of all the three-letter words found on the 24th page of the Spellers. All this is, of course, preparatory to the marking of the Spellers and it is, really, the only slow part of the work. As soon as pupils are led to attain independence in the marking of words, more time should be given them for their busy work. What matter, if they are not taught to write beautifully until they learn the sounds of the letters? Are not clear enunciation and distinct articulation more important than the acquisition of a mere imitative art that requires no development of thought? Again, is it not well to afford a pleasing occupation that will lead pupils to s^ell correctly rather than devote hours to the mere tracing of letters that are meaningless to them until they have been grouped into families; made parts of the "word-children" to whom the}' have been introduced? As to the time required to pronounce three-letter words cor- rectly, it is impossible to state definitely, because of the varied STNTHET'IC METHOD. ^^y ability of teachers and of pupils. If the first ten minutes after the opening exercises be devoted to the consonant sounds and this be followed by a half hour of busy work with slates and pencils at their seats, these sounds should be made familiar during the first month, provided pupils have Jne drill of a morning and afternoon term. If, however, double the time be given for busy work, the progress will, of course, ^e proportionately rapid. Copy the words found on the 24th page of the Spellers and call pupils up, in turn, to mark (the class sounding in concert as this is done), after which the marking of the words in the book should begin. If the board drill has been thorough, pupils can readily mark and pronounce these words. Do not fail to require the sounding of the letters as they are marked. Pupils must not 'whis'per a voivel sound nor the sound of a voice conso?iant. The ear should be trained, as well as the eye and the memory. Insist upon the marking of the words in the Spellers. The price of the book is insignificant as compared with the beneficial 'results which are sure to follow this daily work upon the printed page. The repeated marking of a word not only makes it familiar; it also fixes the orthography of that word in the child's memory. Hence this finger work, in connection with the sounding of the letters, leads to correct spelling as well as to accurate reading. Permit pupils to devote all the time, heretofore given to the writing of spelling lessons, to marking the printed page, and com- pare results with classes which have had dail}' drills in the other method. The grandest results have been shown in this synthetic work where writing was not introduced into the first grades for the first six months; where all the time for busy work was spent upon word-building and the marking of the printed page. This marking should be continued through the Speller, Primer and First Reader, and after this the script may be introduced by means of equivalent scales. As written words are presented for imitation, it is a pleasure to mark them, and the writing lessons thus serve as reviews of the lessons alread}' learned. It is here, too, that the spelling should begin — not oral spelling, 38 POLLARD'S MANUAL. but the dictating of words from pages already marked, as pupils write these upon their slates. NAME-WORDS. Begin your Language Lessons while teaching the sounds of tne consonants. Explain the meaning of name-word; show the difference between the object and its name. Ask if a boy wears the name cap upon his head, or if he wears the object this name represents. Ask, daily, for name-words that represent what we can see — in the schoolroom; on the street; in a parlor; in a kitchen. Ask for the names of objects we can feel, hear, smell or taste, and teach them gradually to recognize all such name-words. By devoting a few moments, daily, to name-words, pupils will be ready to recognize them by the time they are able to pronounce these words. Explain the rising and falling inflections by illustrations. Lead pupils to repeat after you, "John, Johii, Mary, Mary." If they fail in giving the falling inflection, ask them to bow their heads as the words are spoken. Ask if they can tell the name- words on the pages they have marked. If so, they may run a line under each, and pronounce it with the falling inflection; as, cat', rat, fan. Tell them we call this emphasizing the name-words. We do this when we talk, and reading is talking; it is just telling the stories naturally. SINGULAR AND PLURAL NUMBER. Follow these talks about name-words with a lesson on Num- ber Explain the meaning of singular and plural. Pupils may raise one hand, two hands; touch one ear, two ears; wipe one orj^-.two eyes; pat one cheek, iwo cheeks; bend one finger, jour fingers. Lead them to realize that there is an additional sound in words of the plural number. SYNTHETIC METHOD. 39 Print cat, cats, cap, caps, and point to each final s. Explain that this S tells us there are more cats or caps than one. Ask for words of the plural number only. *' How many fingers — • toes — eyes — ears — hands have we ? " Hereafter let* the printing, marking and sounding of the 'plurals of all name-words found in the lessons follow the marking and pronouncing in the Spellers. In taking a new lesson in the Spellers, let the first step be to present its words upon the board and call upon pupils in turn, to mark as the class sounds. Secondly, require the marking, sounding and pronouncing of these words in the Spellers. Thirdl}', the underscoring of all the name-words, pronouncing them with the falling inflection. Fourthl}', the printing, marking and pronouncing of the plurals of these name-words upon the slates. Fifthly, follow each pronouncing lesson from the Speller with a corresponding lesson from the Primer. THE LETTER S. The addition of S to form plurals will give pupils two conso- nants at the end of each word. Explain that this does not affect the rule for marking the vowel of the word. They are to apply the rule for a short to words of the singular number and think of this added consonant only as of an additional sound. It may aid them in remembering this, if they will cover the final s with one finger. In this way a three-letter word will be presented. As soon as this is carefully impressed upon the mind, talk about the letter S. Tell them it does not always speak in the same tone. Sometimes it speaks aloud; sometimes it whispers. When it makes a loud sound, it says just v/hat the letter z does. When it whispers, we may think of the sound that chased the piggies away. This "whisper" we call "true s."" It always talks in this wa}' when found at the beginning of the words we are now learning. In words of four^ five or six letters when we find two of these consonants together at the end, we may know that we 40 POLLARD'S MANUAL. must mark out the one at the right hand and think of the other as saying s. Print ss eight times, and desire pupils to say " silent" as you mark out the right hand letter. Mark and sound the following words, calling attention to the fact that, in every instance, s whispers because it begins the word; sap, sat, Sam. Print upon the board ps, ts, ks, and fs, and lead pupils to understand that when s follows p, t, k or f it must have its true sound. Teach the first and second stanzas of the song entitled "The Crooked Mark," found on page 19 of Songs, as you point to these final consonants. Show that s whispers when the consonant in front of it whispers. BACKDOOR KEYS. Whenever a word ends in two or more consonants, we tie these letters and sound them with a single impulse of the voice. Explain that the tie consists of a Ime drawn under these consonants. This shows us that they both speak together. We call these tied con- sonants, the " back-door keys" of words. We must lock the door of one word before we turn the door-knob (sound the first conso- nant) or unlock — tie the key of — the word following. It takes longer to lock some back doors than others, but we must be careful to see that the key is turned before we try to open the door of the next word. If we do not sound as we tie, we shall not be sure of this. Here is a hard key; — ts. We must hear ourselves say "ts," to be sure that the door is locked. Again, we must be sure to give the right sound; otherwise the back-door will not close tightly. In marking the word cats, if we should sound st as we tie ts, do you not see that the former key would not fit.? Pupils may come to the board and mark, in turn, the following words: bats, cats, hats, mats, rats, vats, caps, laps, maps, naps, raps, taps. Call attention to the fact that S final is true in each word, because it follows p or t. SYNTHETIC METHOD, 4-, In marking the word cats: first step, tie the back-door ke\ as you sound; second, mark a short; thu-d, mark chard; fourtiu pronounce the word. Make scales of the famihes of ats and aps, and sing up and down. Require distinct articulation. THE LETTER S CONTINUED. Draw scales of z and s, after which show pupils how to place the suspended bar under the latter. In presenting equivalents, alwa3's place the letter representing the equivalent sound to the right of the one denoting the true sound. Teach pupils to reason from the known to the unknown. In this instance, z is the true sound — the sound indicated by the letter itself. The suspended bar tells us that "the crooked mark" sometimes says "z". Let the voice climb up on the z ladder and down on the S. Show, by presenting the following final consonants, that we place the suspended bar under S when it does not follow p, t, k or f ; when found after an}^ other consonants we must mai^k and sound it z (The teacher may place the bar under, and tie as pupils sound.): bs, ds, gs, Is, ms, ns, rs. In such instances, we must place the suspended bar under the s, before we tie the two consonants for the back-door key of the word in which they are found. In the word cabs, proceed to mark in the following order: first, place suspended bar under 3 and sound ; secondly, tie the final consonants and sound; thirdly, mark a short as you sound it; fourthl}', mark C hard as you sound it; fifthly, pronounce the word. Sing the second stanza of the "Crooked Mark" as pupils mark S final, in the following words (Page 19 of Songs): cabs, pads, bags, hams, pans. Whenever columns of words are presented upon the board for fiarking, desire pupils to show that the}' recognize name-words by 42 POLLARD'S MANUAL. underscoring them. They may, also, mention their number: as, cabs, a name-word of the plural number; cats, a name-word of the plural number. Do not hasten with three-letter words or their p''jrals. The child grows familiar with them, not only by the marking and sounding of the letters, but also by the underscoring of these words for emphasis and by learning how to form plurals by the addition of s. (Spellers, 25th page.) Teachers will find this more profitable work and productive of better results than where days are devoted to individual words such as rat or boy. It is the constant doing upon the part of the pupil that makes the Synthetic Method a success. If the teacher lead pupils on, step by step, in these first lessons, giving them ample time daily for their busy work, they will gradually attain such independence in marking that all words within their comprehension will be readily recognized. The habit of self- reliance will become so strong they will need no assistance, except when new familes are introduced. It is in the marking of these three and four letter-words that the foundation for correct pronuncia- tion is laid. Do not, therefore, permit pupils to take a new page of the Speller until every word upon the old page can he -pronounced without hesitation. Remember that although the eye is trained by the voice and fingers it has its work to perfoim, jmd this work is an instant recognition of the words presented. THE ACK FAMILY. Begin with the final consonants of this family; show that these are composed of two ''fish-bone letters"; that, as these letters have the same sound, we must mark one silent. Print bac and ask pupils to sound; now print back and show that we do not say bac-k; we do not sound the -€ and the k when we pronounce this word; for this reason we must mark one letter silent. We prefer marking the k silent and thus leaving all the letters that talk next to each other. Print ck a number of times and mark SYNTHETIC METHOD. 43 out each k : after which sing with pupils as you lay the fish-bone across c: "Finding the c in front of k, " We mark and sound it ■€." (See page 15 of "Songs.'') For busy work pupils ma}^ print long lines of ck upon their slates, after which let them draw a Ime across k from left to right, saying, ''silent, >€," as they mark these letters. Next present a scale of the family of ack. Show that a always wears a breve- cap when found in front of these consonants; — ck. Call one pupil up to mark this scale as the rest sound: first step, mark k silent; second, mark c hard; third, mark a short; fourth, pronounce ack. Pupils may sing this family name, taking great care to sing slowly enough, to articulate distinctl3^ Print ack upon the inner section of the Rotary, calling pupils up, in turn, to present the word as you pronounce it. As you say '' back", Mary may rotate the board until b is on the line with ack, when all miay pronounce back. Call upon John to form pack and upon pupils to pronounce as this word is presented. Susie may form sack, etc. Ask pupils to come in turn, to the 44 POLLARD'S MANUAL, board, and prefix consonants to the scale of ack, each pupil thus forming a new word. Let the busy work that follows this be the printing of words of the ack family upon the slates by reference to the consonants on the outer section of the Rotary. Commend the pupil who brings the largest number of words. THE AND FAMILY. In introducing the family of and, begin with nd. Make a scale of these letters and explain that nd is a back-door key because it represents the last sound of the word. We must learn to run the sounds of these letters together (to turn the key as we close the back door). As these are both tongue-letters, we have only to press our tongues a little harder after sounding n to produce the sound of d. Pupils may sound as the teacher ties: nd, nd, nd. Sing up and down the scales of nd. Pupils may copy these scales upon their slates and afterward tie these back-door keys. For the next drill make a scale of and, and show that when a is found in front of these consonants we mark it short. Print a scale of and. Call upon one pupil to mark as the others sound: first step, tie and sound nd; second, mark a short; third, pronounce and- Sing up and down this scale, sounding the nd each time with great distinctness. Build up words of this family by the use of the Rotary; also by calling upon pupils to prefix consonants to this family name, after which they may group the words of the and family upon their slates. Do not refer to exceptions as exceptions. After pupils are made perfectly familiar with words of the and family, tell them that they will find words which look like these, but are not found among them. Here print wand and inclose it in a circle. Say: "We will SYNTHETIC METHOD. 45 not mark this word now, but will wait until we are introduced to the family to which it belongs. There is one curious fact about this consonant w; it does not like to have a wear a breve cap; so, whenever we find these two letters (wa) at the beginning of a word, we must remember this, and wait until we learn what w wants a to say. Who will remember this, when we come to the families to which the words wand and wart belong?" THE ANG FAMILY. Make a scale of ng". Lead pupils to understand that n is a nasal sound. Prove this. If the nostrils be pressed by the fingers, this sound cannot be produced. In the scale presented, show that the g" final must not be marked hard; we must mark it silent when these consonants are found together. Show the change in the position of the tongue in sounding ji and g. This proves that g must be marked silent. If we tie these two letters, they must be sounded ng", which is plainly incorrect. In singing up this scale, observe how little space there is between the teeth. Show that a must be marked short when found in front of ng. Make a scale of ang to the right of the scale ng. Sing up one and down the other. Pupils may copy both these scales. Show, by moving the outer section of the Rotary, how few words are found in the ang family. Print words with ang and ag, side by side, and call upon pupils to mark, alternately, that they may remember always to mark g" hard when it follows a short vowel, but to mark it silent when it follows n; as rag, rang, tag, sang, bag, bang-. THE ANK FAMILY. Make the sounds of n and n alternately and call attention to the different positions of the tongue. Make scales of n and n and sing. 46 POLLARD'S MANUAL. Lead pupils to understand that we draw a line under n, when we wish to sound with the back of the tongue. After this is made plain tell them zvhoi to draw this line under. Whenever g" or k follows n we must underline; in words with nk we must first underline and then tie as we sound these consonants. Say ' ' thank, " and lead pupils to recognize that the proper pronunci- ation is "thank" and not "thank." For busy work pupils may print columns of nk upon their slates, and afterward mark as they sound the n and tie the consonants. Make scales of ank; show that a is always short when fol- lowed by nk. Call one pupil forward to mark these scales as the others sound. In marking ank: first step, a line under n; second, tie nk; third, mark a short; fourth, pronounce the family name, ank. (Require pupils to sound as they mark.) Show how few words can be formed by prefixing consonants to ank. Present only such familiar words on the Rotary as bank, rank, sank, and tank. For busy work pupils may draw wheels of the ack, and, ang and ank famihes. When these are finished they may count the spokes of each and show the number by writing the figures below. After this board drill, pupils may mark, sound and pronounce all the words found upon the 27th page of the Spellers. If the scales have been made familiar by singing, the word will be recognized whc^ the consonant sound blends with the family name. Do not, however, suppose that the words become familiar to the eye of the pupil as soon as they are marked. Practice is necessary. Ask Mary to pronounce the first word of the ack family; Henry, the second; Robert, the third; Willie, the fourth, etc. Desire that all name-words be underscored, after which call up the class to pronounce these with the falling inflection. Require the plurals of these name-words printed upon the slates; the suspended bar placed under s when it does not follow p, t, k. SYNTHETIC METHOD. 47 or f; the back-door ke3's tied and the vowels marked short, after which these plurals may be pronounced with the falling inflection. Give a review of the Language Lesson on Number, in connection with these words. FRONT-DOOR KEYS. Explain that all the consonants found in front of the first vowel of a word constitute its front-door key. If we wish to enter a room, the door of which is locked, we must find the right key. So with a word. We must give the correct sound of its first letters before our voices can really enter the word. As we tie and sound these consonants we will think we are unlocking the front door of the word. Print the following keys upon the board, and ask pupils to sound as the teacher ties: bl, br, dr, dw, fl, fr, pi, pr, si, sm, sn, sh, st, sw, tr, tw. Explain that the sounds of these consonants must be given with a single impulse of the voice. For busy work pupils may copy each key six times, sounding as they tie. Leave these keys upon the board for a shooting match, which must be conducted in the following manner: pupils may take the pointer, each in turn, and touch a key as the teacher sounds it. If the right key is hit, let the marksman have another trial. But if he should miss the mark he must yield his gun to the next sportsman. Lead pupils to see that words are composed of front-door keys and family names; as, fl-ap, fl-at, pl-an, sl-am, pl-ank, st-and. Introduce words with front and back-door keys for marking; as, black, briand, Frank, stand, prank, gland, grant. Call upon one pupil to mark wiiile the rest sound. Follow this board-drill with the marking, sounding and pronouncing of the words with front-door keys found upon the 28th page of the 48 POLLARD'S MANUAL, Spellers. When the words on this page have become familiar, underscore the name-words and pronounce them with the falling inriection. Also, copy the plurals of these name-words upon the slates, and mark as in the previous lesson. C AND G KEYS. In the following ke3's the c and g" must first be marked and the consonants tied afterward; as, :el5 -€r, §1, gr. Copy from the 29th page of the Spellers all the words beginning with the above keys. Call pupils up, in turn, to mark these words. Follow this with the usual marking of the printed page. WHISPER KEYS. Show how they differ from other keys. Their sounds can not be separated. If we are not sure of the sound of bl, we can first sound b and then I, after which we can blend these sounds. But not so with whisper keys: they always speak together and never aloud. We must, therefore, tie and sound these keys until we can recognize them by sight. The whisper keys are Sh, Ch, Th, Wh. Pupils may print columns of these whisper-keys upon their slates, and afterward tell the sound ea'ch key makes as it is turned (the consonants tied). They may sound in whispers as they tie the letters. For board-drill print the following words: shall, sham, shank. Show that sh is sometimes found to be a back-door key; as, dash, lash, mash, sash, crash, trash. Ch=tch. Present this (tch) equivalent of ch and show that it is alwa^-c found to be a back-door key; also, that t never speaks when found in front of ch, because the sound of t is contained in ch. SYNTHETIC METHOD. 49 Ask pupils to sound t and ch alternately, that they may realize that the position of the tongue is the same; that is, that t and the first sound of ch take the front of the tongue to the hard palate. Because of this, you must always mark t silent when it is followed by ch. Present words for marking; as, chap, chat, champ; also, catch, hatch, latch, match, patch, snatch, scratch. TH (breath). Present first the whisper. Show that we tie underneath to indicate this sound. Refer to the geese in the Johnny Story. Show that the point of the tongue is pressed against the edge of the upper teeth, and when in this position we blow our breath hard against it. Present the key thr and show that these con- sonants always whisper when r follows them; perhaps they are afraid of this " growl," for r always speaks aloud, although not in so cross a way as when he stands in front of such words as rat, rap and ran. Also give th breath when these consonants end the words; as, health, wealth. Show with to be an excep- tion. Leave s unmarked when it follows the whisper th. WH. In presenting wh, hold up a fore-finger to represent a candle and blow out the light. Pupils may sound, alternately, w and wh; they will thus be led to realize the difference; w pushes some voice through, while wh makes a pair of bellows of the cheeks and forces out only breath. (Hold fore-finger and thumb to each cheek as this whisper is produced.) Show that wh must always be tied when it is followed by a; as, whack. TH (voice). Here we find the same consonants; they speak at the same time, but do not whisper. They speak aloud. To show this difference, we must tie them in another way. We must run the line through these consonants instead of tying underneath. Did 50 POLLARD'S MANUAL. you ever hear the sound a woolen mill makes? If so, imitate it as you sound th (voice). Pupils may make two separate columns of th, and be careful to give the correct sounding as the different ties are made: also, print the following words for marking; — that, than, thrash, thwack. (Spellers, page 30.) THREE-LETTER KEYS. Present the following words to show that some words have three-letter keys: sprang, strap, scrap, thrash, scratch, splash, thwack. (Follow this drill with the marking and tying of similar words in Spellers, page 31.) OBSCURE A. When this vowel stands alone (forms a word by itself), place an inverted breve under it to indicate its obscure sound. Explain what this obscure sound is. Make it similar to u short; only he sure to shorten this sound. Make scales of A=a, placing inverted breves under each vowel. Teach pupils to tie this vowel to the word following it, to indicate that the two words must be sounded as one. Under- score the word that follows to show that the emphasis must fall upon it; as, " a caty In sentences where obscure a is found, tie this vowel to its name-word after the latter has been marked. Mark a short, c hard, an inverted breve under the obscure a, after which tie the latter to the word following it, underscoring this word as you read. ADJECTIVES. Present sentences for marking in which obscure a is found, in connection with adjectives; as, "Sam had a black cat ;" "Nan had a black fario" , SYNTHETIC METHOD. 51 Lead pupils to understand they may underscore words that signify color; as, red^ blue ^ green '^ also, black and ujhite. Introduce adjectives by showing they describe name-words. Any word which answers the questions, "What kind of a ?''; or, "What kind of ?"; or, "How many?", is an adjective; as, "What kind of a cap does John wear?"; "What kind of gloves has Mary?"; "How many lingers have you?"; "How many toes?" Require pupils to answer in complete sentences. Write these answers and underscore the adjectives and name-words. After which, read for the pupils; as, "John wears a black cap; "^"^ "Mary wears kid gloves ^"^^ "I have eight fingers^ and two thumbs;'''' "I have ten toes ; " " My hen has ten little., dow7iy, white chicks.""^ A OBSCURE EQUAL TO E OBSCURE. Make scales of a=-e. We here present a new letter; the new vowel (e). This obscure sound parts the teeth but slightly, yet enough to prove it is a voice-letter. Sing up and down the scales, without any movement of teeth or lips. Pupils may copy the scales upon their slates, sounding softly as the inverted breve is placed under each vowel. Make scales of th (voice), after which add e, marking the latter with the inverted breve. In this way develop the word the. Show that the vowel in this word must be marked with the inverted breve when it is followed by a word beginning with a consonant; also, that we must tie the obscure e to the word following it, emphasizing the latter as we underscore it, just as we tied obscure a. As, the cat, the black fan. Present the following words for marking, after which pupils may read as -the teacher ties the obscure vowels to their name words and underscores the latter. Give the least possible sound to the obscure vowels: the man; the cat; the fan; the hat. This tying is to remind us that the word in which the obscure vowel is found must be spoken lightly. (When the precedes a word beginning with a vowel, mark e long-obscure, and do not tie to the word following. As, the eggs.) 52 POLLARD'S MANUAL. Follow this board-drill with the marking and tying of e obscure to the word following it. Speller, page 25. Follow this with the reading lesson arranged for a short. Teach pupils to read the pictures wherever these are substituted for words. The explanation about a and e obscure should precede the first reading lesson in the Primer. A TALK ABOUT E SHORT. Make ladders of e =E (short) and a^A (short), placing the breve over each vowel. Sing up and down. Call attention to the difference in the position of the organs of speech when we sound a and e short; how much nearer the teeth must be brought together for the latter. Alternate the sounds, as you sing up and down. Make double scales of e short, and desire pupils to sing as they beat time with their right hands — thus: e e e e e e Rule: — In words of three letters ending with single consonants, mark e short. Words ending in r are exceptions to this rule. Present families in e short, just as the a short families were given. First form families with the three lip-letters (eb, em and ep), and sing up and down. Show that all these vowels must be short because r is not the final consonant. As so few three- letter words with e ending in b or m can be found, do not try to form words with these consonants. Desire pupils to copy these families. Present words with e short ending in the tongue-letters. Sing up on ed ; down on en; up on et; down on eg". Also sing from left to right to the air of " Greenville." Do not run the sounds of the family names together as you sing. Always mark the letters before you sing: ed en et eg ed en et eg ed en et eg en et eg. SYNTHETIC METHOD. 53 Show that, in every instance, the e must be short, because r does not follow it. Place, in turn, each family name upon the inner -section of the board, and rotate, as pupils sound the new word presented. Pupils may draw wheels upon their slates, printing a family name in the center of each, and consonants where the spokes join the tire, after which form columns of words by prefixing con- sonants to the family name. Mark, sound and pronounce words on page 32 of the Spellers. As a guide to this word-building, the teacher may print upon the board the following, to be used as a TABLE OF reference: Take end, with b, 1, s, bl and sp. " ent, " b, 1, s, t, w anci sp. " ell, " b, f, N, s, t, w, sp, sh, sm and sw " ess, " B, I, dr, pr, ch and cr. " est, " b, 1, n, p, r, w, cr and bl. After forming these words, desire pupils to pronounce them from their slates, giving distinct utterance to the final consonants. Let the work on page 33 of Spellers follow this drill. Give drills upon words ending in xt and St. Speak of these finals as back- door keys. We must lock the back-door of one word before we open the next with a front-door ke}'. Say " The next step," "The best stem." Show the difference between "The last strain " and "The last train." Copy the "e short words " with keys from the pages of the Spellers and call upon pupils to come, in turn, and mark, the class sounding as the letters are marked. Refer to previous instruction in words with a short, in presenting these new words. Show that the same rules govern these vowels with this exception. In three-letter words beginning with w (except in the words wax and wag") a must not be marked short; as was, wad, etc. But in three-letter words with e, the conso- nant w does not change the sound of the vowel: examples; — wed, wet, web, well. 54 POLLARD'S MANUAL. Print columns of II and ss upon the board. Explain that only one of these consonants can be heard in the spoken word, therefore the right hanfi consonant must be marked silent. Show, by the fol- lowing words, that II and ss make the e short: bell, fell, tell, well, Bess, less, press. In marking such words say "Silent, e, and then pronounce the word." ' Show that ell and ess are the family names. Follow this board drill with the marking of the four letter words with e short, found upon pages 33 and 34 of the Spellers, after which underscore the name-words and pronounce them with the falling inflection. Pupils may copy name-words from the Spellers and form plurals by the addition of s. Mark these words and pronounce from the slates. Call upon pupils to sing the different stanzas of "The Crooked Mark," as these plurals are marked. Present the words steps, frets and pecks, as the first stanza is sung. Present beds, pens, hems, hens, and kegfs for the second. Remind pupils why we place the suspended bar under s. (Because this consonant does not follow t, p, k or f.) "cc 6 Show that there are words where a has the sound of e short and when these are found they must be marked with a line through the a. In each of the following words we find two vowels: says, said. We inust not tie these vowels, because one is silent; the one on the right hand. We must, therefore, mark it out and run the line through the first. As these are the only words of four letters in which we shall find that a equals e short, it will help us to remember this if we print and mark each ten times. We must also learn to think of them as belonging to the e short family. Mark and pronounce the words in Spellers, page 35, and in Reader lessons on e short. Underscore name-words and adjectives. Remind pupils how they may recognize adjectives by asking, " What kind of ii ?" or, "How many?" Lead them to understand that the name-word must only be underscored Xh^ first time it occurs in the reading lesson. When the same name-word is repeated it must not SYNTHETIC METHOD. 55 be emphasized; as, "Ned met ten men. The men had ten red flags.'''' Here, as may be seen, the word men must not be empha- sized a second time, although the adjective, red., is. As color and number words are introduced, show that these must be underscored As soon as pupils can be led to recognize a new thought in i sentence they may be led to understand more clearly which words require emphasis A TALK ABOUT I SHORT. In introducing this new vowel desire pupils to sound, alter- nately, a, ©, i, resting a finger against the lower teeth, that they may realize the difference in their position as these vowel sounds are produced. Explain that the rules governing words with e short apply to words of i short. Make scales and sing the families of ip, id, it, ig, ick, ing, ink, iss and ill. Sing daily, until these families are made familiar to the eye as well as to the ear. Call attention to the different positions of the tongue as the sounds of the final consonants are produced. Present these different families, in turn, upon the Rotary, after which print this TABLE OF REFERENCE upon the board, and leave it there to aid pupils in building columns of words: Take id with b, d, k, I, r and si. " it " b, h, I, m, s, v/, si, fl and spl. " ig, " p, d, f, w and br. " ick " D, p, r, s, st, ch and cl. , ' " ing " r, s, w, st, sw, br, cl, fl and sw. " ink " k, 1, m, p, r, s, w, th, ch, cl, br and dr. " iss " h, k and m. " ill " b, h, m, p, r, s, t, w, sp, st, dr and thr. " itch" d, h, n, p and st. After printing, marking and pronouncing these words, desire pupils to go ovei; them a second time, adding S to all name-words, 56 POLLARD'S MANUAL, tying this final s to the letter in front to show the back-door key of the word and \2JS,\\y ^ -pronouncing the ivofd distinctly j as, in the third column of the above, they can, by the addition of S form the words pigs, figs, wigs and brigs. Remind them to place the suspended bar under s when it does not follow p, t, k or f . i=e Present the word been, inclosed by a circle, to show that it belongs to the family of Mr. I Short. Desire pupils to make scales of i==e. Mark out the right hand vowel of the word been and place a dot over the first vowel; as, befe^n. Pupils may copy and mark this word ten times. Follow this board-drill with the marking, sounding and pro- nouncing of all the words in i short found on pages 36, 37, 38 and 39 of the Spellers. Require the underscoring of the name- words and the formation of their plurals. Pronounce the words in the Spellers frequently; until they become familiar to the eye. Let the reading lesson, embracing the i short words, follow. First, mark, sound and pronounce the words; next, underscore name-words and adjectives; and lastly, read naturally. Do not fail to intersperse Language with each reading lesson. Give a talk on the meaning of the possessive case, as illus- trated on the 25th page of First Reader. A TALK ABOUT O SHORT. Give this vowel a very short sound. Say, alternately, i, o, with the finger in the mouth, that you may realize that the latter sound parts the teeth more than the former. Call attention to the rounding of the lips as you sound o short. Make a letter song and sing, observing the change in teeth and lips as these sounds are produced. Sing to the air of " Greenville," placing breves over all the vowels before singing. u od a (4 op U ot il ock li ong u OSS ^TNTHETIC METHOD. 57 For O short give the same rule as for a. Show the words in which w precedes, or r follows the vowel, to be exceptions. Make scales of families of O short and sing. Let the teacher insist upon the distinct utterance of the final consonants. Pupils must not sing too rapidly. Prepare the following for word-building, being sure always to drill thoroughly on the family names before 3'ou commence: TABLE OF REFERENCE (FOR WORD-BUILDING). Take ob with B, h^ r, s, and m. G, h, n, p, r, s and sh. f, h, m, p, t, st, cr, dr, sh and ch. h, 1, p, r, s, pi, sh, bl and sp. 1, m, r, s, sh, cr and bl. g, 1, s, str and thr. b, 1, m, R, t, gl and fl. Add s wherever name-words can be made and pronounce these a second time. Give frequent drills upon the pronunciation of the following words: loss, toss, moss, lost, cost, frost. Some orthoepists sugo-est a prolonged sound of o short when it is directly followed by SS, st and th. Also in gone, cough, trough, and in some words ending in ng. Follow the line of work in Spellers and Readers laid down for words with a, e and i short. If you desire to obtain correct spelling, require pupils to print or write, from your dictation, the words found at the beginning of each reading lesson. o==a. JExplain that one dot under a makes it an equivalent of 6. Lead pupils to see that it is the w or wh in front that makes a say a. Present the following sentences for pupils to mark and read: "Watch that wasp;" ''Will it sting?"; "It will sting Fan;^* "What a black wasp!"; "Was it on the mat?" Be careful, however, not to tell pupils that they must always fnakd this vowel an equivalent of o short when it follows w. They must learn the following words by copying and marking each repeatedly: was, wad, wash, wasp, watch, what. They 58 POLLARD'S MANUAL, may, also, mark them in their Spellers (page 43) and Readers (lesson on O short). Lead them to observe that all these words begin with wa or wha. The teacher should point to the letters as pupils sing tne following to the air, " Hold the Fort " : Kitty has been up to mischief. "A, 6, a," I say; See her paws, like velvet cushions, Roll my ball away. Chorus — Now she jumps upon the table. (I shall have to frown.) "A, a, 6 !" You naughty Kitty, I must lift you down. A TALK ABOUT U SHORT. Place the tip of the little finger between the teeth and sound, alternately, all the short vowels (a, e, i, o, u), thus leading pupils to realize that the teeth part more in the sounding of some vowels than of others. Make scales of o and u short and sing; first up and down, afterward alternately. Also make scales of u, a and e short, and sing; after which present a letter-song and sing, from left to right, to the air of "Yankee Doodle," the teacher marking each letter before the pupils sing: A a a a a a a as E e e e e e; I i i i i i i i O o o o o o. Chorus — A e i o u and y; E i o a u y; O a i e y and u i e o a i y. Show that the rule governing the other short vowels applies to I* short. SYNTHETIC METHOD. 59 TABLE OF -REFERENCE (fOR WORD-BUILDING). Take ut with b, c, r, n, and sh. " up " c, p and s. " ug " b, d, m, p, r, and sn. " uck " d, I, s, t, ch, cl and St. " ung " h, s, si, cl, fl, and spr, " unk " b, p, s, and si. " ump" b, h, j, I, p, St, cl and pi. " uff " b, m, p, st, and bl. After pronouncing these words from the slates, add S where name-words can be made and pronounce the second time Under- score name-words. (Spellers, pages 44, 45 and 46.) u=6 Make scales and sing. Tell pupils that this (o) vowel does not always say 6. In some words it talks just as u short does. When we find such a word, we must mark it with one dot over it. We may think of this vowel as of a Mttle boy blowing soap bubbles. One is sailing away, 'and he says to the consonants on either side of him, "Take care! Don't put it out." Sing (^/r— "Hold the Fort"); Little 6, with pipe and soap-suds Running out to play; Now he blows a shining bubble. See! It sails away. Chorus — 6j 6j ot Please do not touch ito If it sail till noon, It may reach the little children Playing in the moon. As words in which 6 are found look like words of the O short family, their meaning must determine their marking. The words sun and son both belong to the same family. If pupils are led to understand that the word with u short means what ogives us lio-ht, O O 7 and the word with o means a boy or a man, they will always know which to use when they learn to write these words. Make scales of 6o POLLARD'S MANUAL. sun = son; over the first, sketch the sun; over the second, a boy. Point to each alternately, as pupils sing. Show, further, that this vowel says 6 in some words ending in e; as, come, some, done, dove, love, shove. Print the words upon the board and mark in the presence of pupils. Pupils may print, repeatedly, and mark these words for the purpose of fixing them in the memory, after which turn to the Spellers and mark similar words (page 47). Present the following sentences for marking: "Ned Black has six doves;'' "Come, son,the sun is up." Present the words one and once, and show that o is equal to the combined sounds of the consonant and vowel vvu. Prove this. Show that e final is always silent when the word contains another vowel. Show the words one and won to be equivalents. Make scales and sing. Also make scales of I =-e-ne. Pupils may repeat^ with teacher; — "I have one head, one neck, one nose, one mouth, one tongue; and one thumb on each hand." Pupils" may underscore number-words for emphasis when found in their reading lessons. ACTION-WORDS. Give a Language lesson upon action-words. Require pupils, in turn, to do something. Mary may step forward. John may sit down. Ned may clap his hands. As each action is performed, print the verb upon the board; as, step, sit, clap, etc. Add s to these words and print a name-word in front. Select name-words with short vowels; as, Ann steps; Nat sits; Sam claps. Show that x equals cks by presenting such words as the following: ax, sex, vex, fix, mix, ox, flax. (Spellers, page 48.) 66 (short). Talk about words in which two o^s are found. Show, by com- parative scales, that the breve over 00 indicates that these two o's SYNTHETIC METHOD. 6i have as short a sound as single o short, as in book. Pupils may sing up on O short and down on oo short ; up on oo short and down on o short ; then up and down alternately, the teacher pointing to each, in turn. Call attention to the change in the position of teeth and lips as the pupils sing. Make a scale of ook and say: " Whenever we find these twin o's standing up in front of little k, we must think of both as wearing one breve cap and saying 66. These two o's are always found together; therefore, one cap serves for both. We must remember, too, that they both speak at the same time and say 66 when found close to httle k." As they wear a breve cap we know they belong to a Mr. Short's family, but not to the same family in which we found o short. We must think of this as of another family; the one in which the short twins are found. b oo=9=u. Present the family of ook on the Rotary, after which pupils may make wheels composed of as many spokes as can be made from b, c, h, 1, t, sh, br and cr. When they are led to understand clearly that words with ook have oo short, present the equivalents. Print upon the board 66=o=u. Say: "Here are two vowels, 62 POLLARD'S MANUAL. little o and little u, who sometimes say do. We can not show this by putting their cap on, because that would make them say o and U. As they like to play foot-ball with the twins we will just make a picture of a ball under each and this will remind us of the sound. Sometimes little u says u when she plays with puss. Mamma says: 'Do not pull her tail but put milk in her saucer.' Often little o plays with two deaf mutes. He is kind to them, and these letter-children are very happy together. So, w^hen we find them in these three words, we must sa}^, ' Silent, silent, o'and then pronounce the word; as, would, could, should." Pupils may copy these three words, each eight times^ after which mark out the letters 1 and u and place a dot under the first vowel. Select a familiar air of ^ time, and sing from left to right, and from right to left, marking each oo short and a dot under each o and u, before singing: oo o u oo O II oo o u Also, sing the following stanzas, the teacher pointing to the vowels as reference is made to them — air, "Yankee Doodle"; — Here are the vowels o and u Out playing with twin brothers; They always like to play with these, And not with any others. Chorus — "O, o, u!" they gladly cry; " This is fun worth trying." "OO, ob, 06!" the twins reply, As the ball keeps flying. Present the following words for drill, after which copy sentences and call pupils up to mark the words: book could put cook would pull hook should puss look could push took would bush crook should full SYNTHETIC METHOD. 03 Here we find the words that did not belong to the u short family:~put, pull, puss, push, bush, full. As there are two ways of sounding ull, ut and ush, pupils may choose the correct marking after reading each sentence twice and pronouncing such words in different ways. "Hush, Nell, puss has a rat." (The teacher asks, " Would hush and puss be right?") "Could puss catch the rat if we made a noise?" " Can you pull my sled, Roy.^^" " I should think I could, if you would let me.'' (Pupils "jay point out the words in which the little deaf mutes are found.) " Fill the plate full of nuts." ("Can we say full.?") " Put the nuts on the stand." ("Can we say put.?") " Cut the cake now and we will take lunch." ("Can we say cut.?") "Tut, tut, Roy! You must not drop nuts on the rug." Follow this drill with similar words in the Spellers (page 49) and with the adapted Reading lesson. PROPER DIPHTHONGS. Define these in this manner . " When two vowels are found together and both speak at the same time^ we call this a proper diphthong. Young pupils may not be able to remember this hard name at first, but, as neither word is as long as velocipede^ and aK know what this means and can pronounce it, they may hope to learn, in time, to say 'proper diphthong.' Whenever two vowels are found together, we call these 'a diphthong,' but only when both are sounded do we say it is a proper diphthong. By this, we mean when they speak together. There are only four proper diphthongs; the first two, ow and ou, speak together when we tie them. They say owl as though they did not like it. The last two do not mind being tied. They say oy-oi! as though it pleased them." 64 POLLARD'S MANUAL. DIPHTHONG CHILDREN. (^Air — "Comin' through the Rye.") Ow and ou, two diphthong children Always getting hurt; Stumbling often, cutting fingers, Falling in the dirf. Chorus: — Oy and oi, their lif cle sisters, Careful when Ihey run; But just as fond of play as ow, OU — Just as fond of fun. Prove by the movement of the lips that both vowels are sounded. Ow draws the rounded lips together; oi throws them apart. (Re- mind pupils that when we sing the scales of single vowels our lip? *^o not move.) Lead pupils to see that, in both instances, w and y are vowels because they are equivalents of other vowel sounds. li ow, the w equals oo; in oy, the y equals i short. Make a Letter Song, tying all the diphthongs before you sing* Point, as pupils sing to the air of "Yankee Doodle": Ow ow ow ow ow ow ow; Oy oy oy oy oy oy; Ou ou ou ou ou ou ou; Oi oi oi oi oi oi. Call special attention to the movements of the lips as these diphthongs are sung. SYNTHETIC METHOD. 6S TABLE OF REFERENCE (PROPER DIPHTHONGS). Present words with ow upon the Rotary. Call pupils' attention to the large number of word-children found in the family of Mr. Ow. Place the table of reference upon the board and desire that columns of words be formed. These words must be marked and pronounced, after which desire that the name-words be underscored and emphasized. And lastl}', add s to the name-words and pro- nounce them a third time. Sing the last stanza of " The Crooked Mark" as you place the suspended bar under each s. Take ow with b, c, h, m, n, r, s, pi ana br. " owl " c, f, h, gr, pr and sc. " out " p, r, sc, st, sh, tr and sp. " oy " b, R, t and Fl. " oil ' b, c, f, s, t, sp and br. As in previous lessons, follow this drill with the marking of similar words in Spellers (pages 50 and 51) and afterward with the Reading lesson adapted to the new sounds. Show that when y follows any other vowel than O we must mark it out, because it is always silent; as, way, ey; also, that w is silent when it follows a vowel, except in the diphthong OW and in words with ew; as, loWj paUc. 66 POLLARD'S MANUAL. Later on, explain that ow and ou must not always be tied; only when they are proper diphthongs. At present it is enough to tell pupils to sound and tie these vowels with one impulse of the voice in the words we shall present. In this connection tell pupils that w and y are consonants when they precede vowels, but vowels when they ^ follow vowels; as, was, saw, and yes, say. Prolong the sounds of w and y when you pronounce these words: well, west, went, wish, wick, wink, width, yes, yet, yell, yelk. THE SHORT FAMILY. Print neatly, with colored chalk, scales of, the Short family. Call the roll to see if all are present. Let pupils answer as the pointer touches the letter. Explain that they must not say " Here," or "Present," but must give the sounds of the voice-letters as their names are called. The teacher will say " a short," and pupils respond " a;" teacher, "e short," pupils, "e," etc.; after which sing the following stanza to the air of " Wait for the Wagon," found on page 20 of Songs, pointing to each letter as its sound is sung: Here are the five breve-vowels: A short, "a a" must say; E short, "e e," remember; I short, " i i" (this way); O short says "o 6," quickly; U short, "u," quickly, too; While 'g (the little baby) Says, " ij I sound like you." (Review lesson in Readers.) THE LONG FAMILY. To the right of the short vowels, print scales of the Long family. As the names and the sounds of these vowels are the same, they may all be presented at the same time. Show that these voice-letters look like their cousins of the Short family. We can only distinguish their- SYNTHETIC METHOD, 67 by the hats they wear. The macron hats have straight brims, while breve-caps turn up. Pupils may sound with the teacher, as the ma- cron is placed over each long vowel a e i o u y. They may also sing the following stanza (air, "Yankee Doodle"), as the teacher points to these long vowels: These vowels six wear macron hats; They have not any other. Old Mr. Long is their papa, And Mrs. Lono^ their mother. Chorus: — A e i u and y; Here we wish to show them. They must wear their macron hats, Until we learn to know them. Leave these scales of the long and short vowels on the board for daily singing exercises. Desire pupils to copy them upon their slates. Sing up on a long and down on a short; up on e long and down on e short; up on i long and down on i short; up on Q long and down on o short; up on u long and down on u short: also sing up and down, alternately. Show that they must give more time to the sounding of the long vowels. Print a Letter song of the long vowels and sing to the air, "America." Let these comparisons of the long and short vowels be given daily, that pupils may be made perfectly acquainted with their sounds. 68 POLLARD'S MANUAL. C AND G SOFT. Make scales of S=C, print C and g upon the board and sing (Songs, page 17): Finding the c in front of e. In front of i, in front of y, Standing in front of e, 1, y. We mark and sound it c. •9 Make scales of j^g* and sing: Finding the gr in front of e. In front of I, in front of y, Standing in front of e, i, y, We mark and sound it g". Mark the vowels long and C and g" soft, before singing. SYNTHETIC METHOD. 69 Show, by presenting the following word, that c before e final is equal to s, and must be marked with a cedilla; as, face; also, that g" before final e equals j, and must have one dot above; as, age. Present other words with a long. Show that e final must always be marked silent when another vowel or other vowels are found in the same word. Rule for marking the words of the Long families : When the word contains two vowels, the last of which is e, mark the latter silent and the first vowel long, if the vowels are found together or if separated by any single consonant. Exceptions are found in words ending in are: as bare, and in the word, are; also, in there, where, were. etc. Present the following scales for singing: ake, ave, ace, ag'e. Pupils may sound as the teacher marks these scales. In marking ake, say, "silent," as the e is marked out, and "a," as the macron is placed above the vowel. In ace, say " silent, c, a," and then pronounce. Sing up and down these scales. Introduce the following as words of the Long family, calling one pupil up to mark while the rest sound: bake, cake, lake, make, rake, take; rave, save, wave, shave, brave, grave; face, lace, pace, race, grace, trace; age, page, rage, sage, stage. Lead pupils to see that only one consonant is found between the vowels in each of the above words and that this consonant is not r. Make scales of these families for singing and show that the letters l)etween the vowels are lip consonants; as, abe, ame, ape. Articulate distinctly as you sing up and down the scales. TABLE OF REFERENCE. For word-building in the Long families, present this table: Take ame with c, d, f, g, 1, n, s, t, sh, bl and fl. " ade " f, m, w, bl, sh, sp, gl and gr. " ane " b, f, 1, m, p and pi. " ape " c, t, sh, gr, dr and cr. " ale " b, h, m, p, s and g. 70 POLLARD'S MANUAL. Present the words wade and wave to show that w does not affect the sound of a long. Let the marking in the Spellers follow this board-drill. After marking and sounding in the Spellers, pronounce the v/ords as they are made familiar to the eye. (Lesson in Readers on a long.) Connect Language lessons with every Reading lesson. Pupils may underscore name-words and adjectives. Also, form plurals by cop3'ing the name-words and adding s. Copy ten action-words from each lesson. e (long). Show how slightly the teeth are parted in sounding this vowel. Make scales of e long and sing up and down. Call the attention of the pupils to the position of the teeth and lips as they sing. Point to the Long family, and sing up on a. and down on e. Sing, alternately, a, e, up and down, with the foretinger touching the lower teeth, that, pupils may realize, as the sounds are produced, the difference in their position. Show, by presenting this line of words, that when e is the only and final vowel of the word we must mark it long: be, me, he, we, ye, she. Also, when the word contains two e's, either separated by a single consonant or found together, one must be marked silent and the other long. ( Here show pupils,- by presenting columns of words, that it is either the final e or the second of double e that must be marked silent; as, here, sere, mere, see, bee, three, beet, meet.) Build families of words from eed, eel, eet, eep, using both single consonants and keys for this purpose. Print here upon the board and tell pupils that whenever r follows a vowel we must first mark the vowel and afterward tie it to the r. As we tie, we must sound the vowel and consonant with one impulse of the voice; must let the sound of the first glide into the second. We must not say h-e-r^, but h-erfet- We must think of the vowel and the r that follows it as speaking at the same time, just as we think of OW or of the whisper sh. Follow this drill upon e long by the marking cf similar words in Spellers (pages 53 and 54), after which the adapted Reading lesson may be given. Let us remember this in the families of ire, ore and ure. SYNTHETIC METHOD. 71 i(LONG)AND I. Show that i long is the third of the long vowels; that its sound opens the mouth wider than a or e; that there is more movement of the lower jaw in sounding this than for a or e. Pupils will realize this by holding their chins with thumb and fore-finger as they sing. Show that I is always long. Make scales of i = l. PRONOUNS. Here give a Language lesson on pronouns. Show that this large letter, when alone, always stands for the name of the person speaking. The teacher, placing a hand upon the head of each pupil, in turn, may ask "Who is here,^" and thus elicit the answers "I, Mary, am here," or, " I, John," etc. Build up words with consonants and keys from ime, ipe, ide, ine, ile, ire and ife. Keep up the interest by presenting all these families on the Rotary. Review words with and and end, and show that, in this family, the exceptions in ind are found; as, and end ind band bend bind hand send find land lend wind. Show by the above words, that, while linal nd makes a and e short, as a rule it makes i long. Show the word wind to be an exception. (Spellers, pages 55 and 56.) 6 (long). Insert the point of the little finger between the lips as the scale of O long is sung. Pupils may thus be made conscious of the position of their lips in the production of this sound. Build up words with consonants and keys, from ope, one, ose, and oes. Show that name-words ending in oes mean more than one; that s=z after a vowel; that, in the plurals of nouns or the singular of action-words, the addition of s makes no difference in the marking of the words; ihat e is silent and the first vowel long. 72 POLLARD'S MANUAL. Sing the third stanza of " The Crooked Mark," as pupils place the suspended bar under each final s in the following words: hoes, goes, foes, toes. Show these two words to be exceptions; shoes and does. Do not show pupils how to mark these exceptions until their families are introduced. Merely ask if it would sound right to say, " Do^ts your right sho^i pinch your toe?" oil AND oil. Show that words in oil can be marked in two ways; we must, therefore, distinguish these by their meaning; as, poll, loll, doll, and roll, toll. Illustrate these words by printing sentences on the board: "Ned rolls his (Pupils may mark the words and read the picture); "Fred met Poll;" "The doll has a red dress on." ' Pupils may copy, mark and read the above sentences. Try the three oil words before you mark them. Make scales of 0=oh. Show that o is always long when it is an interjection. Give a Language lesson. Show how different is our exclamation for pleasure from the quick sharp OI that pain wrings from us. The teacher may illustrate this by reading the following sentences: " O, how beautiful is the sunset!" "O, how sweet that music!" "O, how we love obedient children! " "O, how the lightning flashes!" "O, what a storm! " "O, I have cut my hand! " Show that the sound, in the first three sentences, must be pro- longed — drawn out in pleasing tones; that in the last three, this vowel must be spoken in a short, abrupt way ; that this interjection must be an exponent of our feelings. » Call attention to the fact, that, in all the words of the Long family which have been presented, SYNTHETIC METHOD. 73 we have found but one consonant between the two vowels of the word. When this is the case, we may mark the first vowel long, with a much greater degree of certainty than if we found the vowels separated by two consonants, as in the words horse, mince, singe. It is true that the word strange obeys the rule of the Long family, although, in it, the vowels are separated by two consonants; but pupils will soon learn, through the experience gained by marking words, that more exceptions are to be found with a than with any other vowel. u (long). Point to the scale of this vowel in the Long family, on the board, and sing up and down. Call attention to the position of the organs of speech upon emission of this sound. Show that both tongue and lips assist in producing it ; that it is a double sound. Pupils may be led to understand this by desiring them to say rapidly "yob, yc5b, yob." In building up words of the u long family, tell pupils they may choose any consonant or an}' key to precede the family name except r, y, sh orzh. These four must be avoided because they change the sound of u long; the words in which they are found belong to another family, so we must remember, when we find words beginning with ru, yu, or shu and ending with e,that we must mark the final vowel silent, but must not mark the u long. (We shall not find words in which zh precedes u until dissyllables are introduced.) Present, on the board, the following TABLE OF REFERENCE from which pupils may form words: Take ume with f and fl. " ute " c, 1, rn and fl. " use " f and m. In connection with these lessons give special drill upon the words beginning with d, t and s, as such words are often incorrectly spoken; as, dupe, lute, duke, tune, and sue. 74 POLLARD'S MANUAL. u=ew. Present the known sound first. Make scales of u=ew, and sing up and down. When we wish to show that these vowels have the sound of u long we extend the line over both letters. Like sh and oy, we must never try to separate their sounds, but must consider them as one votuel. As they are not always equivalent to u long, we must show when to draw the line over. Show pupils, by illustrations of words, that when these vowels (ew) follow any consonants except r, or y, or any keys except ch and sh, we may place the line over and give them the u long sound. Present words of the ew family on the Rotary. Pupils may draw wheels with thirteen spokes and place at each point d, f, h, m, n, st, fi, st and cl; after which form a column of words of the ew family. (Spellers, pages 59 and 60.) 00 (long). Make scales, side by side, of o long and 00 long. Show how the sound of the latter draws the rounded lips together. They do not move, as in u long; but it takes as long to sound 00 long as o long. We ma}', therefore, say that words with double o long belong to SYNTHETIC METHOD. 75 another Long family ; the family in which the twins are found. We say such words belong to a Long family, because of the long macron hat the vowels wear. Like other twin o's, one hat is enousfh for both, for these twins are always found together. When we find words in which the two o's are not followed by k, we may think, as we draw a straight line over ( put on a macron hat), that they say do. This do ! is the twins' "Hurrah!" It is such fun for them to run out to play! Present the families of ool, com, con, cop, cor, and show by the final consonants, or rather by the absence of k, that these vowels must be marked long. Sing the song of U and u (Page 1 8 of Songs.) TABLE OF REFERENCE. Give this table for word-building;: Take ool with c, f, p, t, sp and St. " oom " b, d, I, r, br, bl and gl. " oon " b, m, n, s, cr and sp. " OOP " c, h, tr and dr. a oor " b and p. " oot " b, h, r, t and sh. b Explain that the sense of what we read will help us to determine about the marking: of " double o words." 76 POLLARD'S MANUAL. There are a few words that end in ood and oot, and some that begin with woo, in which the twin o's say 66. These we must learn by marking frequently, after which we shall know that GO before final k is short and before other consonants, long. Let us try to think that when 1, m, n, t or r follows the twins, they draw on their macron hat and say do! as they go out to skate. db=o=u=ew There are two other vowels that say ob. These are little o and little u ; you remember that these vowels say do when they play foot-ball, but when they run out in the cold they say do. They just put on their skates and run out with the Long twins. As the preceding consonant does not indicate the sound of the vowel that follows it, in all of the words below, we must read the sentences containing such words before we mark the doubtful vowels. We can choose between 5, o and o. In verbs of the infinitive mood mark o with one dot under it. As, to love; also, in to-day, to-morrow. Mark the following words in the presence of pupils and call upon them to pronounce: go, to, do, foes, shoes, move, no, too, hoes, lose, grooves, so, two, toes, prove, choose. Determine the correct sound of o in the following sentences before you mark these vowels: " Do you go to school? " ("Can we say go?") ''Yes, I do; do you?" ("Can we say do?") "My new shoes pinch my toes." (Ask if this would be right.) "Can you count tWo?" (Show this to be an exception, inasmuch as the right hand vowel is marked and the one on the left is silent.) "Yes, I can; and mark it, too." "Please tell me what to do." ("Would it sound right to say to do?") Show that, in many words ou=o where these vowels follow y; as, you, your, youth; and often in words where o follows wh; as, who, whose, whom. Point out the y and wh in front, and show pupils that, except in a few words, these consonants (y and wh) will aid them in determining when to place two dots under SYNTHETIC METHOD. 77 O. Before they tie ou they may just glance forward, and if they see y, then mark u silent and place two dots undef the o. In connection with this lesson show that, as a rule, when wh is found in front of any vowel except o, they may tie these consonants and "blow out the light;" but when found in front of o, w does not seem to like it and will not speak at all; as. Who, Whom. Make scales of all the skating vowels and mark before singing: c5b==o=u=ew. Sing up and down, pointing to each letter as pupils run the scales. Also, sing from right to left to the air of " Greenville." Lead pupils to note the difference between this and the sound of u long. In 00 long the lips retain the same position, while in singing the scales of u long they move constantly. Make comparative scales and sing alternately, u, 6b. Remind pupils that these (ew) vowels sometimes say ob. When they do, we must place two dots underneath, just between the e and W, to show that they speak at the same time. We must remember they have but one pair of skates between them, but as they are always together, each puts on one and holds up one foot; then they lock arms and thus skate together. Give repeated reviews upon the sound of 00 long. Point to the vowels, as the following stanza is sung to the air of "Hold the Fort:" do! do! 6b I 'Twas wintry weather, But a sunny day. When the twins of Mr. O Long Started out to play. Chorus — Soon they met four other vowels, Skating on the ice; "o! u! ew!" They bowed, and added "Is not skating nice?" (Spellers, pages 61 and 62. Read lesson in the Reader to correspond.) 78 POLLARD'S MANUAL. K, G, W AND U SILENT. Present columns of words beginning with kn, gn, wr, and g"U. Show that the first letters of the first three are silent, and that in the "gu words," the u is silent. As it is by frequent marking of the letters that pupils are reminded they are always found in certain positions, repeat these drills daily, until the impression is made. Later, when asked to write these words, memory recalls the fact that k and g before n, and w before r were always found there ready for the line to be drawn through. When words are presented for the purpose of impressing a certain point, be sure to require not only this, but the marking of all the letters that have been explained in previous lessons: knee gnat wring guest buy knife gnash wrong guide build know gnaw wrench guile build qu. Present words beginning with qu. Show that k=q and "W==-tt-. When u=w we consider it a consonant; therefore we must tie qu, for the key of the. word. Call pupils up to mark quest, quell, quit, quick, quite, quote, quench. Follow these drills with the marking of words found on pages 63 and 64 of Spellers. Mark the name-words, and tell or show the meaning of the action- words. Ask which word shows the most action. Illustrate ■wrench and 'W7'i7ig with the hands. Show the objects for which two name-words stand, viz.; — a knife and your knee. Also, refer to words beginning with gu and bu, followed by another vowel. Show that these do not follow the rule; as, in such cases, the first vowel, u, is always marked silent. Present the proper name Guelph to show that here u is not silent, but is an equivalent of w. It is, therefore, a consonant, and must be tied "to G for the key of the word. SYNTHETIC METHOD. 79 THE D AND ED WORDS. When we find ed added to words of the Short family which end in t or d, mark the e preceding final d short; as, rented. Present the following words, and show in each instance why e must be marked short: printed, hinted, hunted, rusted: also, in words with ee; as, needed. When words of the Short family end in an}^ other consonant except t or d, mark the e in final ed silent; as, taxed, pressed, hissed. Present the following words for marking, showing that e is silent in each case because ed does not follow either t or d: tacked, lashed, matched, decked, mashed, etched, picked, threshed, notched, locked, fished, ditched, tucked, hushed, lunched. In the words following, conceal final d and thus present them as words of the Long family; pupils will then see why e final is marked silent and the first vowel long: lamed, laced, paged, tamed, cased, lined, timed, spiced, tired, robed, dosed, cured. Show, also, by referring to these words, that, when ed follows a whisper-consonant or a whisper-key {in the same syllable) d final is equal to t. Therefore, cross it thus: — d", as in tacked. Lead pupils to suggest other words ending in ed. Ask "Who can give me a word ending in ped?" If one pupil answers "shaped," print it upon the board and ask for another word; after which cross the final d's, because they follow whisper-consonants. Show that the word wretched is an exception, as all other words ending in tched have e silent. ACTION WORDS IN d AND ed. Talk about action-words. Ask each pupil in turn to do some- thing, and :o e:^press the action by the use of the pronoun I. Henry may say, " I move my feet," as he steps forward. John may say, with accompanying gesture, "I raise my hand;" Mary, " I touch my cheek." Lead pupils to make statements as the actions are performed ; after 8o POLLARD'S MANUAL. which, show how the addition of d or ed changes the time. Add d to move and wave, and ed to touch, and ask that the sentences be repeated: "I moved my feet;" "I waved my hand;" "I touched my cheek." Show that these refer to past time. (Ask if we must mark e short, or silent, in moved and waved.) Pupils may think of d and ^^ ed as of little watches worn by a word to tell of some- I thing that has happened. When they find a word ^^m^^ H ending in ed they must look in front of these letters Jf^^/jSk for t or d. If they find them they must mark the e short ; K \J^k aswaded, shaded, rent- ed, hinted. (Call atten- ^^J^^ tion to the fact that we s-peak t-wice in pronouncing ^'■' ™ such words.) But if they find ed preceded by any other consonant, then they may mark the e silent; as, hatched, flashed. Refer to the meanings of these words and show that they in- dicate actions performed: "James dreamed;" "George moaned;" "The horse paced;" "The hghtning flashed." Lead pupils to understand the meaning of past time by such questions as: "When did George moan.?" Answer: "He moaned last night." "When did the horse pace.?" "He paced yesterday." "When did the hghtning flash.?" "It flashed this morning, during the storm." (Spellers, pages 65 and 66.) EQUIVALENTS OF LONG VOWELS. EQUIVALENTS OF 3. LONG. (a^ay=^a=ai=ey=ei=eig:=ei§:'k.) In presenting these equivalents, remind pupils that they must reason from the knotun to the unknown. a=ay. Make scales and sing a==ay. Show that here y is silent, because another vowel is found in front; and that it is a vowel SYNTHETIC METHOD, 8i because it does not precede a. Explain that words with this equivalent (ay) belong to the family of Mr. A Long. We rarely find them in any other family. Because of this we may mark the last vowel silent and the a long. Print ay upOn the inner section of the Rotary and show what a large family Mr. A Long has — all the words that can be formed with ay, all we have formerly marked and many more. (It interests young pupils when they are told they may think of such words as mate, came, &c., as Mr. Long's hoys^ and of the words containing the equivalents of a long as his girls; as, hay, pail, &c.) Pupils may build up words with ay, by reference to the conso- nants found on the outer section of the Rotary. Form other words with keys; as, stay, clay, &c., after which add s wherever a sense-word can be made. As the teacher points to a few of these words printed on the board for illustration, pupils may sing the third stanza of "The Crooked Mark," the teacher placing a suspended bar under each final S. Present the word says, inclosed in a circle, and ask if they remember in what family this word was found. Ask who can come up and mark it. Let the marking and pronouncing of words in the Spellers follow this drill. Also, copy ten name- 82 POLLARD'S MANUAL. words, changing them into the plural number, and making final S an ^equivalent of z. a=ai. Show ai to be another equivalent of a long. Refer to what you have already said: — that, when two vowels are not tied underneath to indicate a blended sound, we must, as a rule, mark the right hand vowel silent. TABLE OF REFERENCE. Arrange this table for the building up of words with a long: Take ail with b, f, h, m, n, t, r, s, p and w. " ain " C, f, g, 1, m, p, r, v, st and gr. " aid " 1, m, p, r, st and br. Present the word said, and ask who can remember in what family it was found and who can come up and mark it. (Spellers, page 68.) a=ey. Make scales and sing. Show that a line drawn under e makes it an equivalent of a long; that y must be silent because it fol- lows another vowel. Present such words as they, whey, prey, etc., for marking. Follow this with words in which ei=a. Add ei to the scales upon the board — thus; — a=ey=ei. After marking the silent vowels and placing a line under each e, sing these scales. Present such words as rein and vein for marking. a=eig:n=eigK, Present the word feign and explain its meaning. Show that it contains two silent letters; show also, that we must draw an oblique line through each letter saying "silent" each time; as, feigfn. We must never permit one mark to serve for both silent letters. In presenting the words neigh, weigh, eight, weight, refer to the three silent letters. As you call upon pupils to mark these words, instruct them to say "silent, silent, silent," as the three lines are drawn through the three letters. This is to fix the spel- SYNTHETIC METHOD. 83 ling of the word in the mind. Do not accept such marking as the following: nefgfH. Lead pupils to learn, through the marking of such words as weigh, that the letters igh must be marked silent vjhen another vowel is found in front; that when this vowel is e we must make it an equivalent of a long, as: weig;K. Follow this drill with the marking of similar words in the Spellers, page 69. EQUIVALENTS OF G LONG. ( e==ea,=e^=ei= I ^) In presenting the equivalents of e long, follow the plan laid down for those of a long. Present, first, words with ea; prepare this table and leave it upon the board. TABLE OF REFERENCE. Take eap with h, !, r, and ch. " eat " b, h, m, n, p, s and ch. " ear " f, h, n, t, sp, sh and cl. " ead " b, 1, r and pi. In this connection show that some words in ea are found in the e short family; as, head, thread. e=e6| Here give a review lesson upon words with ee; lead pupils to form words with eet by prefixing b, f, m, gr, sh, fi, and str. Arrange this TABLE OF REFERENCE for the building up of ee words: Take eed with d, f, h, n, r, s, w, st and gr. " eer " b, d, st and ch. " eep " d, p, w, cr, sh and st. " eel " h, k, p, r, wh and st. " een " s, w, spl and qu. Here present the word been, and ask, "Who can remember the family in which we found it?" "Who can come up and mark this word.^" 84 POLLARD'S MANUAL, e=i ^ . Present the following words to illustrate this new sound of i: field, yield, shield. (Such words can be marked in this way — • field; but, as pupils are accustomed to marking out the right hand vowel, we prefer the former marking.) Follow this drill with the^ marking of the lessons. (Spellers, page 70, and the Reading lessons.) EQUIVALENTS OF 1 LONG- (I=y=y^=ig:K) Present equivalents of i long. Make scales of i=yet. Show, by the following words, that when y is the only and final vowel of the word we mark it long; also, that in words ending in ye the e is silent and the y is long; as, by, my, thy, try, dye, rye, lye. i=i§:K. Present words in igh and show that when i is the only vowel in the word and is followed by gfh, we mark the two final consonants silent and the i long, as high, nigh. Present columns of words with eigh in contrast with those of igh. Show, in the former, that we mark the i silent because the word contains another vowel (the i being the right hand vowel). But in words where i is found to be the only vowel, we can not mark it silent, as every word must contain one vowel that says something. Mark these words alter- nately, in the presence of pupils, that they may learn when to mark i long and when silent: weigh, nigh, eight, night, freight, sight. (Spellers, page 71.) EQUIVALENTS OF O LONG. (o=6a=5\At=oU=o^=6(3i) Present these different columns of words for marking. Lead pupils to see that where ow and ou are not tied, the right hand vowels' must be marked silent: also, where these vowels (00) are SYNTHETIC METHOD. 85 marked neither by a breve nor a macron, the first O must be long, or an equivalent of u short, and the second silent: roar bow four doe door load row pour foe floor road sow gourd hoe door toad grow fourth toe floor For word-building take oat with b, c, g, fl, bl and thr; also, OW with b, I, t, r, s, sh, st, and cr. Follow this with marking words in the Spellers, page 72, and the adapted Reading lesson. TABLE OF REFERENCE. Show, by the following table, the different sounds of ow, ou, and 00: (i.) ow, as cow ou, as out 00, as book (2.) 0W5 " bow Old., " you do, " moon (3.) 6w» " bellows 0U5 " would o^, " door (4.) ou, " four odi, " blood EQUIVALENTS OF U LONG. ( u =u^=ui==ew) Present the following words for marking: due, hue. Sue, juice, sluice, dew, few, new, pew. Remember, as a rule, 3'ou must mark out a vowel before you mark the first vowel of the word long. Words ending in ew are exceptions, for, in these, the vowels speak together. Present for review words with u long, words in which this vowel is separated from final e by a consonant, as,tube, fume, tune, dupe, muse, mute. Ask pupils why we mark u long in these words. (Answer: first, because e is the final vowel, and next, because we do not find r, sh or y at the beginning of these words.) In presenting words with equivalents, call attention to the fact that with the exception of ew, one vowel must be marked silent and that, as a rule, this is the one on the right hand. Present the words suit, fruit, juice, sluice for marking. Review the words with 86 POLLARD'S MANUAL. ew, referring to the change in the sound when these vowels follow r, ch or y. The lesson which must follow will be found on page 73 of Spellers. Do not confuse pupils by introducing many exceptions until they have learned to recognize the different families of words. The law of opposites requires a greater exercise of the reasoning faculties than that of association. There are, besides, many words that are found to be exceptions only to certain classifications. These will be recognized in other families when the latter are introduced; as, love, dove, etc. These words, although exceptions to the words of O long, have been classified with the u short family. So, also, the word been, although not found with the words of e long has been classified with the words of i short. ■ Lead pupils to clas- sify such words by their vowel sounds rather than to consider them exceptions to all rules. THE ITALIAN FAMILY. a ITALIAN (before r. If, Iv, Im and un.) Make scales of a short and a Italian. Show pupils that ar parts the teeth the width of two fingers — more than any other sound of a; that the vowel must be tied to the r following, as the sound is produced. Compare the spaces between the teeth, as a short and a Italian are sung. Lead pupils to see how little sound is given to the r; how flat the tongue hes as we sing up the scale of Italian a. Present lists of words, for comparison, of the sounds of a short and ar: bat, bar, cat, car, hat, harm, pat, part, sat, star, hack, hark. Show, by printing these words with r, that none begin with w. Explain that the sound of the vowel is changed when w precedes ar. STNTHETIC METHOD. 87 TABLE OF REFERENCE. Build up words, with Italian a, from the following table: Take ar, with b, c, f, m, p, t, st, sp and ch. " art, " c, d, p, st, ch and sm. " arm, " f, h and ch. " ard, " c, h, 1 and y. " ark, " b, h, 1, m, p, sh and sp. Take in the final consonants as you tie; as, ark. Form words of the family of ar on the Rotary. As you present words with back-door keys, instruct pupils about the double tie. Refer to your explanation of this tie, when words with circumflex u and the wave vowels were presented. When two consonants follow r, make the double tie rapidly as 3'ou sound; as, hearth. Follow this board drill with the marking and sounding of words with Italian a, found on the 74th page of the Spellers, and this, in turn, with the adapted Reading lesson. Let the drill upon the ar words be followed by words with aim, alf and alv. Explain that two dots must be placed over a w^hen this vowel is followed by im. If or Iv; also, that in these words I must always be marked silent. Present words of the Italian family of aim; as, balm, calm, palm. As these are marked, pupils must say -'silent" as the I is marked out; "a" as the two dots are placed above the vowel, and then pronounce the word. Explain that we do not tie a Italian to any consonant except r. There is no blending of other consonant sounds. After saying a the lips must close to sound m ; therefore, we must not tie this vowel to m. Present the words calf and half and show that in these, also, the I is silent and the a Italian. In halve, point out the only difference, which consists in the final e being silent. Present can't, sha'n't and laugh, as examples in which Italian a occurs. In laugh show that u is silent because it is the right-hand vowel. Show also that when gh equals f , we draw a line through both letters: as, -gft^. Suggest that if these letters followed 1 (it being the only vowel of the word), we should mark both silent. ^8 POLLARD'S MANUAL. See Manual, page 98, for change in marking bath, lath, path. Ask pupils if these are name-words; show that th must be tied underneath because it is a whisper-sound. Present these words a second time, adding S to form their plurals. Show that this addition of S changes the sound of th; as, bath, ba4^=J-S. Present words ending in unt to show that these letters make a Itahan. Make scales of aunt and lead pupils to see that this word contains one silent vowel. Mark this scale from their dictation: first step, tie nt; second, mark u silent; third, place two dots over a; fourth, pronounce. Sing up and down this scale, giving the sound of Italian a, and articulating distinctly when the tied consonants are sung. Present the word are and suggest that the family is at last found into which this word has been adopted. To remember this, pupils may print this word repeatedly. It looks so like the words with circumflex a, that there will be danger of incorrect marking if this is not done. Is AND Are. Here give Language Lesson on is and are. Make these words fit theirname-words. Present incomplete sentences, leaving blanks where the subjects should be; as, " is here," " is glad," " is asleep," " is lost," " are there," " are sad," " are awake," " are found." Call upon pupils to mark and pronounce these words, that they may be ready to follow the teacher when the complete sentences are read. Call special attention to the word are, that they may remember the Italian a. Lead them to see that a noun of tne singular number must be chosen to be placed in front of is, and of the plural in front of are. Ask: "Who is here.? Can we say 'Girls is.?' (Lead pupils to reply.) 'Boys is.?' No; we must choose a name-word of the singular number — a word that means only one person. How many think 'Jane is here' is correct?" Fill the first blank with Jane, ask pupils how to mark the word, and then read the sentence. Mention "here" as a sign=board word. Take the first sentence of the plural. Ask: SYNTHETIC METHOD. 89 "Can we say 'Jane are there'? Why not?" (Lead them to under- stand that a name-word of the plural number must be chosen for are; that we can not use is.) Ask: "Can we say, 'Boys are there?' " Complete all the sentences in this way by asking " Who is? '" or " Who are? " after which ask pupils to form sentences in the singular and plural numbers. WAVE VOWELS. er=jr=yr) If teachers accept the classification of Prof. Alonzo Reed, they may make all the wave vowels equivalents of ur by presenting equiv- alent scales; as, »Ji:=e»:==Tr=yr. But, if it be deemed best to give a distinctive sound to the^wave vowels," do so. Show that the vowels e, i and y have the same sound when followed by r, and that these vowels must be marked with a wave before they are tied to the consonants. After singing the scales make a Letter song of these "wave-vowels,'' and sing from left to right and from right to left. In presenting monosyllables with er, lead pupils to see that e must be marked with a wave, when it is followed by r final or r with other consonants; as, her, berth: also, in accented syllables; as, prefer, defer. But in unaccented syllables with er, this vowel must be marked obscure; as, mother, brother. Show, also, by presenting the following words, that the inter- vention of a silent letter does not affect the vowel sound. First mark out the silent letter and afterward tie across it. Show pupils, in this way, that the vowel sound must not be given apart from the r; as, earth, earl, earn, heard, hearse. Here sing the stanza adapted to the wave-vowels, found in the Johnny Story beginning " Three Enghsh ponies tied, '^ etc. ir. Present words in ir; as, fir, firm, sir, third, thirst, birth, mirth. Show that these must be marked with waves, and tied underneath as the sound is p-iven. 90 POLLARD'S MANUAL. Present words in yr, as, myrrh. As this is the only monosyl- lable with yr whose meaning young pupils can be led to under- stand, desire them to mark it frequently. Refer to its peculiarity — the two silent consonants following the yr. After these "pony" or wave-vowels have been presented, pupils may turn to their Spellers and mark all the words found upon page 76, following this with the Reader lessons adapted to these words. Teachers should remember that the words in which these vowel sounds occur can be made as interesting to 3^oung pupils as those of the long and short families. Remember that it is not the inanimate letter that hold's the child's attention but the object associated with it. THE CIRCUMFLEX VOWELS. O CIRCUMFLEX. Make scales of o short and o circumflex, side by side. Explain, before pupils are permitted to sing these sounds, that the latter is a prolonging of the sound of the former; that lips and teeth must be held in the same position for both sounds. This will prevent their falling into the common error of making o circumflex equal to a Italian. Be sure to require a quick, short sound as you point to O short. Present on, not, hot, doll for marking. Sing up on O and down on or; up on or and down on o; and lastly sing up and down alternately; as, o, or. Refer to the ponies in the Johnny Story. Show, by the following words, that or is sometimes fol- lowed by another consonant, and sometimes by a consonant and a vowel. Mark, sound and tie. or form north horse for corn sort morse nor lord word worse SYNTHETIC METHOD. 91 As you present the above words, lead pupils to see that those beginning with w do not belong to this or family. Tell them or, in these words, must not have the same mark. It will be easy for them to remember this. Whenever they find the word or, or any words where these letters are preceded by any consonant except w, the circumflex mark must be placed above the vowel and the latter tied to the r following as the sound is given. The words with wor must not be marked until their families are introduced. Present such words as north, and show that here a double tie must be made. First, tie the or, as you sound, and afterward tie again the final consonants; as, north Pupils will learn, from this, that words in which these vowels are found, must first have the correct mark placed above the vowel ; that this vowel must be tied to its r, and, lastly, the final conso- nants (back-door keys) tied. This is to impress pupils with the thought that the sound of smooth, or glide r, must not be separated from its vowel. When, therefore, any word is found in which a vowel is tied to r to show this blended sound, we must begin the marking of that word by placing the diacritical mark above the vowel, instead of first tying the final consonants as we do in such words as fond, best, etc. Lead pupils to see how they may distinguish between o short and o circumflex, by presenting comparative Hsts of words with 6 and or and calling upon them to mark, alternately; as, cob corn bond born shot short hot horn sot sort pot port mop morn cod cord spot sport. As pupils may learn from port and sport that there are excep- tions in or, it may be well to remind them to try words ending in ort before thc}^ mark them in their Reading lessons. Also present other words for comparison; words ending in e. Show, by reference to these, that when r is the only consonant found between o and final e, the o, as a rule, may be marked long. 92 POLLARD'S MANUAL, But when another consonant follows or, then we expect the or to be circumflex, as more morse tore torse pore horse. Mention, however, that we shall, occasionally, find words of the o long family in which the o is separated from e final by two con- sonants; as, force: so this will lead us to try such words before we mark them. The sense of what we read will always aid us in deter- mining the correct pronunciation. (Spellers, page 77.) U CIRCUMFLEX. Make scales of u short and u circumflex. Lead pupils to observe the similarity of the position of the teeth in the production of these sounds. Show that more time must be given to the latter. Sing up on u short and down on ur, then up and down, alternately. As the teacher marks each urof the scale, pupils may say "circumflex," and, as these letters are tied, they may give the circumflex sound. Let the singing of the scale be followed by the singing of the stanza found in the Johnny Story which refers to the sound of u circum- flex. Present the following words for marking, alternately, sounding u short in the first, and ur, in the second: bun, burn, fun, burst, sun, surf, tun, turn, stun, turf. Desire pupils to tie in your presence. Remind them of the double tie, when ur is followed by a consonant; as, bum. ur=or. Make equivalent scales ur=(w)or and show how the w changes the sound of or. Place the circumflex under the vowel to indicate this change. Refer to the ponies in the Johnny Story. Present words for marking: work, worm, worth, word, worst. se after ar, er, or and ur. Leave s unmarked in final se when it follows any glide-r vowel. As, parse, verse, horse, purse. Also, in some nouns, when it follows ou. As, house. SYNTHETIC METHOD. 93 THE BROAD FAMILY. a BROAD. Make scales of 6=a. Here give a review lesson upon this sound. Show how it parts the rounded lips. Refer to the sign of equality to impress pupils with the thought that these vowels, although marked differently, speak alike. Refer to what has already been said about words beginning with war, to show that w changes the sound of a Italian to a broad. Present the following words in a column, concealing the first consonant of each that pupils may see they would all belong to the Italian family were it not for w; show that w makes little a say a, in these words: warm, ward, wart, warp, warn. Show that a broad must be tied to r. Let this drill be followed by marking, alternately, the following words: arm, warm, art, wart, hard, ward. a broad; as in all. Show that II final makes a broad. Place all upon the inner section of the Rotary and show how large a family Mr. Broad has. Build up words from this table of reference: Take all with b, c, f, g, h, p, w, st, sm, squ and thr. Show that Mr. Short has adopted one of these word-children (shall) into his family. alk and alt. Show, by presenting the following words, that Ik and it make a broad; also, that I is silent before final k but not before final t; as, balk, walk, chalk, stalk, calk; halt, malt, salt. Show that ul makes a broad; as, vault, Gault, fault, Paul, Saul, haul. aw. Show that, wherever the vowels a and w are found together, we always mark w silent and a broad. Make scales of a=aW. Form words upon the Rotary with aw, awl and awn. Build up words in aw with C, I, m, p, r and s. Point to a broad and o circumflex as you sing these scales. 94 POLLARD'S MANUAL. aught AND ought. Show, by the following words, that when we find a or o in front of ught we must mark the former broad and the latter circumflex, after marking the three letters silent found between the first vowel and final t. We must remember, too, to mark out each silent letter separately, saying "silent" as we run the obhque line through it; as, oHg:Kt, noid.g:ht, thoU^Kt — au^Ht, nati1g:tlt,caH^tit. Show, also, that the proper name, Vaughn, follows this rule ; ughn, with another final consonant, making the a broad. Let correspond- ing lessons in Spellers and Readers be given as each family is presented. a HALF BROAD. Show, by the following words, how w changes the sound of a: was, wad, wan, watch, wash. Lead pupils to understand that, as a rule, they may place one dot under a, and give it the sound of o short, when wa is not followed by r. e CIRCUMFLEX. Make scales of e short and e circumflex, and show that the lat- ter is a prolonging of the sound of the former. Show that, in the following words, er has this circumflex sound, leading pupils to observe that e final is silent as in words of the Long family: ere, there, where. Show, also, that in some words the silent letter is found between the circumflex e and the final r; as, their, pear. In such cases we must mark the vowel silent and tie the e to its r, e^liding the vowel sound into the r as we tie; as, thei^-r, pear. Lead pupils to understand that the vowel sound must not be separated from the sound of the r that follows, and that they must always mark out a vowel before they flace the circumflex over the e. This will prevent any confusion that might arise when words with wave-vowels are found. Require pupils to copy and mark these words repeatedly, sounding correctly as they tie. (Spellers, page 8i.) SYNTHETIC METHOD. 95 SIGN-BOARD WORDS. Give a Language Lesson on sign-board words (adverbs ot place). Pupils may ask and answer questions in turn, bringing in these two words where and there each time, the teacher writing questions and answers as they are given and underscoring the two adverbs; as "Where is Jane Brown?" "She is there in her seat." "Where do you live?" "I live just over there, by the church." THE PRONOUNS They AND Their. Show that such words as they and their stand for name- words and are called pronouns. Lead pupils to see that these words stand for two persons or things. Point to two boys and say "They study their lessons," "They move their feet," "They turn their heads." Print they and their, repeatedly, and desire pupils to mark these words — the first equal to a long, the second to e circumflex. Point out the reason for the different markings of e in these words; lead pupils to observe that it is the r follow- ing that gives e its circumflex sound. Show that there and their belong to the same family ; the former is a sign-board word showing where; the latter means to own, or possess — as, their books, their slates, their pens, etc. Pupils may till their slates with the words there, where, and their and after marking each, may draw one line under the sign- boards and two lines under the pronouns. This drill is to teach, not only the pronunciation, but the orthography of these words. a CIRCUMFLEX. Make scales of are. Show that words with a circumflex, like those with e circumflex, always have a silent vowel. Sometimes final e, and sometimes the silent vowel precedes the r; as, fare, fair, pare, pair. If Webster's suggestion be preferred that a circumflex is an equivalent of ae, as in faery, require this given correctly. Present words with a Jong and a circumflex, side by 96 POLLARD'S MANUAL. side. Show how re final in words of the second column tells us that we must mark the first vowel of each word, a circumflex. Point, alternately, to words in each column, that pupils may realize that any other consonant with e final makes the a long. After this has been made perfectly plain, call pupils up, in turn, to mark the following words: babe bare page pare fade fare tame tare safe care wade hare sale dare wave rare a SHORT ITALIAN (before ss, ff, sk, st, sp, nt, ft, nee and th.) Give the sound of this vowel and lead pupils to see that the teeth do not part as much as for a Italian. Suggest that they may think of the two dots as standing for two fingers, and the one dot for one finger. This is merely to call attention to the difference in the posi- tion of the teeth and lips as these sounds are produced. As they sing up and down the^e (a a) scales, they may measure the distance between the teeth. Also, desire pupils to sing a a a, from left to right, to the air ("Evening Star") found on page 24 of Songs, and watch the move- ment of each other's lips. Daily practice in the singing of these sounds trains the ear, and pupils thus become critical in the pro- nunciation of words in which the Italian, and short Italian sounds, are heard. Before presenting words with short Italian a, talk further about double or like consonants. Present the following words and show that we may expect to draw a breve-cap over the vowel found in front, as soon as we have marked the right hand conso- nant silent: add, ebb, egg, inn, odd, off, cuff. Explain that exceptions are found in monosyllables belonging to the families of aff, all and ass and in the accented syllables of longer words. SYNTHETIC METHOD. 97 ' We often find words with 11 in the family of Mr. O Long and often ull in the family of 00 short. Because of this, we must deter- mine by the sense of what we are reading to which family such words belong; as, " Poll went to play with her doll, while Ned ran out to roll his hoop." " Did you ever hear a bell toll.^" " Do not loll; sit up straight." "What a dull day. Do pull up the shades and let the sunlight m." - We shall learn, by marking and sounding the following words, that ss and ff make a say "a:" lass, mass, pass, staff, chaff, quaff. Do not hasten over the short Italian words. Present one family at a time. Show that sp, st, ft and sk are whispers. Pupils may learn the correct sound of a short Italian, by repeatedl}' marking words of this family and parting the teeth the proper distance as this sound is produced. Make a scale of each famil}' name, in turn. Take, lirst, asp, but do not tie the consonants nor place the dot over the vowel. Sing the following to the air found upon the 26th page of the Songs ("John Brown's Body"), placing a dot over each a found at the end of a line as you sing. Place a dot over each a of the chorus before you begin to sing: A in front of sk must have the sound of a; A in front of sk must have the sound of a; A in front of sk must have the sound of a; /\, a, a, a, a, a^ (Measure with one finger to be sure of the space between the teeth.) Chorus: — A, a, a, a, a, a, a, a, a, a, a, a, Ask, ask, ask, ask, ask, ask. Tie the final consonants (lock the back door keys) rapidly as you sing ask. Sing very distinctly. Sing, in a similar manner, as you 98 POLLARD'S MANUAL. present each family name. In presenting words with ant give com- parative lists: aunt ant flaunt slant taunt grant Mark alternately. Lead pupils to see that when nt is tied, if silent u be found in front, then the a must be marked with two dots above. But if the a is found immediately in front, then one dot. In presenting the ance family, mark the e silent and the C soft before the singing bdgins. While singing the chorus, tie nc. After marking scales of the ance family, show, by the follow- ing words, that nee makes every vowel short except a; as fence, mince, sconce, dunce. Build up other words ending in nee. Present this TABLE OF REFERENCE for short Italian words: Take ass, with 1, m and p. " asp, " g, h, r and gr. " ast, " c, f, m, p and 1. " aff, " ch, st and qUc " aft, " sh,drandgr. " ant, " p, Gr, si and ch. " ance," d, pr, gl and tr, " ath, " b, p and wr. In conformity with the change made in the latest edition of Webster's Dictionary we have changed the sound of a in words of the ath family. We now mark the vowel with but one dot above; as, bath, path. S7NTHETIC METHOD. 99 SHORT VOWELS. Give a review lesson upon words ending in dge and tch; as, badge, match. Show that tuoo consonants are found to follow the vowels contained in each word. For this reason they do not come under the rule for the long vowels. Explain that d is always silent when followed by ge, and t when followed by ch. Give reasons for this. When we sound soft g", the tongue first presses the hard palate just as it does when we sound d. If, therefore, the d were not silent, the word would be bad-ge. It is the same with ch. The sound of t is contained in the ch-whisper, and, if the t were not silent, the word would be mat-ch. Show by the following words, that, with the exception of words in ance and ange, all vowels must be marked short when followed by dge, tch, nch, nee and nge: edge, etch. wench, fence, hinge, ridge, hitch, inch, wince, singe, dodge. notch. pinch, sconce. cringe. budge. Dutch, lunch. dunce. lunge. (Spellers, page 83.) Make a separate lesson of each column of words. Show, first, that j=g'==^g6t are equivalents and that d must always be marked silent in front of ge; secondly, that t must always be marked silent in front of ch. In marking such words as lunch, tie the last three consonants. Tell pupils they will always know they are to mark any vowel short (except a) as soon as nch has been tied. In words ending in tch, they must remember, first, to tie and sound ch; next, mark t silent, and lastly, to mark the vowel short. Let this general rule guide pupils in the marking of words in which a is riot found. Rule: — When the first or only vowel of a word is followed by two or more consonants mark it short, if the first of these con- sonants be not r; as, fence, hinge, dunce. Show, b}^ illustrations, that in this, as in other rules, exceptions are found in a, as strange; in 1, as bind; in o, a« roll; in u, as full. loo POLLARD'S MANUAL. THE PRINCIPAL SHORT FAMILIES. ab am ap ag ad an at em eg ed en et ib im ip ig id in it Ob op og od ot ub um up ug ud un ut ack and ang ank ash amp eck end esh emp esk ick ing ink ish imp isk ock ond ong- omp uck ung unk ush ump usk atch ax etch ex elm ell ess ent elt itch ix ill iss int ilt otch ox OSS utch unt adge est ench eft edge enge ence ist inch ift iff idge inge ince ost oft odge ust unch uff udge unge unce x=ks. When X is the final consonant of a monosyllable, leave it unmarked; as, tax, sex, fix. x=gz. When X precedes a, e, i, o, u, or the aspirate h, in an unac- cented syllable, make it an equivalent of gz; as, exact, exerts exists exhort, exude. x. Leave x unmarked when it is followed by io in an unaccented, syllable; as, noxious, flexion. x^z. When X is the initial consonant of a word or syllable make it an equivalent of z; as, xebec, Xerxes, THE LETTER y. Give additional drill upon this letter. Remind pupils that it is a consonant when it begins words; — as, yam, yes, you, your. SYNTHETIC METHOD. loi youth; but that, in all other positions, it follows the rules governing the vowel i. When not followed by r, in four and five letter words which do not end in e we mark y short; as, myth. When followed by r we place a " wave'' above it, and sound as we tie to the consonant; as, ^i When y is the only and final vowel of a word, mark it long ; as, my, thy; also, when followed by e final mark it long; as, dye, lye. Show this word aye to be an exception; in it we find both e and y silent and a long. Print and mark this word ten times that you may remember it is ayfet- Present the word ay and show that it, also, is an exception. Although y follows a vowel and is the final letter, we mark it short and the a Italian; as, ay. Pupils may be led to remember this, also, by printing and mark- ing. After both words are made familiar, explain the difference in their meaning. The word belonging to the Long family (aye) means always^ while the other means yes. Sailors say "Ay, ay," instead of "Yes, yes." Present the word eye as an exception; a word composed of three vowels. Mark y long, and the e pre- ceding and following it, silent. y=T. When i is an equivalent of consonant y we must mark it with an inverted breve (raise an umbrella over it). It is only marked in this way when it begins an unaccented syllable, and is followed by a, e or o; as valiant, spaniel, onion. T — gfn — pn • Make equivalent scales. Lead pupils to understand that, in all four and five letter words, the sound of ph equals f. It will help them to remember this if they will draw a line through these letters whenever they are found together, whether at the beginning or at the end of a word; as, Ralp+^, pli-ase. When ph final follows a consonant, the line should first be drawn through these letters to I02 POLLARD'S MANUAL. make them equivalents of f, and afterward the consonant in front should be tied as the back-door key is sounded; as, Ral^+^. We shall find many exceptions in this family — words that look as though they should belong here, 3'et do not. In such cases we must mark the same word repeatedly, in order to fix it in our memories. In words where ou precedes gh final, as a rule, run a line through g"h to make it an equivalent of f and mark the u silent. Do this without regard to the sound of the vowel found in front; as, laH#l=^5 CQu.f<+^. Make scales and present the words dough and though and show that, although they look exactly like those we have been marking, they have three silent letters and are found in the family of Mr O Long. There is one other word in which three silent letters are found — through. We must class this with the family of 00 long. It will help us to remember, if we think that little o shivers and says "p " because she is so near the cross dog that says " r." Again, we shall find more words with ugh. These belong to the U Long family and have the gh silent; as, Hugh, Pugh. Of course we can not mark u silent here, because it is the only vowel of the word. As soon as we learn the different families to which these words belong we shall remember when to make gh equivalent to f and when to mark ugh silent. We shall, also, be able to write them correctly when we hear such words spoken. Desire pupils to make a line of words of the Long family, placing dough and though among them; as, go, so, no, dough, though: also, a line of words in which 00 long is found; as do, two, spoon, through. U SILENT. In monosyllables when a, e or i is preceded by gu, mark u e^lent; as, g'U.ard, gHest, gXide. Show that such words do not obey the rule, because the right hand vowel is sounded, while the first vowel is silent. The word Gttelph is an exception. STNTHETIC METHOD. 103 Sh = chj ch=ich; -eK^k. Present words to illustrate these sounds: (i.) ch, as chaise; (2.) ch tied, as wrench, clinch; (3.)-eK, as-cKrism, €Kr,ome. Show, by marking these words, that when we do not tie ch we must mark the h silent and the c hard. b SILENT. Mark b final silent after m; as, lamb, limb. mpt. Mark p silent when found between m and t; as, prompt. COMPOUND WORDS. Desire pupils to copy, mark and pronounce the following com- pound words, giving you their reasons for marking. Print these upon the board for this purpose: cab-man, bell-boy, out- house, cow-bell, noon-tide, tell-tale, mill-stone, hemp- seed, bon-fire, pay-day, school-boy, play-thing, stove- pipe, ware-house, grand-sire, scare-crow, gas-light, birth-day, grass-plot, sea-gull, turn-pike, sun-shine, tooth-ache, fir-tree, oat-meal, snow-drop, work-shop, rain-bow, foot°path, salt-box, blue-bird, cord-wood, corn-crib, cart-wheel, horn-pipe, hen-coop, ant-hill, path-way, coach-man, rail-road. Note. — Teachers must bear iu mind that the rules governing the pronunciation of the words found in the Speller, from the beginning of the 24th to the last word on the 86th page, are especially adapted to the correct marking of monosyllables. Although the same general rules may be applied to words of more than one syllable, a greater number of exceptions will be found in these. This, however, does not retard the progress of the pupils. The knowledge and independence gained through the marking of monosyllables, give them the power to pronounce, without instructions, the more difficult words found iu the new lessons. X04 POLLARD'S MANUAL. WORDS WITH EQUIVALENT SOUNDS. Present lists of words, with equivalent sounds, for marking; as best chest says said on log fox was wash sit pin been cook could pull moon poor move through true grew cur worth birth myrrh were bun son come done morn caught salt walk warnn draw DISSYLLABLES. Do not divide words into syllables j speak of them as words in two pieces. Lead pupils to understand that all the words thus far presented have been of one S3'llable, and that the rules given for the marking of these (with the exception of some in ed) apply especially to monosyllables. Pupils may repeat after the teacher the following words, giving the falling inflection: bell, stove, chair, wall. (If they fail in the falling inflection, ask them to bow their heads as they pronounce each word.) And now these words: baby, cradle, window, apple. Point out the difference; the latter are words of two syllables — words in two ■pieces. Here show pupils, by illustrations, how impossible it is to pronounce words in two pieces with a single impidse of the voice. This makes it very easy for them to recognize such words. Lead them to understand that if we mark words aright and place the accent marks correctly, the true pronunciation must follow. Our next step leads us to speak of accent. Explain to pupils that these parts or pieces of words are called syllables; that we must not pronounce both syllables with the same SYNTHETIC METHOD. 105 accent. In the first, the voice rises a Httle and falls in a wave accent, making it seem as though v^^e gave this syllable more force; as, baby. Bear in mind that the rules and directions, thus far, were applied especially to monosyllables. In introducing longer words we shall find that the syllables comprising these, in many instances, follow the same rules; yet pupils should be prepared, gradually, to expect more exceptions hereafter. . In dis- as in monosyllables, we present families of words. We will first take the family of ing, and show, in the words which follow, that, in a general way, syllables are governed by the same rules as the monosyllables we have learned. Explain the meaning of the following Rule: — In syllables of two, three and four letters, ending in single consonants, mark the vowel short, except when it is followed by r. (Here refer to syllables in which a is preceded by w or fol- lowed by r, w, li, Ik, ss, ff, etc., and lead pupils to observe that these consonants and the vowel w affect its sound just as they did when they preceded or followed this vowel in monosyllables; as, wanting, farming, pawing, calling, waltcing, passing, quaffing.) ■ THE ing FAMILY. ' Give the following drill that pupils may remember to mark the vowel short when the syllable ends in a consonant, but long, if the vowel is its final letter: ab ba ad da ag ga am ma an na ap pa at ta eb be ed de ef fe en ne et te Show, also, that if a vowel constitutes a syllable by itself it must be marked long; as abl^Sts idjfef Make a scale of ing. Sing up and down after pupils have marked these syllables. Remind them that ng final made the i, found in front, short in the monosyllables they marked. Require distinct articulation as the scales are sung. Refer to the nasal sound of n; also, to the fact that g must be marked silent in the io6 ' POLLARD'S MANUAL. syllable ing. Pupils may copy and mark ing ten times, and thus lead the eye to recognize the syllable ing at sight before the mark- ing of dissyllables commences. Refer to the effect of double consonants upon the vowels preceding them. Show that we expect to mark such vowels short Speak of the exceptions given for monosyllables (II, SS and ff) Lead pupils to see that they place the breve over the first vowel, because it is found in front of double consonants. Show, also, that the silent letter belongs to the last syllable. ACCENT. Ride for Accent: — Place the accent in front of the syllable contahiing the family name. Present the following words for marking: matting, hopping, bedding, hunnming, letting, cupping, lagging, running, hitting, pressing, stuffing, cunning. Call pupils, in turn, to the board, to sound and mark the above words. Pronounce the word as the accent mark is drawn. There should not be an instant's hesitation in pronouncing dissyllables. If the previous drill upon 'monosyllables has been thorough, pupils will recognize the first syllables of the former words at sight. The marking of the family name ing need not be continued after pupils can recognize it by sight. Call pupils up, in turn, to mark and place the accent mark over the following words before pronouncing them : banding,- hacking, banging, banking, standing, stacking, hanging, sinking, ending, decking, ringing, linking, mending, kicking, singing, winking. Refer to the difference in the sound of the vowels preceding nd; show that a and e are short while i is long, and thus lead pupils to realize that these first syllables follow precisely the same rules as did monosyllables; that these words of the ing family are, indeed, made from words of the Short family, with the exception of binding, finding, etc. Show also, by the following dissyllables, that words of the Long family are changed into the family of ing SYNTHETIC METHOD. 107 by dropping the final e of the primitive word and adding ing: as, skating, tanning, pacing, taking, biting, ciiiming, racing, making, voting, timing, raging, boring, doting, tuning, paging, writing. Pupils will remember that final e is marked silent in all the words of the Long family. Now, the only difference, where ing is added to the primitive word, is that this vowel is left out altogether. We must, however, remember that it was there before these words came into the ing famil}', and, for this reason, the first vowel of such words must be marked long. No confusion can arise, if pupils will mark the first vowel long when it is found in front of a single consonant; but short, if in front of double con- sonants. Give a review drill in monosyllables with the equivalent vowels ai, ea, oa, ou and ee before you introduce other families of ing, thus showing that the same rules for marking are to be observed. (Place the accent mark in front of the family name.) failing, reading, roaring, seeing, railing, speaking, soaring, sleeping, sailing, reaping, pouring, creeping. St AND ste. Show, by presenting paste, taste, waste, and marking the first vowel long (before e final is erased and ing added), why a is long when followed by St. Explain that it is because these words belonged to the Long family before they joined the family of ing; that it is st final that gives a its short Italian sound and not ste. Follow this drill by marking similar words in Spellers and in Readers. NAME-WORDS AND ACTION-WORDS. Show that both kinds of words are found in the ing family. If, from previous drills, pupils have been made familiar with action-words of the present and past tenses they will be led to distinguish readily between the two in words ending in ing. Print io8 POLLARD'S MANUAL, matting and nettingi^,* Mark these words and call upon pupils to pronounce them. Lead them to recognize them as name-words. Desire Ben to run, and then say "Ben is running." Ned may hop; after which say "Ned is hopping." Let pupils devote ten minutes to doing what you suggest, and thus lead them to see that these words which mean action are made by adding ing to an action-word. They will thus be ready to realize later how closely the participle is related to the verb. Remind pupils of the little watches, d and ed, that determine when words are of the past tense (when the action wa-s done in past time), and tell them that they may think of the ing found after an action-word as of a little watch that shows present time; as, "John is walking" means that he is walking now, "Jane is talking " means that she is talking noiv. How would it sound to say "Ben is hopping yesterday or to-morrow? " Hereafter, let us try to tell, from the sense of what we are reading, whether words of the ing family are name-words or action-words. If we come to matting or netting, we know these are name-words; but, if we find skipping, running or jumping in the lesson, we know that our feet must move; therefore they are made from action- words. After marking the ing words in their Spellers, pupils may underscore any famihar name-words and point out the words that signify action. Desire pupils to pronounce such words as running, skipping, Plopping in a quick, cheerful way. Let the meaning of the word guide them in the natural expression of it. Drill upon such words as hush, Iiark, softly. Place upon the board a column of words of the Short family; as fan, pin, tack, stand. Prove that these are name-words by pointing to each object. Show, also, that these are not always name but sometimes action-words.- Say: "I have a fan. Let me fan you. This is a pin. Let me pin your dress. I found a tack. Let me tack the carpet." Lead pupils to tell w^hen such words are name and when action-words, as they occur in their Readers. Refer to them simply as name and action-words. Show how these words may be changed into words of SYNTHETIC METHOD. 109 the ing family. When the word ends in a single consonant, double this in front of ing; as, fanning, pinning. When it ends in two consonants, merely add ing; as, tacking, standing. THE le FAMILIES. Make a scale of le and sing up and down, holding the tongue in the same position throughout the singing. First show that all "Words ending in le belong to one of these families, and that, as in the Long families, the final e is always silent. Present, first, words with double consonants, reminding pupils to mark the vowels short found in front of these. Show, also, that the silent consonant belongs to the last syllable. Mark from right to left, and pronounce as you draw the accent mark: apple, paddle, saddle, raffle, babble, ripple, settle, scuffle, cattle, tussle, kettle, shuffle, bottle, muzzle, fizzle, dazzle. After marking and pronouncing these words, pupils may repeat them for the practice. Let the sound of the 1 be short and distinct. Ask if it would sound well to say paddul, saddul. Call pupils up, in turn, to draw lines under the name- words. They may speak the words that denote action. Explain how a brook babbles (Spellers, page 89). Give drills upon these sounds, being sure that not a -particle of vowel sound slips in between the consonants; avoid bul, pul, ful, u=u Mark ea silent where eau equals u long; as, beauty. 122 RULES. eau=o Make eau an equivalent of o long in beau, flambeau. ew==u. Make ew an equivalent of u long when these vowels follow any consonant except r, ch, sh, or y; as, dew, few, hew, mew, new, pew, stew. ew==oo Make ew an equivalent of' oo long when these vowels follow r, ch, or y ; as, drew, chew, yew. ew=6 Make ew an equivalent of o long when preceded by S or sh ; as, sew, shew. en. When the liquids 1, m, n, r are followed by en final in an unaccented syllable, mark the e short; as sullen, flamen, linen, barren: also, after ch; as, kitchen. When en final follows d, k, p, s, t, v, x, sh and th, mark the e silent; as, maiden, shaken, ripen, bitten, driven, lessen, woven, waxen, freshen, heathen. (Chicken is an exception to the above.) el. When el final follows u or ew long, mark the e short; as, cruel, jewel: also, after b, c, d, p, n, ss and, sometimes, v; as rebel, parcel, model, gospel, panel, tassel, level. i (short). Mark i short in two and three letter words ending in single con- sonants, except such as end in r; as, sip, rim; also, when followed by two or more consonants, the first of which is not r (ck, ng, nk, nt, st, th, ss, ff); as, sing, pick, ink, mint, mist, with, hiss, stiff. Exceptions are found where i is followed by nd. Id and nt; as, find, mild, pint. RULES 123 i (long). In words where a single consonant separates i from e final, mark the e silent and the i long; as, bite, fine, fire; exception, give. Mark i long before nd and id; as, bind, mild; exception, wind, gild. When i is the only vowel and final letter of a syllable, mark it long; also, in the words ending in ie and the pronoun I; as, idle, bible, tie, vie, I. i=e (long). Mark i with two dots over when it is followed b}^ Que; as, pique, clique: also when followed by gue; as, fatigue. in. When in final is found in an unaccented syllable, mark the i short; as, robin, pippin, Latin, vermin, muffin. Exceptions are found in cousin, raisin, basin. il. When il final is found in an unaccented syllable, mark the i short; as, pupil, stencil, tonsil, peril, vigil, civil. Exceptions are found in evil, devil, weevil, where i is silent. 6 (short). Mark o short in two and three letter words ending in single con- sonants, except such as end in r; as, on, hot; exception, oh: also short when followed by two or more consonants, the first of which is not r; as, pond, lock, song, lost, font, toss, scoff, botch, bosh. Exceptions are found where o is followed by n, st, Id and II; asj son, most, cold and roll. (long). In words where a single consonant separates o from e final, mark the e silent and the o long; as, cone, rove, pore. 6=u (short). Exceptions to o short are found in son, ton and won; to o long, 124 RULES. in come, some, done; and in many words of the ove family, as dove, love, etc. p a^o6t=feto^6 . Mark o long in words and syllables with oa, oe and eo; as roar, foe, yeoman. Mark O, and o before h, long; as O, oh. PROPER DIPHTHONGS. ow=ou oy=oi. Tie proper diphthongs. Place no mark above these vowels; asj cow, frown, out, south, boy, oil. o=5w = ofci. Mark the w and the u silent in words where ow and ou afli not proper diphthongs; as, tow, pour, doug-h, pillow. 6p==6W=u (short). Place one dot over o and mark the right-hand vowel silent in words where oo or ow equals u short. As, bellows, gallows, flood, blood. o=i (short). Make o an equivalent of i short; as, women. do (short). Mark oo short when these vowels are followed by k and in words beginning with w; as, book, wool. Also in some words of the ood and oot families. 0=06 (short). Make o equivalent to 00 short; as, could, would, should. do (long). Mark OO long when these vowels are not followed by k and when the word does not begin with w. Exceptions are found in the ood and oot famihes. RULES. 125 60=0. Make 00 an equivalent of o long in the words door, floor, brooch. ood. As 00 has three different sounds when followed by d, pupils must sound before marking such words, and mark in accordance with the sense of what they are reading: 00 short, in good, hood. Stood; 00 long, in food, mood, rood, brood and snood; oo=u short, in blood, flood. o=db. Make o an equivalent of 00 long; as, move, prove, lose: also, in you, your, youth, group, croup, rouge, soup, tour, through, and in many similar words of French derivation: thirdly, in the following words ;-do, two and shoe. Run a line through o to make it an equivalent of wu; as, one, once. ^ o (circumflex). Place the circumflex over o when it is followed by r; as, or, for, nor, morn, form, etc. Exceptions are found in some words with ord and ort; as, ford, port, sport; also, where or is pre- ceded by w; as, word, work, etc. Mark o circumflex before ught; as, ought, foughtj sought, thought. or. When or final is found in an unaccented syllable, mark the o obscure; as, horror, terror, doctor, splendor, pastor, sculptor, vigor. A few exceptions are found to this rule. on. When on final is found in an unaccented syllable, mark the o silent when it is preceded by c, ck, s or t; as, lesson, beckon, bacon, Milton. 126 RULES. ij (short). Mark u short in words of two and three letters ending in single consonants, except such as end in r; as, cup, cut: also, when followed by two or more consonants, the first of which is not r; as, luck, sung, sunk, must, hunt, fuss, stuff, hush, bunch. u=oo (short). Exceptions to the above rules are found in words where u equals oo short; as, bull, full, pull, push, puss: also, in the word put. u (long). When u follows any consonant except r, sh or y, in words of the Long family, mark it long; as, tube, dude, huge, fume, tune, dupe, pure, muse, mute. u6^=u>=u. In monosyllables ending in ue and ui mark u long; as, due, juice. Exceptions are found in words ending in que. u=ew. When ew follows any consonant except r, ch, sh or y, make these vowels equivalent to u long; as, dew, few. u=ew=6b. Make u an equivalent of oo long when it follows r, sh or y, in words of the Lcng family; as, rude, shute, yule; also, in words whose first syllables are ru; as, ruin, rumor. -tt=w Make u an equivalent of w. (i.) In words and syllables beginning with qu; as, quack, conquest; exceptions, quay, queue, bouquet and other words derived from the French, and words ending in que; as, casque, mosque, brusque. In such words mark the ue silent. RULES, 127 (2.) In dis- and trissyllables where ui or ue follows q; as, liquid, aqueous. (3.) In words beginning with cu followed by i; as, cuirass. (4.) In unaccented syllables beginning with g where u is followed by a, i or o; as, language, linguist, languor: or in accented syllables where s is followed by a; as, suasive, per- suade, assuage. u=i (short). Make u an equivalent of i short; as, busy, business, lettuce. u=e (short). Make u an equivalent of e short; as, bury, buried. y (short). Make y final, in unaccented syllables, an equivalent of i short, by placing a breve over it; as, lady, gravity. y (vs^ave). Place a wave over y before r in words and syllables; as, thyrse, myrmidon. y (long). Place a macron over y when it is the only and final vowel of a word or of an accented syllable; as, try, tying, defy, multiply. y. Leave y unmarked and give it its consonant sound when it begins a word or syllable; as, you, yes, yonder, lawyer. THE MARKING OF CONSONANTS. fe. (silent). Mark b silent before t or after m in the same syllable; as, debt, doubt, lamb, comb. 128 RULES, c==s. Mark c soft before e, i and y; as, cent, cite., cyst. c=z. J. Make c an equivalent of z in sacrifice, suffice and discern. -c (hard). Mark c hard before a, o, u, k, 1, r, t; as, cat, cob, cut, back, clam, cry, fact. ch=tsh. Tie ch when these consonants are equivalents of tsh; as, church. ch=sh. Place a cedilla under c when ch is an equivalent of sh; as, chaise, charade. -cK. When ch is followed by 1 or r mark h silent and c hard; as, chloral, chrism: also, in words derived from ancient lan- guages; as, chasm, choral, chyme. Exceptions to the above rule are found in charity, chart, charter, &c. archn When arch precedes a vowel, make ch an equivalent of k; as, archangel, archipelago. When arch precedes a consonant, make ch an equivalent of tsh; as archbishop, archfiend. (SK (silent). Mark ch silent in drachm, schism, yacht and their deriv atives. ^^ i=y- Make i an equivalent of y in soldier. ibL (silent). Mark d silent before ge final; as, pledge. RULES. d-=t. 129 When ed final follows any breath consonant except t, make d an equivalent of t; as, tapped, quaffed. When ed follows t or d, mark the e short; as, wanted, worded. When ed follows any consonant except t or d, mark the e silent; as, passed, helped, pinned. Exceptions are found in wretched and crooked, and when blessed, cursed, &c., are used adjectively f AND ff. Give f its true sound when it is the final consonant of the compound words, hereof, thereof, whereof. Make ff an equiv- alent of f by marking out the right hand consonant; as, scoff. g=j. Mark g" soft before e, i and y; as, gem, gin, gymnast; exceptions, get, give, geese and other words. g (hard). Mark gr hard before a, o, u, !, r and ir; as, game, gore, gun, glad, gruff, girl. Mark g final hard when it follows a vowel in word or syllable; as, bag, beggar: also, when it begins a second syllable and is preceded by n; as, linger. g: (silent). Mark g silent in words and syllables beginning or ending with gn; as, gnat, gnashing. gK (silent). When i is the only vowel in the word and is followed by gh, mark gh silent and the i long; as, light: also, when gh precedes t; as, bought; exception, draught. 130 RULES. Make gh an equivalent of f in laugh, and in some words where these consonants follow ou ; as, cough, trough, tough; exceptions, dough, though, through. gh=p. Make gh an equivalent of p in hiccough. g=zh. Make g an equivalent of zh in rouge. K (silent). Mark h silent after g and r; as, ghost, Rhine: also, after a vowel in the same syllable; as, sirrah, Hannah; and in some words where it precedes a vowel; as, hour, heir, honest. T=y. Make j an equivalent of y, in hallelujah. "k (silent). Mark k silent after c and before n; as, hack, knit. 1. Mark 1 silent in monosyllables when found between a and m, a and f, a and v, a and k; as, calm, calf, halve, talk: also, in the words could, should, would. Exceptions are found in psalmody and in other words where Irn is followed b}' O. n=ng. Underline n before k, q, c, x and g hard; as, bank, conquer, uncle, anxious, hunger. ng. In dissyllables ending m er, underline the n of the first syllable when er means one who, or thativJiich; as, singer (one who sings), RULES. 131 wringer (that which wrings). Do not underhne if two vowels are found in the first syllable; as, ioung-er. n. Do not underline n when it is followed by g soft; as, danger, stranger. 11 (silent). Mark n final silent when it is preceded by 1 or m; as kiln, hymn. n=ny. Draw a wave over n to make it an equivalent of ny; as, canon (a ravine). "PL (silent). Mark p silent between m and t; as, prompt: also, in rasp- berry, receipt, sempstress, accompt and corps. In words beginning with ps, pt and pn, mark p silent; as, psalm, ptar- migan, pneumonia. When ph are the first or last consonants of a monosyllable, make them equivalent to f ; as, pliiz, lymph. ph = v. Make ph an equivalent of v in nephew and Stephen. g=gue. q=que. Mark ue final silent when these vowels follow g or q. As, rogue, pique. s (surd). Leave s unmarked in monosyllables. 1. When the first letter of the word. 2. When it precedes p, t, k, f or th (breath). 3. When s or es final follows p, t, k, f or th (breath). 4. When the first letter of the double consonant (ss). 5. In the combina- tions nse, Ise and rse. 6. Sometimes in verbs and of\en in other parts of speech s is surd when it comes between vowels. 132 RULES. ^ (^sonant). Make s an equivalent of z in monosyllables, i. When it fol- lows any voiced consonant except in the combinations nse, Ise or rse, 2. When it ends the word and is preceded by a diphthong, vowel digraph or any sounded vowel. Exceptions, gas, yes, this, us, thus, plus. 3. In es final (e being silent) when pre- ceded by a voiced consonant. 4. Often in verbs and sometimes in other parts of speech s is sonant when it comes between vowels. s=sh. Make s an equivalent of sh when sion or sure is preceded by a consonant; as, mansion, censure. s=zh. Make s an equivalent of zh when sion or sure is preceded by a vowel; as, vision, cohesion, pleasure, closure. t (silent). Mark t silent before ch; as, watch, hitch: also, after s in dissyllables ending in en and le; as, glisten, nestle, thistle, etc; also, in often, soften. t=sh. Make t an equivalent of sh when this consonant is followed by iai, ie or io, in unaccented syllables; as, partial, patient, nation. Show, by marking them, that these words, in which tion and tian follow s, are exceptions: fustian, question. t=ch. Place three dots under t when it is an equivalent of ch; as question. th (breath or flat). Tie th before r, ir and sometimes before vowels; as throb, thrust, thank, thick, thorn, thumb; also, when these are the final consonants of a w^ord, or the last letters of a compound word; as, path, breath, ninth, bath, Ruth, forthwith, herewith. RULES. 133 th- (voiced or sharp). Mark th (voiced):^ — First, when these consonants are the first letters of personal, relative or demonstrative pronouns; as, they, their, that, this, these. Secondly, when they are the first letters of adverbs; as, there, then, thus. Thirdly, in the plurals of words ending in th; as, baths, moths. Fourthly, mark th voiced in the preposition, with, and its derivatives, within, without. Fifthly, in verbs ending in th and the, and their derivatives; as, clothe, clothing, mouth. th AND 4*^. (Nouns.) (Verbs.) bath bathe cloth clothe mouth mouth (Singular Number.) (Plural Number.) bath baths cloth cloths path paths wreath wreaths W (silent). Mark w silent in words and syllables beginning with wr; as, wrap, wren, wrist, wrong, awry: also, where w follows a; as, raw, crawl; and when ow is not a proper diphthong; as blow, sorrow. wh=hw. Tie wh before any vowel except o; as, what, when, whit. Mark W silent in words beginning with who; as, who, whom; exceptions;— whoa, whorl, whortle, whopper. 134 RULES. x=z. Mark x equivalent to z when it begins a word. As, xebec, Xerxes. x=ksii Leave x unmarked — i. When it ends the word or precedes silent e final. As, tax, fix, axe. 2. When it precedes a syllable beginning with any consonant except silent h. As, extort, ex- pend, exhume. 3. When it precedes an unaccented syllable beginning with a vowel. As, axis, axiom, noxious, flexion. x=gz. Mark x equivalent to gz — i. When it precedes a syllable beginning with silent h. As, exhort. 2. When it precedes an accented syllable beginning with a vowel. As, exact, exert, exist, exude. y= 1 (short). Make y final an equivalent of i. short, in unaccented syllables; as, baby, tidy. y=i (long). When y is the only vowel and final letter of a monosyllable (or accented syllable) make it equivalent to i long. As, by, defy. T=y. Make i an equivalent of consonant y, when the unaccented syl» lable begins with ia, ie or io; as, valiant, Daniel, onion. y. Leave y unmarked at the beginning of words or syllables, and give it its consonant sound; as, you, yes, yonder. z=zh. Make z an equivalent of zh in azure and seizure. THE JOHNNY STORY GRAND-PA'S FARM. THE JOHNNY STORY. CHAPTER I. Johnny. Jones was six years old. He lived in Chicago with his papa, mamma, and his baby sister, Bess. Although Bess was four years old, they often spoke of her as "the baby." The children's grandfather lived in the country, more than a hundred miles away. Johnny had been there once, but that was in the winter time, when he had to stay in the house. But now it was spring-time, and it would be so lovely to roam about in the green fields and to see the fruit trees in bloom. This is what Johnny thought when his mamma asked him how he shc'uld like to go to the country with her and Bess. "O, very much!" he answered. "When shall we start.^" " To-morrow or next day." "What shall we see there .^ Tell me every thing." "I think it may be better to wait and let you find out." "Well, then, tell me just one thing; something I shall like very much." "Then come into 'the nursery. I shall need the black-board and chalk to show you." Johnny followed her, wondering what the black-board and chalk could have to do with what he should see in the country. "I think," said mamma, holding the chalk between her fin- gers, " you will like the little Ian* bs most." "What do lambs say, mamma?" (He had an odd way cf asking what birds and animals said.) " I thought you would ask, m^^ son. I think they say * a^ a, as' THE JOHN NT STORY, 139 when they cry for their mammas. Look ! there are the lambs, and a ladder which you may draw upon your slate, as soon as I teach you how to make this sound. '^ "I must learn it, mamma, and teach the baby to say it with me. You know I taught her to mew like a kitten." "Well, Johnny, I think I can help you remember this. These drawings are called letters. I have made this letter eight times. Now, as I draw the curve above each letter, I want you to open your lips and say a. See, I have placed them on the ladder I have drawn. You may think of them as little boys wearing turned-up caps, and climbing up." "Why did you make them that way.^" "Because I want you to sing them with me." "But the ladder ?'' " That shows that the voice must go up, one step at a time. Here is a picture of what I call a breve cap. Observe that the rim is curved. I shall not ^ — x draw the entire cap above the voice letter, but just /a C l\ ^^^^ \\XX\it curve, and when- ever I place this curve [q Jj^yl^ above, it shows that this letter belongs to the fam- ^^**"*— — — -"^ ily of Mr. A Short. All his letter-children wear breve caps. When you see this (a), just think of a little boy climbing up a ladder and making a noise like a young lamb every time he puts his foot upon one of these rounds." "Does he stay up there, mamma, or turn and come down?" "You must think of him as coming down in the same way; one step at a time." "And saying a each time?" " Certainly, my son. I only speak of a little boy climbing up and down to lead you to understand that your voice must go up and down, just as it does when we sing do, re, mi, up and down the scale. Now let us sing." " Please wait until I bring Bess." Bess came toddling into the room, her little hand clasped in her brother's. 140 THE JOHNNY STORT. '' Open your mouths wide enough to place a finger between your teeth. Keep them open just that far, while we sing up and down."' All this pleased Johnny very much. He looked at mamma and then at Bess to be sure that hei" mouth was all right; then they both sang with mamma, as she pointed to each letter. 2\fter they had sung up and down a number of times, she made another ladder to the right of the first one, and printed this letter (A) eight times. Then she placed a curve above it and told Johnny that it also stood for the lamb's cry. She said that both letters had the same sound; that he might think of one as the little boy, and the other as the grown-up man. "Whenever I draw two letters with these little marks (==) between them, you may know that they have the same sound. So now we can sing up on the large, and down on the small ones." Johnny said he liked this so, well that he could sing all day; but mamma said he must work now. She placed some tooth-picks on the table and showed him how to make the large letters. " They look like tents with ropes around them, mamma." "You must take these half-rings and place them above the letters before you sound." " That means they must have their caps on before they are ready for me." ' "Yes, dear, and every time you put a cap on one, you must open your mouth one finger wide and sound. « We call these ' voice let- ters.' Try to remember this. You may. call j'our teeth the doors and your lips the storm-doors, and think that they both open with a spring, for they fly apart whenever your mind tells them to make a sound." " Would not door and front gate be bet- ter in summer time, mamma .^ " " Perhaps so. I will leave you to make the letters while I pack our trunks. You may, also, copy the tent I have drawn, to help 3'ou remember the large voice letter,'^ THE JOHNNY STORT. 141 CHAPTER 11. Johnny made eight "tent letters," as he called the large voice- letters, and placed the half-rings above. Then he took the chalk and drew pictures of what he had made. When this was done he asked his mamma to look at them. " They are very nicely made, dear, but they do not stand for the lamb's cry." "Why, mamma .^" he asked quickly. "Because you did not remember to draw the curves." " Sure enough, mamma, the new moons must be over the tents. Now hear me sound as I draw. It is the cap that stands for the sound, is it not, mamma?" "Yes, my son; we must place the cap above the voice-letter as we make it sound." "Do the lambs open their mouths too, mamma .^" " Yes, dear, they open them, but they can not use their lips and teeth as we do. There are some sounds which they can not make. Close your lips and say m." " I know why that has not much sound." "Why, Johnny.?" " Because the gate is shut, and the doors almost shut, mamma. It can't get out." " I am glad you understand this. It shows that m is not a voice- letter. Whenever 3'our lips or your teeth or any part of your tongue help to make the sound, you may be sure it is not a ' voice-letter.' I call this a ' lip-letter,' because the lips help to make its sound. I will draw the ladders here upon the board and let you copy them, after which we will , sing m = M." "Why do you make the 'little boy letter' first.?" " Because we shall need more of these letters than of the larger ones." " How shall we need them, mamma .? What shall we use them for.-* " We use these letters and sounds in learning words, and always find many more small than large letters in books." 142 THE JOHNNT STORT, "But have these two just the same sound?" "Always, Johnny, when you see this (=) between them." " Then this httle boy changes when he becomes a man. They do not look at all alike, mamma." "No, but some small and large letters do." Johnny asked if he must draw breve caps over the lip-letters. "No, dear; we draw those only over the voice-letters." "When must I sound the lip-letters." "Sound as you finish each. As you draw the last line of m make its sound." "Are there more lip letters.^" "Yes; the sound that begins the baby's name is another." '^ Which, 'baby' or 'Bess?'" " B-ess, b-aby," said Mrs. Jones, slowly. "This lip-letter begins both names." " Oh, I see] " cried Johnny, who had watched his mother's lips very closely. " I saw your lips shut both times." "Here are the ladders for you to copy: b = B. Sound as you draw the curve to the right ^ enough to sing; so you in the small letters, and as I may just sound up and you draw the lower curve in I down the ladders; after the large ones. Keep your 1^^^^^ which you may draw this lips closed all the time." |f^&^% picture of Bess holding out " There is not much ^^^^SB her hands to me as I say, sound to this, mamma." j^S^'^r ' Come to mamma, baby "No, Johnny, not JL^^liP^ Bess.'" CHAPTER III. The next day, Mrs. Jones told Johnny that she was ready for their journey. "Will papa go with us!" "No; papa must go away on business. He will go part of the way by cars and part by steam-boat. When a steam-boat is THE JOHNNY STORY, 143 heard far off, its puffs sound like this — p! pi pi Watch my lips and tell me what kind of a letter this is." "It is a 'tag' letter, mamma." "What do you mean, my son.^ " "I mean that your lips played tag then." "Yes, so they did; but it was the lips you see; therefore p is a iip-letter." "Can we sing it.^ " " No, it is just a whisper. There are more ' whisper ' letters. You may make these scales, P=P; after which draw this steam- boat." '*This little boy did not change when he grew into a man, did he.?" "Not much; he just grew taller. You may puff as you draw the curve to the riglit at the top, and think the steam-boat is coming nearer as you make the letters larger; as, pl pi P! When we pronounce a word, as Pat, our lips do not fly open until the sound of a short is given. Be very" careful, dear, not to say pu. Just press your lips together until the next sound opens them. Now we must prepare to start to grand-pa's. "Can we take my black-board?" " If you wish it. There will be rainy days when you must stay in doors, and then we can sound." " Please leave m}^ ladders on it. Grand-ma will like to see them." " Call Jane and tell her to wrap it in paper. We can take it in the buggy. And now bring Bess to me that I may dress her.'* 144 THE JOHNNY STORT, It was four o'clock in the afternoon when the cars stopped at the station, where uncle Nat stood waiting with the rock-away to drive Mrs. Jones and the children out to the farm. Uncle Nat was twelve years old, and Johnny felt sure it would be nice to go around with him and see every thing. He lifted Bess and Johnny into the nice roomy rock-away and then helped mamma in. As they drove along, Johnny kept singing a. A, up and down the scales. Then he hummed m = M — the baby watching him all the time. " Sing with me, Bess," he said, patting her on the cheek. "Open your mouth and part your teeth one finger wide and begin." This was easy for even a baby to do, and soon she could sing the lamb's cry nicely. '' Put the end of your tongue to the roof of your mouth and make this sound, n," said mamma. Both the children tried. " This is the sound that begins uncle Nat's name. Listen, and you will hear it in these words: N-at, n-et, n-ot, n-ut. Each time you say these words, your tongue goes up." Mrs. Jones took from her pocket a small blank book. "We will call this our Sounding Book,''\s\\Q said. Then slie took her pencil and drew, n = N. "Remember," said she, "whenever any part of your tongue goes up and touches the roof of your mouth to make a sound or a whisper, we call the letter that stands for such a sound a ' tongue-letter.' " "I'll draw ladders for n on my black-board to-morrow." "Be sure to sound every time you make a letter, Johnny." "Let me say it, too," said Bess. She looked straight into Johnny's mouth when he sounded n, but when she tried, she said "1,1." " Huh ! " said Johnny. "That is not right. You are too Httle, baby."' "But she did make the sound of a ' tongue ' letter. She pressed the tip of her tongue a httle farther from her upper teeth. Now you may try to do the same. Here are the letters, I=L. We can all sing this sound; it is so easy. Let us try." THE JOHNNY STORY. MS 1, n, 1, n, 1, n. 1, 1, n, 1, n, 1, n, 1, n, 1, n, 1. n. 1, I. n, 1, n, 1, n. Johnny placed a hand on each knee, bent down, and looked in the baby's mouth. "Sing on, little Sounder," he said, "I want to see just where your tongue touches." Mamma drew these two letters on straight lines, and told Johnny to sing their sounds to the air of ''Yankee Doodle," and to notice the points at which the end of his tongue touched: n, n, CHAPTER IV. How lovely every thing looked when the rock-away stopped at grand-pa's and uncle Nat lifted the children out! The grass was so green, and the apple and peach trees were in full bloom. Johnny did not follow mamma and Bess into the house. He stood still and looked around. Close beside him a big gray cat was drinking milk from a saucer. Just then uncle Nat's dog Gyp bounded past to meet his master. Kitty thought he was coming for her milk, so she raised up her back and said "f, f, f!" Johnny remembered this, and that night, when mamma was rocking little Bess, he asked her about it. " Yes, Johnny, there is a letter that stands for kitty's hiss. Here it is, and here I have outlined kitty and the dog, that you may draw them; after which you may print these scales: f=F. 146 THE yOHNNT STORY. *' You will notice that your teeth help to make this hiss. You press them against your lower lip and blow your breath through." Bess had been watching while mamma and Johnny made kitty's hiss, and now she pressed her little white teeth to her lip and blew so hard that some sound came through. "V, v, v," she said. "That is not right, baby. Sound as I do." " No, Johnny, watch Bess and do as she does first. There are but two ' teeth letters ' and the sound which Bess made stands for the other." " Sound again, then, smart little teacher, and show me how. I will call that a tent wrong side up." Just then a June bug flew in at the window, hands. "Do hear it sound, Johnny? It says v. " "I will draw its picture, baby, and leave it for to-morrow's lesson. Here it is." Bess clapped her V CHAPTER V. There was quite a wind storm that night. It seemed to moan as it blew among the trees. Johnny heard it just before he fell asleep. It rained hard the next morning, and when he tried to take Bess across the yard under grand-pa's big umbrella, the wind almost jerked it out of their hands, although they both held it as tightly as THE JOHNNY STORT, 147 they could. At last uncle Nat saw them from the window and ran to help them out of their trouble. Mamma had hung the black-board up in their room. She took the chalk and made this letter, W. " Those are double tents wrong side up, mamma," said Johnny. " This is a 'lip-letter,' Johnny. Open your lips the least bit; only wide enough to place the point of a knitting-needle between them. Now sound this way, w. Does not this sound like the wind away off among the trees?" " I think it does, mamma." "Keep your lips just that way; do not open them any wider when you sound. Here I have arranged these two letters as I did 1 and n, that you may sing them and notice the change with teeth and lips: V, W, V, W, V, W, V, w, W, V, W, V, W, V, V, W, V, W, V, W, V, w, W, V, W, V, W, V. "And now you may sing these sounds in the same way: m, n, m, n, m, n, m, n, V, w, V, w, V, w, m, w, n, V, m, w, n, v, a, a, a, a, a, a. CHAPTER VI. For two days nothing was said about sounds. Johnny was kept very busy going over the farm with uncle Nat. But the third day it rained again, and then he was ready to listen. Mamma was sewing buttons on the baby's dress. The black- board hung near her. Johnny erased the letters they had learned and laid the chalk beside her, as he said, " When uncle Nat and I went out, yesterday morning, we found some pigs in the meadow. 148 THE JOHNNY STORT. The large gate had been left open and they had gone through from the lane. He called Jill, and you should have seen those pigs run when he said s, s!" ^' Yes, Johnny; here are the letters for you to make the scales, S=S; but draw this picture first, to keep the sound in your mind.' " The man-letter looks just as he did when he was a little boy, only larger. Do you not think so, mamma?" " Yes, dear. This letter stands for a hiss, but not kitty'^s hiss. This sound is made by pressing the sides of the tongue to the inside of the upper teeth, leaving a small space in the middle for the breath to whistle through. Observe, too, that the letter has no voice." "That will be a hard letter to draw, mamma." "Yes; but if you will bring ine a smooth, pine board, I will draw this letter on it with chalk; then you can shell an ear of corn and place the kernels on the marks; after which you can draw it better, for this will be a guide to you in forming it." CHAPTER VII. One mornmg Bess came trudging up the steps, carrying her doll, Jenny, and followed by Gyp. The baby and the dog both breathed hard. "Just hear them pant, mamma!" "My doll is heavy," said Bess, "and Gyp is tired because he THE yOHNNT STORT. 149 has been running fast. He was naughty, too," she added, shak- ing her finger at the dog. ''He caught Jenny's dress between his teeth and tore it. See!" " I will mend it, dear. Gyp meant no harm. He was, probably, so glad to find you he did not know what he was doing. But about this sound which Johnny calls 'a pant.' Here are the letters which stand for it, 'breath letters,' h==H. When you make these scales, breathe out in this way, h=H. Breathe very gently. Notice, too, that both teeth and lips are open. Now why is not this a voice letter.?" "Oh!" said Johnny, "because we just breathe out its sound." " Yes, that is just the reason. Remember, you are not to sound hCi, but just breathe out easily and run the sound into the next letter; as, hit, hem, how. You may think little h is the picture of the chair Bess sits in when she is very tired. As she sits down she breathes hard, h, h, h." " How much this little fellow changed when he grew up ! I should not suppose these were the same letters, h=H. Perhaps the large one stands for the tired man's pant and the small one for the baby'^s^ or the little dog's hard breathing." CHAPTER VIII. "There are pigeons at the barn, mamma. What letter stands for the sound they make?" " This one; d = D. It is a sound made by young pigeons. You may outline these pig- eons and sound as you print each d. " ISO THE JOHNNY STORY. " This sound presses the tongue up, near its point, a little harder than n. Try the two together, n, d, n, d. " " I can scarcely hear that sound when you make it." " No, you can not. It is, besides, a hard sound to make, but I think it sounds like the young pigeon's cry. As d stands for what the young pigeons say, you may just think how those two little fellows will talk when the eggs are hatched. It will be d, d, d, then." CHAPTER IX. "I am a little afraid of bees, near a hive out in the yard, and "Yes, here is the letter, z Now play you are little bees, and buzz with me, ^la ^^9 ^^5 -^^ ■ " That grown-up let- ter looks just as he did when he was a little boy-letter, don't he?" "Very much, dear. Here is a bee which you may draw before mamma. I just now passed quite heard them sounding." = Z. I call this sound the 'buzz.' 3'Ou make the lad- ders. After you are through, tell Bess a story about bees. You can recall one I have told you." " She is a sweet hon- ey bee herself, mamma. I can taste it on her lips." z=Z. CHAPTER X. " Listen, Johnny. When I say G-yp and J-enny, you hear the same sound in both names, although they do not begin with the same letters. Here they are, j=J and g = G. The tongue is pressed up f::rther back than with n, and the teeth come together. There is but little voice, yet it is not a whisper." "Must I place a dot over each one of these letters.^" THE JOHNNY STORT. 151 "No, dear; only over this one, g. You will always find the dot printed above the letter j." " This will make it easy for me to remember, mamma. As thib ( j ) letter has the dot, I shall remember its sound when I place a dot above this other letter." " We speak of this letter as ' g" soft.' So, when I ask you to sound g soft, think of the dot above and sound like j. "There is another letter that looks just like g soft, except the dot above. I have sketched a frog to help you remember this sound. We call this new letter ' g hard,' and place a line above. Now look at the sketch I have made, and play you are a little frog, croaking in the pond. Let us croak together, g, g, g. Think of the frog as you make these scales, g=G." CHAPTER XL They had fresh fish for dinner that day. Johnny was so busily engaged in telling mamma about the different things he had seen, he forgot to be careful and almost swallowed a fish bone. 152 THE JOHNNY STORT. Mamma helped him from the table, patted him on the back, and soon all the trouble was over. After dinner, as they sat near the black-board, mamma made some letters and talked about them. " Here are three letters which have the same sound, although they do not look alike. Think of what happened at the table when you tell what they stand for; — k=q = -e. "What, mamma .^" " K, k," said little Bess, and then mamma smiled. • " Ho, ho! I call that sound the 'choke.' " "Would it not be better to call it the 'fish-bone letter.?' This will remind you of the ' choke ' which is made in the throat with the back of the tongue.'' " Never fear, mamma. I shall always remember that." " Very well, then. You may try to think of it as you draw this fish. "Just think that the little line you run through the C, to give it its hard sound, is the fish-bone that troubled you. You must remember, too, that it was not the fish that made this sound, but the little boy who forgot to be careful at the dinner table." " I shall try to remember, mamma, not only that I ma}'' learn * the sounds of these 'fish-bone letters,' but because I hope never to be so careless again. I shall print these scales (k = q = c) at quite a distance from my fish, or Bess may think it is making the sounds." CHAPTER XII. " Please show me the letter that stands for the cross dog's growl, mamma. Uncle Nat's dog Growler is kept at the barn. He is a fierce looking fellow, I can tell you. A strange man came across the field to speak to uncle Nat and Growler gave such a low, cross growl — ^just this way, r, r, r." THE JOHNNY STORY. 153 " Yes, dear, you made the sound that stands for this letter, r. Growl again and you will feel the sides of your tongue go up and press the inside of your upper teeth. You may watch me as I draw a cross dog, and afterward you may copy it and make scales.'' " Let me draw two dogs. The larger one for this (R) big letter, the smaller, for little r." "Do so, my son; only make them both look fierce; this will help you think of it as a letter that grumbles, or growls, when- ever it is found at the beginning of a word. By this I mean when it is the first letter of a word or syllable." "What is a syllable.?" "It is too soon to explain its meaning to you now. After a while, I shall tell you all about syllables." CHAPTER XIII. "Please tell me how to make the whisper of a goose, mamma." " Very well, Johnny. Put the tip of your tongue between your teeth and blow your breath hard," said his mother. ^'As I d,o when I make kitty's hiss.?" "Almost that way; only now, you see, you must blow the breath straight against the tip of the tongue where it touches the upper teeth." "I did not know the geese made it that way. I wish Bess could have seen Fan and her pups the other day when I went to Aunt Edna's. The pups were eating meat when the geese came 154 THE JOHNNY STORY. marching along. The two old ganders hissed, and Fan just stood and said, '-e-j -e--' The pups did not mind it at all. I wanted to get near enough to see how they made the hiss, but, my ! that old gander reached out his neck for me and I ran away and hid." " Draw these geese, Johnny, and then print and tie the letters that stand for the hiss: "I am a Httle goose, Johnny. Hear me," said Bess; "■#!-, th." "Ha, ha! Yes, you are a dear little goose, baby; you blew sound through instead of just breath. Didn't she, mamma?" "Yes; but that is one of the sounds of th, Johnny, though not the one the geese made. There is a woolen mill at Stanton — a town not far away. I will take you there some day that you may hear the wheels and bands say 4+v." THE JOHNNY STORT. 155 CHAPTER XIV. *' The sound i wish you to learn to-day is what this (y) letter says. It is difficult to tell you how to make this sound. If you will press the sides of your tongue against the inner sides of your upper teeth and the top of your tongue (about the middle), to the roof of your mouth, and say §, you will catch the sound : or, if you ' will prolong the first sound of such words as y-et, y-es, y-ell, you will accustom your ear to this sound. Here are the scales: y=Y." "He didn't change much after he grew up. Bess, if you look as much like yourself after you are grown, I shall just think of you as 'the baby' still." " Mamma hopes both her darlings will be just as good and true in after years as they are now," said Mrs. Jones, folding her arms about them. " Can we sing these scales, mamma ? My tongue is so in the way." " Yes, dear, but you must keep it right there if you would give the sound of this letter correctly." " I can notice a little buzzing sound every time I try to sing y'.' "It sounds like Aunt Edna's spinning wheel," said Bess. "Does it, baby? As I never saw Aunt Edna I don't know; but I have heard a spinning wheel. Just hear me sound, as I spin round on my toes, y, y, ys" "Run the sounds together, Johnny, and then it will sound just like a wheel." CHAPTER XV. Johnny was spinning round on his toes and Bess pretending to " make him go " by moving her feet up and down, as she had seen Aunt Edna do when she spun rolls of wool on her little wheel, when they both heard mamma exclaim, "Why, John! " They ran out on the porch to see what had surprised her, and there stood papa! " O, papa! I am so glad you've come!" 156 THE JOHNNY STORT. 'Bess, too," said the baby, running out in time to be gathered with Johnny into papa's arms. He sat down and told them all about the pleasant things he had seen. Bess climbed up on his knee and took out his watch. " Let me hear what it says, papa." "T, t, t," said mamma. "This is something you have not learned yet, Johnny." "How is it made.^" asked Johnny. " It is made with the point of your tongue. Try now, t^ t, t. The tongue just touches near the upper teeth and then jumps back." "It plays tag, don't it, mamma, just like the lip-letter, p.?" "Yes, very much that way; and it has no more sound than p. Say first one and then the other: t, p, t, p, t, p. As the sound of this letter is to be given for our morning lesson, you will find a watch outlined upon the board. You may draw it, Johnny, while I talk to papa." THE JOHNNY STQRT, 157 CHAPTER XVI. " Come, Johnny, and see what I have drawn for this morning's lesson: ks=x. Here are two letters which have the sound of one; a letter that does not look like either of the others. Sound this (k) fish-bone letter and this letter that says ' S,' the one right after the other. As you sound I will tie them together to show that they speak almost at the same time. Now, run their sounds together as I tie, ks." "Please let Bess tie once while we both sound, mamma." "Certainly, dear. Here, baby, say ks as you draw the curved Hne under." Bess looked steadily at mamma's mouth, and then said with great :orce, "gz." "Not quite, little Sounder," cried Johnny. "I think, mamma, :hat she tried to swallow the sound of ks; it seemed to stick in her ihroat." " Well, Johnny, she made a correct sound, but not this one. We must speak of the sound of gz afterward." "Why, mamma, our baby is so bright she never really makes mistakes, does she } She always hits upon a correct sound." " It does seem so. But what I wish to show you now is that ks is the sound of this (x) letter. You may make scales of ks=x, and sound whenever you tie ks or print x." "Why, baby, what are you doing," said Johnny, as Bess began to run a line under the letter she had made. " You can not tie that letter; do you not see it stands by itself.^ " "• That is' true," said mamma, laughing, " but Bess is right again. This is just what we do when we wish to make x say gz; — we run a line under this letter: so, after you have made your ks = x scales, you may make these; — gz=x." Johnny made scales of ks, and showed Bess how to tie as he made the "double sound," as he called it; then he made "the 158 THE JOHNNY STORY. baby's scales," as he called these gz=x, because Bess had given this sound when asked to say x. " I can feel my throat move when I say gz, as I place my thumb and finger upon it, mamma." CHAPTER XVII. "Is Bess sick this morning?" Johnny inquired, as he joined his mamma on the porch where she sat holding the little one in her lap. "No, dear; only sleepy. She arose too early, I think." Just then Bess sneezed. " Bring her cloak, dear. I brought the black-board out here on the porch because it is so lovely to see the sunrise and hear the birds sing. As Bess has just sounded for us, I shall make this our first lesson.'' "What, mamma, the sneeze.^ " "Yes, my son. Look as I point and sneeze twice; ch=tch.'' Bess sneezed again quite hard, "Why, little Sounder," said Johnny, patting her chubby cheek. " I am sure 1 could not do as well as that. Why did you mark out that t, mamma?" "Because it never speaks when found in front of ch. It is always silent there." " I think this is the sound the engine makes when the cars come in. O, Bess! let's play that you are the cars and I am the engine, andT am taking you to Chicago. 'Couple' us, mamma, when I put my hands behind me. Now here we go — ch, ch, ch, ch, ch." Bess forgot all about being sleepy; she ran so fast she soon grew tired. She sneezed again, and Johnny stopped to praise her for " sounding " so well. But mamma said she had risen so early that morning that she must have a sleep after such hard play. So she carried her to the bed room and laid her on grandma's old fashioned sofa, the very one on which mamma had slept when sJu was a baby. THE JOHN NT STORY. 159 "It is warmer here, baby," she said, "and as the window is open you can hear all I say to brother." " Let her go to sleep if she wants to. I'll tell her every thing you say." " I think it may be best to outline a locomotive for you before you print these scales ;■ — ch=tch. As this may be too difficult for you to draw, just look at it as you sound ch and "tch." tch CHAPTER XVIII. Johnny busied himself with his drawing until uncle Nat came. He was so interested in his work he forgot that little sister was asleep and called out, " Do come, uncle Nat, and see what I have drawn.^' "§J?> ch," said mamma, raising her finger. "Bess has sh = ch. i6o THE JOHNNY STORT. fallen asleep. The sound I just made means ' Be still.' Here are the letters which stand for it. You may think of the whisper when you tie these letters," she said, drawing sh=ch upon the board. " But the last one looks like the sneeze, mamma." "Not quite. Look closely and you will see a little mark under the c." "Does that make the difference? " " Yes, it is these little marks that change the sound of ch into Sh. That you may remember this you may make these equivalent scales after you return; — sh=ch. " "They are both 'whisper sounds,' are they not.^ " "Yes, dear, and, as there is but one more ' whisper sound ' foi you to learn, I have placed it upon the board. As you tie these two letters (wh), hold up your finger and pretend to blow out a candle. Remember this is not w but wh. We use voice to sound W, but only breath for wh." CHAPTER XIX. "Say ^consonant,' Johnny," said Mrs. Jones, as she pointed to a group of nicely printed letters. " Consonant", he repeated, "that is not hard to say." " No^ it is not; menagerie is a longer and harder word and you find no trouble in pronouncing that. I think you will be able to remember 'consonant' as well, when I explain its meaning. There are twenty-six letters; five of these are voice-letters or vowels. The other twenty-one are consonants; they are either li'p^ teeth or tongue letters. I speak of them to you by these names because either the lips, teeth or some part of the tongue helps to make their sounds." "All except ' h,' mamm.a," said Johnny, opening his teeth and lips and blowing gently upon his outstretched palm. " Thank you, my son, for reminding me of this 'breath letter.'" "How many consonants did 3'"ou say?" THE JOHNNY STORY. loi " Twenty-one, and sometimes two of these have vowel sounds/' " Please wait, mamma, and see if I can not make Bess under- stand. Little Sounder," he added, looking very wise, " there are as many consonants as you have fingers, thumbs and toes, and one more; and as many vowels as you have eyes, ears and noses." "Ha! ha!" laughed Bess. "How many noses have \} •' " Well, as many vowels as you have eyes and ears, and one more." " That is a good explanation, little teacher," said Mrs. Jones, smiling. " I know how many five is," said Bess, examining her fingers, her eyes, ears and nose, in turn. CHAPTER XX. "In some cases this (a) vowel has what we call an obscure sound. In reading and talking we make this sound glide into the next word. It is the first -sound you hear when I say 'a pin, a tack, a book.' You will find in your Synthetic Speller, words classified for marking. Whenever you find this vowel (a) standing alone in front of a consonant, you must show that it makes this obscure sound by placing under it a breve cap, turned wrong side up ; thus, a . You will, also, find that this (e) letter has, sometimes, the same sound. Make scales of a=e and sing, giving the least possible sound to these vowels." "Why, mamma, that looks as though his breve cap had fallen off and the little fellow had no hands to pick it up with. I think I understand this obscure sound — just the least bit of a sound it seemed to me as you sang up the scale. May I make up a story abour obscure a for Bess.^" "O, please do, Johnny! A story about a little boy and a top.' "You just happened to use the sound then, but you gave it nicely." l62 777^ JOHNNY STORT. "What did I say, Johnny? " "You said a boy and a /c>^." "And you observed how hghtly she spoke the a each time, did you not, Johnny? " " Yes, mamma. I shall know how, when I learn to read." CHAPTER XXL AUNT EDNA. " Bess, dear, I have been to see aunt Edna. Uncle Nat took me. She says that I look like you, mamma, and Bess looks like papa, it sounded so funny, too, when she said she had known you longer than I had." " She has known me all my life, dear. She was my nurse when I was a baby." THE JOHNN7 STORY. 163 " Well, Uncle Nat took me to see her when we drove to town. We went in the new red cart, and he carried ever so many things to her;. flour, and corn-meal, and bacon, a — " '' Yes, Johnny, your grandpa takes care of her since she is too old to work." " She can hear very little, mamma. When Uncle Nat told her who I was, she put her hand up to her ear and said, ' E? ' " "That is the sound of a voice-letter, Johnny. Let me tell you how to make it. Spread your lips more than for a, and part your teeth only wide enough to take in the point of a knitting needle. You may remember this sound by thinking of an Q^^^ or by saying *Ed.' It is the first sound of these words. Make these scales, and, as you place the curve above each letter, sound it." •'O-ho! I see. These little fellows must have breve caps, too." " Yes, and 3"ou must remember, whenever 5'ou place a breve cap over a voice letter, this shows that it belongs to one of the Short families. Here are the scales. You may, also, draw a breve cap over each letter. Sometimes this (a) vowel says e; a line run through this letter makes it say -a-. Make scales of e=-a- and sing, keeping lips and tongue in the same position all the time." chapte:r XXII. " When Uncle Nat feeds the pigs in the morning they squeal out this sound; — i, i, i! " "Yes, Johnny; as you made that sound, your lips parted just a little — about the width of the tip of your little finger. Still, this is enough to show it to be a vowel sound." " I have outlined these hungry pigs upon the board for our next lesson. Draw them first, and make your scales afterward. Do not forget to squeal as you draw the breve cap above." " When you have finished 3'our lesson, Bess and you may play you are little piggies squealing for your breakfast; i, i, i, i ! " " Must they both have caps on, the small and the big letters? " 164 THE JOHNNY STORY. " Yes ; they belong to the Short family. Make two ladders and play that the dot is a balloon and the little boy is climbing up after it." "Ho! I like that, mamma Must I dot the man-letter? I you did not." "No; do not dot it. Just draw a curve over it." " This vowel (e) sometimes says i ; by placing a dot over e we show this to be its sound. Make scales of T^e and sing, holding teeth and lips in the same position." CHAPTER XXIII. " 0» O, baby, don't touch the lamp ! " said Johnny, one evening, as Bess laid her dimpled hand upon the glass chimney. " There, Johnny, you made the sound of the next voice-letter we are to talk about. Here are the scales: 6==0." " He did not change one bit after he was grown ; he only grew taller and wider." "For this sound you open your mouth almost two fingers wide, and make your lips somewhat round. Try it; — 6, 65 6, 6. When you want to remember, just think of what you said when 3^ou feared Bess would burn her fingers." " Or of the sound I make when kitt}' jumps up on my desk. I always say, 0, 61 when I lift her down." " Sometimes this (a) letter has the same sound." " Why, mamma, that is the lamb's cry." " Has it a breve cap on} " *' No, it has not." THE JOHN NT STORY 165 " Observe now. I place a dot under it, a. This dot shows thai it says 6 just the same as the round letter with a breve cap. Make your scales in this way; — 6=a. Always place the sound you have "o, o!" learned to the left, and the new sound to the right of these little marks. After you have made these scales we will sing up and down, looking right at the letters that you may remember this aew mark for a." CHAPTER XXIV. "You said there were five voice-letters, mamma. We have had four. Is there but one more to learn .^" "Only one more of the short vowels. Here it is: u==U. " " He did not change any more than o when he grew up, mamma." " For this sound you part your teeth more than for a; think of a mother tossing up a baby and saying " Up!" Inst then Bess hiccoughed. "I say, little Sounder, did you do that on purpose.^" asked Johnny. "I'm not doing it," said Bess, hiccoughing again. 1 66 777^ JOHN NT STORY. "Just hear her, mamma! I'd Hke to know what that sound is, if it is not U. I shall call these the -hiccough letters.' But Bess, dear, brother will get you a drink of water. It will be fun to make that sound, but not to have to hiccough when you donH want toy Johnny was surprised, when he returned with the water, to find that mamma had printed a scale of o's to the right of Johnny's hiccough letters. Over each of these round letters she placed a dot, and then explained to Johnny that one dot above made o say U. After he was made to understand this clearly, they sang these scales; — u=6. CHAPTER XXV. " Can you remember the sounds of the two vowels we took for our last lesson.? " a'sked Mrs. Jones, upon the day following. " D, 6," said little Bess, pretending to hiccough. "You do not forget, baby. She knows as much as I do, mamma. How many vowels are there, little Sounder.?" "A, e," said Bess, pulling Johnny's ears; "i, o," she added, touching his eyes; "u," she hiccoughed, taking his nose between her thumb and finger. " One, two, three, four, five." "You cunning little sister! How well you remember. How many consonants.?" Bess was sitting up in bed, with her -night-dress on. She thrust out her little pink toes, stretched out her dimpled fingers and afterward touched Johnny's nose. "It is that many, Johnny, but I can't say the number." "Twenty-one, Bess, I will place the figures here upon the black-board for you to look at when you pronounce the name." THE JOHNNY STORY. 167 CHAPTER XXVI. f " 00 00 0000 00 " O, mamma ! " cried Johnny, one morning, " please come out on the porch and hear the red rooster crow! Bess was afraid of him. She climbed up on the step-ladder and screamed for me to drive him away. Can you show me any letter that stands for that sound.^ " " After I have drawn the rooster I can. Here you see the letters." Johnny clapped his hands to his sides, as if they were wings, stretched himself up on tip-toe, and said: "ob, 665 o, u 6b Mamma told him to stop crow- ing and look closely at the letters she had made; to observe that the curve over double o, and the dot under o and u, showed that all these vowels must be sounded alike; but that the straight line over double O meant that he must make his lips round when he sounded those letters. " Now. mamma, I will watch the marks closely and crow again." CHAPTER XXVII. Upon the morning following Johnny was trying so hard to make a loud crow, he did not think of Bess who was standing near him, and his right foot came down hard upon her tender little toes. "Qw, oul" she cried, quickly. "I am so sorr}^, baby," he said, kissing her. "Brother did not mean to hurt you." " Look, children," said mamma, turning to the black-board, which Johnny had brought out on the porch before he spoke about the rooster's crow, "these two vowels (ow=Ou) whenever they are tied stand for the sound Bess made." i68 THE JOHNNY STORl", " They are not just alike, mamma." "No, they are not the same vowels, but they have the same sounds. Open your mouth two fingers wide and draw your lips together quickly." " Bess did make the right sound when I hurt her. And you said ' ow, ou,' when I tried to comb your hair this morning, didn't you, Bess.^" " Yes, I did. You pulled it hard," said Bess. " Must I always say, 'ow^ ou,' when I see these vowels together, mamma ? " asked Johnny. " No, but you will soon learn from the sense of what you are reading, how to sound these vowels properly. Here are two others which we tie together; that is, we try to make one sound when we say them; — oy=Oj. You can hear these sounds when I say oyster, oil. And now I want you to remember that these four, OW, ou, oy and oi, are the only vowels you tie beneath and try to sound as one vowel." "But, mamma, w and y are not vowels, are they?" " Always-, Johnny, when they do not begin a word or syllable." "Well, you never told me that before." "We have just come to it. This is the first time we have sounded ow and oy." CHAPTER XXVIII. "Why, mamma!" said Johnny, one morning, as he glanced up at the black-board, "what pretty drawings! Did you make them.?" "Yes; I made them with colored crayons to help you remember the Short family. Here you see the picture of an apple, an ^gg^ an inkstand, an ox, and a boy that I meant for your uncle Nat. If you should forget the sounds of the short vowels, you can recall these pictures, and speak the names of the objects for which they stand. The first sounds of these words will give you the short vowels." "I see, mamma. This will help me remember their sounds." THE JOHNNY STORY. 169 " Here, too, is a short vowel window for you to draw. Draw this window very nicely and leave it on the board that we may sing the sounds of these vowels daily to the air of ' Thumbkins,' " CHAPTER XXIX. "For our next lesson I shall talk about the Long vowels. I will draw the long vowel window that you may compare the two. There are just as many of these as of the Short vowels. Their sounds are so easily learned I think I can teach them all together. Here I have all the scales made."" As she spbke, she turned the board around and Johnny saw each letter drawn eight times. "Why, mamma, I don't see any difference. They look just like those we have learned. Surely, this is the lamb's cry," he said, pointing to a= "Has it a cap on.?" 170 THE JOHNNY STORY. "Sure enough! It has not. Yt wears a hat. Do all the Longs wear hats? Let me look a little closer. Yes; every little long fellow on the board has his hat on." '' You must remember that these lock just like the short vowels. It is the macron hats that show the difference in their sounds. " A opens the teeth the width of the end of the little finger. " E spreads the lips and almost closes the teeth. '-'■ I opens the teeth almost two fingers. "O draws the lips in the shape of the letter itself. " U has a double sound equal to yoo. "Sound with me as I point to these letters: a, e, i, 5, u. And now, that you may learn these sounds, sing with me as I point. But first let me draw a macron hat over each letter. Sing to the air of the National Hymn:" A, a, a, a, a, a, E, ©J 6j ©J 6j 65 T, i, 1, 1. O, o, o, o, o, 0, U, u, u, u, u, u, A, e, a, e, a, e, T, o, i, o. " Let me turn the board around for you to see the long vowel window. We must sing these sounds, also, every day, to the air of ' Thumbkins.' " " What is that little kitty under the window saying, mam ma .^ " " She is very young and has lost her mother. She is crying, 'm-ew, m-ew.' Her cry gives us the sound of u long and of these (©w) vowels." u=ew THE JOHNNY S TOR Y. 171 CHAPTER XXX. "You cannot guess what Uncle Nat told me this morning, mamma ! He says he intends to give me Fleetfoot, his little gray pony, when I am twelve years old." "Oh, Johnny, that will be nice!" said Bess, before mamma had time to reply. "But who will feed and take care of him?" "What a question! /shall, of course. When I am old enough to ride I shall be strong enough to tend my, pony," "And may I ride him, too, Johnny?" "Yes, indeed, little sister. I shall always try to teach you everything I learn." "I think, mamma, that this was the sound the pony made be- fore Uncle Nat tossed down the hay." Here johnny parted his teeth the width of the end of his fore finger and said "Ur, ur." "Uncle Nat said he'made that noise because he ^^ was hungry." fVlt^^\'[W^ "Do not forget that sound, Johnny. We shall |A ^.^J ![ have it in our lessons soon and you may think of it ^Ij ^/j/\ as the hungry pony's call." ^ CHAPTER XXXI. " Come here, Johnny," said Mrs. Jones, one morning. Johnny knew? there was to be a pleasant talk, for his mamma stood before the black-board with a pointer in her hand. "Why, mamma," he exclaimed, "how many ponies !" "Let me first show you something and I will explain about the ponies afterward. Look at these vowels with the r following each: or, ur, er, ir, wor, yr, ere, are, ar and ar. When I first taught you about this letter (r) I called its sound 'the cross dog's growl.' "I wish you to think of this whenever you find r \n front of a vowel; but when you find this letter following a vow^el— that is, when a vowel is found in front of r— the latter has a very 1^2 THE JOHNNY STORT. different sound. Say after me rat, tar. Observe closely the difference in the position of your tongue. In the first instance it curls up until its sides rub against the inner sides of your upper teeth. But when you say tar it keeps almost still, scarcely moves at all. "Take other words — red, her. Here you observe the same, with this difference; the sound of er does not part the teeth as much as that of ar in tar. Still the tongue is quiet; you can scarcely feel that it moves at all. "Take two other words, rip and fir. Here we find the rough r in front of the vowel, and the smooth, or glide r, following it. " The different sounds of this letter, as heard in the spoken words, prove to us that it always growls when found at the front door of a word, but is very quiet when it follows a vowel. "That you may remember this, you may think of these vowels as of different ponies, and of the r which we always find close to each, as a hitching post. In marking words containing these ' pony vowels' we must do what we never before have done; we must tie a vowel to a consonant. We do this to show that there must be no separate sound given to the consonant apart from the vowel. Here- tofore, we have tied only consonants (as, sh, ch), or vowels (as ow, Oj ) ; but in the words to which I now refer, we tie the vowel to its r. I say to its r because we never tie a vowel to any other consonant. We do not wish you to sound h-e-r, f-i-r, w-o-r-k; but h-er, f-ir, w-ork. '• Again, in marking such words, first mention the name of the mark placed above the vowel, after which sound as you tie. There need be no confusionr if you will just remember that the tie must be made whenever r follows a vowel. To help you remember this I have sketched these ponies and tied each to its hitching post." " O, mamma dear, please wait until I bring Bess to see the ponies. She may choose, and then I will say which one I like best." Bess was changing Jenny's dress when Johnny burst in upon her, saying, " Do come and see what mamma has drawn. Here are the ponies tied to the hitching posts." THE JOHNNY STORT. ^n " Sure enough, mamma, the hitching posts are all alike. The last pony looks as if it might bite." "No, Johnny," returned Mrs. Jones, "he is the Italian pony. We will think he is sleepy and opens his mouth wide to yawn, because we must open our mouths wider for this than for the other sounds." " But how are we to know the different neighs of these ponies? " "By the vowels themselves. Can you give me the short sounds of these vowels.?" said Mrs. Jones, printing o O (short) upon the black-board. * 174 THE yOHNNI STORY. Johnny cried, "O, O, kitty ! Get off the table, '^ pretending he saw the cat there. " That is correct, my son. Now prolong that sound; continue it." " How long, mamma?" "Well, in this manner: o? 6. Now, when you find o standing in front of r and do not find w in front of this vowel (o), you must draw this little tent above the o and sound as you tie the 'pony vowel' to its hitching post. You may make this picture of a tent several times and say ' circumflex,' until you remember this long word." " Is circumflex the name of the little tent you drew above that O.'"' " Yes, dear, and I wish you to learn to say ' circumflex.' " " Please tell me again why we tie, mamma. We have never tied a vowel to a consonant before." " We tie, in these cases, to show that the vowel and consonant sounds must not be separated; also, to help us remember how little sound r has when it follows a vowel; how different its sound from r when it begins a word. " Say rod, rot. Can you not feel your tongue curl up as these words are pronounced, and do you not realize how still it is when it says for and nor? " " ^Vhy, yes, mamma, I can understand now since you have told me about my tongue." ""Another thing, my son. In words with 'back door-keys,' we must mark the vowel first, and, after tying the pony to its hitching THE JOHNNY STORY. 175 post, we must continue the tie under the final consonants; thus, corn." •' It would seem more like a bridle, mamma, if the tie could be made over the two letters, would it not ? " " Yes, dear, but as this is not as convenient, we will just think there is a ring at the end of the bridle which slips over the hitching post and falls down to the ground." " I have seen horses fastened by an iron weight. I will just think of an iron ring at the end of the bridle that drops as it is slipped over. Must- 1 always tie the O to the r, when I find them together.^" " No, not always. In some words where th final follows or, the O is marked long. These we shall learn after we are through with the ponies. Let us take a pair of ponies to-day." " Leave them all on the bl-ack-board, please, for I like to look at them." "To-day let us make scales of o short and or circumflex, and sing up and down; this will aid us in giving the correct sound. I have, also, printed these words upon the board: or, for, nor. Observe closely, not one begins ivith w. This will lead- us to think that w changes the sound of or; therefore, the words begin- ning with wor must be marked differentl3^ You may say 'circum- flex,' when I draw the mark above, and sound when I tie the vowel to its consonant r. Since ar sometimes says or, I have drawn two ponies just alike. You may think they have been trot- ting a long distance and have returned hungry and tired. They sa}^ 'or, ar,' because they want hay. We will sing the following stanza to the air ' Thumbkins Says I Dance:'" "Now, little ponies, stop; We are at home at last; Stand right here by your hitching posts. Then maybe I can tie you fast." Chorus: — or, or, or, and ar, ar, ar, Hungry ponies ask for hay. 176 THE JOHNNY STORY. "Ha! ha! I like that. To which famil}^ do these ponies belong?" " We may think they belong to the children of Mr. O Short, because these look like words of the O Short family. In some words the sound of a is just like circumflex o ; for this reason I have drawn another pony by the side of this hungry one." "Do two dots under a make it say or.? I see it is marked in this way on the right hand pony." " Yes, dear. It will help you remember this, if, after you have outlined these ponies, you will make equivalent scales of or=ar and sing, holding lips and teeth in the same position." CHAPTER XXXII. Ur=Or. ^-' /\ "Which shall we have this morning.?" asked Johnny, placing the pointer in his mamma's hand. " We will talk about the u circumflex pony and his mate. This is the sound of u short prolonged. You may remember I referred to it when we talked about Uncle Nat's pony. Just continue the sound of u short. Look at the ponies." "Another pair! " " Yes, but I can not place the circumflex above both vowels, because this mark (a) above o shows that the sound of o short must be prolonged. For this reason, I place it below when this THE yOHNNl^ STORT. 177 vowel is an equivalent of u circumflex. Sound, as I place this mark above the u and under tiie O, in the follovi^ing words:" cur word fur work spur worm " Here, also is a stanza about these ponies which I wish you to learn, after which you may outline them and print your scales:" "Now, little ponies, tell Whether your neigh means IVo. Don't you like to be tied at all? If not, try to tell me so." /\ Chorus: — "Ur" and "or," I do believe, Ponies, try to tell me so. "Now we will sing these (ur=or) scales, alternately." "What does that long word mean, mamma?" "^ Iternately^ in this case, means to sing first one sound and then the other as we go up the scale; as, ur, c^r. Watch the pointer closely. Observe that I shall touch first one and then the other. This will help you remember that both sounds are alike." "And must I always draw the circumflex under o when I wish to show that this vowel sounds like ur? It looks as though I want to draw a little tent over one letter and make the other letter (o) stand on to-p of. a tent." "You must always draw the mark in this way when you find W right in fronts CHAPTER XXXIII. THE THREE ENGLISH PONIES. (the wave vowels.) *^ To-day 1 wish to talk about three English ponies. Here you see them tied to their hitchmg posts waiting for you, Bess and myself, to take a ride." 178 THE JOHNNY STORY. " I should not trust you or Bess on such restless ponies, mamma* They rear up as though frightened at something." "I have outlined them in this way for a special purpose.' Observe the wave line drawn above each vowel. We will think of this as the picture of a little snake. I have also drawn a snake crawling toward each pony. He is afraid of it and makes this er sound. Do not part your teeth as much as for ur or or." "When I draw this sound out it makes me think of the 'whinny' of a horse, mamma. Did you say the three English ponies ' W/^2«^jK ' in the same way.^ " "Exactly alike. Here are the scales; — er=h:=i^. As you look at them, sing with me: " Three English ponies tied Each to a wayside stake; Hear them neigh in a frightened way, Just because they have seen a snake. Chorus: — Er and ir, and yr, and yr; All afraid of a little snake. " Now take the chalk and mark the following words. Remember CO draw the wave over each vowel before you tie it to its r and to sound as you tie; also, be sure to say 'wave' as you draw this little snake:" her berth fir firm myrrh " What a funny word, mamma — the last one, I mean. I can not see why they print two silent consonants at the end of a word, unless it is to give us some busy work. I like to mark out silent letters, though." THE JOHN NT STORT. 179 CHAPTER XXXIV. e=a. " E and a are the only circumflex vowels left. As these sounds are alike, I have tried to make these ponies resemble each otner." "Why do you place the e pony first, mamma?" "Because you must sound e (short) and afterward prolong the e sound, to obtain the correct sound of e and a^ (circumflex). It was in this way I taught you how to sound O and u (circumflex). I flrst gave you the sound with which you were famihar and from this known sound you learned the others. Here are the scales for you to sing:" er^=arfe. "Why do you mark the last e silent in both of these scales? " " For the same reason I mark e final silent in words of the Long families; because it has no sound." "But why do you print it with the scales? Why not make the scales er=ar?" "I print the final e, in both scales, that you may remembei there must always be a silent letter in every word in which e or a circumflex is found. There are not many words with e circumflex; as these look exactly like words of the e Long family, I have printed them, repeatedly, for you to mark. In this way, words become familiar to the eye. For to-day, you may take the two sign-board words, there and where, and the pronoun their. Print each word ten times and mark, after which I will hear you ask questions, brmeing in a sign-board word, or the pronoun, each time; as, l8o THE yOHNNT STORT. 'Where is Bess?' 'Is Gyp there?' 'Have the children found their books?'" "Are these three words all we shall find with circumflex e, mamma ? " "No, dear. We shall take bear, wear and tear, after we have talked about these. There are, besides, other words, such as ere, e'er and heir; but 1 wish to explain their meaning before you mark them." "But these circumflex ponies. Where do they belong? I want to think of them as belonging to the children of some Long oi Short family." "Well, think of these as the ponies of Mr. E Long. As I have said, these words look so like the words of Mr. E Long's family, the only way to distinguish them is by becoming familiar with them, which can soon be done by marking, alternately, words like here, there, tear, tear. The meaning of the word will aid us in determining its correct marking. If I read, 'He shed tears,' I know the e is long; but, if 'He tears his clothes,' then I understand that the circumflex mark must be used. " The words of the a circumflex family are easily determined — ^they end in re or ir; by which I mean when re or ir final follows a, we must mark the e or i silent and the a circumflex.'* " Must we always mark out a silent vowel before we mark a circumflex, just as we do in the e circumflex words?" " Yes, dear, and by doing this we shall not mistake the sounds of the vowels m such words as farm and berth, because in these words there are no silent vowels found. I place here, side by side, words of the a long and the a circumflex families for marking. These' I shall expect you to mark without my assistance:'* babe bare fair fade fare pair hale hare hair male mare lair THE J0HNN7 STORY. i8i *'Let us now sing this stanza about these ponies, after which you may outline them:" • O, what a handsome span! Look at their glossy manes. Bess, be sure that you sound aright; Sound with me as I draw the reins. Chorus: — Ere, e>r, 6tar, and arfei, and air. Let me tie this handsome pair. CHAPTER XXXV. a ITALIAN. " As this letter has no equivalent, I have represented its sound by a single pony tied to its hitching post. " Open your mouth wide enough to insert two fingers (one above the other) between your teeth, and say a. The two dots I place above may remind you of two fingers. Keep your mouth in this position while you sing up and down this scale. This is the sound that opens your mouth wider than any other sound. "You may think of this as Mr. A Short's pony, because Italian a is found in the words of three and four letters; words that look just like those vvith a short, the r after the a making the only difference. Do not these two words look alike — cat, car? We will call this an Italian pony, as this is the name of the vowel. We may also think he is sleepy and opens his mouth quite wide when he yawns. This will help us remember that we must open our mouths wide to make this sound. iS2 THE JOHNNY STORT, "Part your teeth the width of two fingers (one above the other), and say a. In marking the word far say 'Itahan' as you place the two dots over a, and sound as you tie the vowel to its r; or, rather, as you throw the bridle over the hitching post. In marking farm, make the double tie as you sound. Now keep your mouth open and laugh on a Italian." "Why, mamma! How funny!" " We all use some vowel sound when we laugh. You, usually laugh on e short; Bess laughs on i short; Your papa on o short and Uncle Nat on u short. Aunt Edna uses a consonant in con- nection with u short. When she laughs heartily it sounds like yu, yu, yu ! " " Why, mamma, that is the very way she laughs." CHAPTER XXXVI. "Have we had all the pony vowels, mamma.''" " Yes, dear. You will remember that we classified a broad with O circumflex; by referring to these ponies again, you will observe that, in outlining them, I have not made them as long as the others; they are short and thick-set. This may help you remember the name of a broad. As I sound a and a, alternately, observe the rounding of my lips. " There is another sound of a, to which I wish to call your attention. We call this short Italian a. Say a with two fingers between your teeth, and then slip one finger out and try to make the same sound. As one dot over a makes it say 'a,' you may think this dot stands for one finger. Keep a finger in your mouth as you sound a, a, alternately, and observe that your lower teeth Qush your finger up when you sound a and that your lower jaw must drop again before you sound a." " Here are the scales which we will sing, alternately, that you may realize the change made in the position of the teeth": a a. THE JOHNNY STORT. 183 '*Is there a short Italian pony." "No, dear; short Itahan a is never followed by r." "But how shall I know when to place the one dot over?" "By the consonants which follow a. It will require a number of lessons to learn this, because we find so many words in which this sound occurs." "You said that w in front of ar changed the sound of a; when W comes after a, is it just the same ? " "Yes, dear; always place two dots under a when it is followed by w. There is this difference, however. The w that stands in front of a says w, but the w that follows a can not speak; he is always silent. For this reason, we may think little a is sorry for him and says a! " "Poor little fellow! I am sorry for him myself, mamma." " You may now take the chalk and mark these words. I wish to hear if 3'ou sound correctly:" caw, daw, law, paw, raw. CHAPTER XXXVII. " Our visit to grand-pa's is over, Johnny. We return to the city to-morrow." "How much I have learned since we came!" " And it pleases me greatly, my son, to know you have enjoyed the lessons. Your papa sails for Europe soon. Upon his return you must surprise him." "How, mamma?" " By reading easily and naturally any thing I desire you to." "But shall I be able to do this?" "Yes, dear. I shall, of course, ask you 'to read nothing you can not understand, and you will be able to read the stories found in any book as readily as those in your Reader. By becoming acquainted with the different families of words, you learn to recog- i84 THE JOHNNY STORY. nize them much more rapidly than where words are presented singly." •'Are words ever taught in this way — one at a time? If so, how long it must take, mamma." " It does, Johnny, and beside, pupils do not become thoroughly acquainted with words when they are taught to read by sight. This marking and sounding carries out a Kindergarten principle. You learn by doings "It has seemed just like Kindergarten work to me; the forming of letters, the singing and outlining. I almost forget, sometimes, that I am not back in Miss Brown's Kindergarten." "Yes, dear; I certainly think this Synthetic Method should be considered the connecting link between Kindergartening and Primary work in our public schools. Children are always happy when engaged in some pleasing employment. The reason you have enjoyed our lessons is because you have been kept busy all the time. It has been outlining pictures, or singing, or marking, and something neiu every day. You are too young to realize the benefit of these lessons. They teach you to reason and develop independent thought. As you grow older you will understand this better. Bess has a sweet voice; we must teach her to read by this method, and when she grows older and her voice is trained, it will require no effort upon the part of her hearers to understand the words when she is singing. The sounding of front and back-door keys is as important in singing as in reading. Hereafter, in singing the little songs arranged for this method, let us be very careful to -pronounce our words distinctly.'''' " When Bess is old enough, I may teach her to read, may I not.^ " " You may, Johnny. Even now she can sound as you turn the Rotary." "Yes, and she can outline pictures and print family names." "I have another pleasure in store for you both. In a very short time } intend to buy a Paragon Color Study. With this new device, I car show you how the blending of two colors makes a THE JOHNNY STORY. 185 third There are blank forms arranged for this work, the coloring of which will afford you a delightful occupation." "After I have learned to color, may I not draw the ponies over and paint them, mamma?" " Yes, Johnny, if you will try to think of the sounds of the 'pony vowels' while you are at work." " I shall paint the e and a circumflex ponies jet black and the, frisky English ponies a rich brown. O, how I shall enjoy this painting! And Bess — it makes me happy to think how much I can teach her!" "And just think how much you will enjoy reading stories to your sister! When she comes to me with an open picture book I can say, 'Go to brother, baby; he can read almost as well as mamma now.' " •■« « ei 4r->.-* « • tl»*«5 APPENDIX APPENDIX. SUGGESTIONS FOR FIRST GRADES. After all the words found on a page of the Spellers have been marked and sounded, lead pupils to an instant recognition of them by desiring them to pronounce rapidly; first up and down the column, and afterward from left to right. Print two of the same words and erase quickly, asking who can pronounce them. Jn the same manner print three and erase; then four, etc. Follow this exercise by asking pupils, each, in turn, to print a word upon the board, concealing it with the hand. As the teacher asks, "What is Mary's word?" let Mary remove her hand. Continue this exercise until all the words have been pronounced. Be sure to use only the words found on the page selected for special drill. After words have become familiar, for the cultivation of rapid reading, write a sentence upon the board; leave it there an instant and then erase, asking, "Who can tell what it was.?" Frequent drills of this kind quicken the perceptions. DRILLS IN ARTICULATION. While teaching the sounds of the letters give such drills as the following: — Read each line slov ly and distinctly, desiring pupils to observe closely the position of the organs of speech as the new consonant is repeated at tht beginning of the words. Desire pupils to repeal after you. Require distinct articulation: I90 APPENDIX, Ben Bolt bent his bow to hit a mark. Kate Cole caught her kitty in the dark. Dan Dwight dreamed his duck and drake were drowned. Fred Fyfe found a fish-hook on the ground. Gus Green gave his gun and game to Dick. Hal Hale heard that Howard Hill was sick. Jack and George bought Jews-harps, yesterday; Karl Kirk came and taught them how to play. Laura Long lent Lucy Lane a ring. Mary More asked Martha Mills to sing. Nellie Neal knit socks for Nathan Nourse. Peter Parks put pennies in his purse. "Quack! quack! quack!" said Quinton Quimby's drake. Run, Rob; run and bring Romaine the rake. See Sue Spears and Sarah Symonds play. Tell Tom Trent to take the tent away. Vesta Vail may visit Verna Vance. Willie Wirt went once to Western France. Let the Language go, hand-in-hand, with the Reading lessons. Obtain a clear conception of the meaning of the author by an analysis of sentences. Never assign a new lesson until the old one is clearly understood. Bring out the thought of the paragraph or stanza by frequent interrogations. Lead pupils to express, in pictures, the descriptive portions of the lesson. Do not criticise defective representations, but praise those of unusual excellence. SUGGESTIONS FOR HIGHER GRADES. (The following exercises have been introduced by special request of man}/ teachers. To those who desire further instruction on the subject of physical culture, we advise a careful study of Mrs. F. Stuart Parker's little book, entitled Order of Exercises. Here they will find this subject exhaustively treated.) APPENDIX. 191 The temperature of the school-room should be neither too cold nor too warm. Great care must be taken to avoid extremes. Pure, fresh air is necessary at all times, especially during the following drills : — At a given signal, desire pupils to stand. Have them rise steadily and quietly, without shuffling of feet, thrusting forward of heads or excessive bending at waists. Military Position. — Place the heels together, the toes forming an angle of about 45°, the weight of the body resting upon the balls of the feet. Hold the chest active, but avoid any extreme, unnatural tension in securing this position. Never tolerate a relaxed or passive carriage of the chest. Correct, at once, any tendency to thrust the body forward at, or below the waist line. Carry the shoulders back and down. Thrust the arms straight out at sides (on level with shoulders); withdraw energy and let them drop. They will fall into the correct position. The chin should be drawn easily in, not thrust forward. The eyes should be raised slightly above the horizontal. Insist upon absolute precision in each of the above particulars. After taking this position, desire pupils to remain thus (perfectly motionless) for five, ten or twenty-five seconds. The nervouf control thus gained will prove of incalculable benefit. BREATHING EXERCISES. (i.) — At another signal, desire pupils to place the fingers upon the chest, elbows pointing horizontally outward at sides. Inhale slowly, through the nostrils, during a given number of counts. Then, holding the air firmly in the lungs, strike the chest lightly and alternately with the tips of the fingers. Lastly, without altering the position of the arms, - expel the air, slowly, through the lips. Require an equal number of counts for each of the three steps, viz.: ten seconds for the inhalation, ten seconds for the percussion and ten seconds for the expulsion of the air. Do not permit the chest to droop as the air is expelled from the lungs. 192 APPENDIX. (2.) — Press the sides with palms of hands from directly under the arms to the waist Hne. Do not resist the pressure, but allow the ribs to yield with each movement, springing easily back into position upon the removal of the hands. (This exercise increases the elasticity of the cartilages of the ribs, thus giving the inclosed lungs greater freedom in expanding.) Place palms of hands directly under arm-pits (elbows pointing outward, not downward); inhale slowly and audibly through a small opening between the lips (the teacher counting aloud as pupils inhale). Retain the air during an equal number of counts; finally, expel the air from the lungs, the teacher counting as before. (3.) — Place the hands upon the hips; inhale, slowly, through the nostrils. Hold the air easily in the lungs. Expel, gently and inaudihly^ through the lips. (4.) — Fill the lungs through the nostrils. Retain the air. Expel, slowly and forcibly^ through fhe lips. (Keep an active chest. ) (5.) — Inhale. Hold. Expel, suddenly and explosively^ through the lips. (Do not permit the chest to droop.) (6.) — Place fingers upon diaphragm. Fill lungs. Expel the air forcibly, noting the inward movement of the diaphragm as the breath is sent outward. ARTICULATION EXERCISES. (These drills are inserted especially for the correction of defects in the articulation of older pupils. Children, trained from the beginning by the Synthetic Method, do not need help of this kind, as, when the foundation is correctly laid slovenly, imperfect habits of articulation are never formed.) For making the jaw flexible, move it, lazily, in all possible directions — up and down, forward and back, from side to side. If the tongue is stiff and unmanageable, move, fold, groove, roll and thrust it in every direction. Trill or roll the consonant f. Repeat, distinctly and rapidly, words beginning with these consonants: t, d, r, 1, s, z, k and g (hard). Proceed, m the same way, with the lip and nasal consonants and the vowels. APPENDIX. 193 Give frequent drills in distinct and rapid enunciation, by means of exercises such as the following: (i.) Peter Piper picked a peck of pickled peppers. A peck of pickled peppers Peter Piper picked. If Peter Piper picked a peck of pickled peppers, Where's the peck of pickled peppers Peter Piper picked? (2.} Hear the rustling of the banners And the rolling of the drum, And the roaring of the cannon, As the battle groweth grum; And the rattling of the rain That the ringing rifles shed; And the blowing of the bugles O'er the dying and the dead. (3.) Under his spurning feet the road Like an arrowy Alpine river flowed; And the landscape sped awa}/ behind Like an ocean flying before the wind. (4.) Amidst the mists and coldest frosts. With barest wrists and stoutest boasts, He thrusts his fists against the posts And still insists he sees the ghosts. (Neither exaggerate nor slight the final consonants sts in the above exercise.) (5.) Trebonius doth desire you to o'er-read, at your best leisure, this, his humble suit. (6.) Did you? Could you? Won't you? Would you? Might you? Can't you? Should you? Sha'n't you? Had you? Don't you? Must you? Won't you? Sha'n't you? Should you? Can't you? Could you? (Avoid such reading as the following: "Did jew? Could jew.'* Might chew? Won'ii chew?" etc.) 194 APPENDIX, VOCAL DRILL. Weak, husky, "throaty " or badly placed voices will be improved by the practice of exercises designed to throw the tones well forward in the mouth. Send the following combinations directly againsL the front teeth. A clear, ringing, resonant sound will be produced. Keep the voice steadily in the front of the mouth. Do not permit the tone to waver or slip back in the throat in changing from one sound to another : (i.) nee — nee — nee — nee — nee — nee. (2.) nee — ah — nee — ah — nee — ah. (3.) nee — oh — 7iee — oh — nee — oh. (4.) nee — you — nee — you — nee — you. (5.) nee — ah — nee — oh — nee — you. Happiness, surprise, joy, merriment and all light emotions are usually expressed in bright, clear tones and on a comparatively high pitch. EXERCISES FOR FRONT PLACING. (l.) I come from haunts of coot and hern ; I make a sudden sally ; And sparkle out among the fern To bicker down a valley. I chatter, chatter, as I flow To join the brimming river ; For men may come and men may go, But I go on forever. (2.) You bells, in the steeple, ring, ring out your changes, How many soever they be! And let the brown meadow-lark's note, as he ranges. Come over, come over to me! (3.) Tying her bonnet under her chin, She tied her raven ringlets in ; But not alone in the silken snare Did she catch her lovel}', floating hair, For, tying her bonnet under her chin, She tied a young man's heart within I APPENDIX. 195 (4.) What ho! my merry mates, come on! We'll frolic it like fairies frisking in the merry moon-shine! (5.) There's nothing like fun, is there! I hav^'n't any myself, but I do like it in others! O, we need it! We need all the counter- weiglits we can muster to balance the sad relations of life! God has made sunny spots in the heart. Why should we exclude the light from them? (6.) Oh, then I see Queen Mab hath been with you! She comes in shape no bigger than an agate stone On the fore-finger of an alderman! Drawn by a team of little atomies Athwart men's noses as they lie asleep. (7.) A merry heart doeth good like a medicine ; he that is of a merry heart hath a continual feast ! If the voice is sharp, high-pitched, offensively penetrating, or ** breathy," exercises calculated to produce a softer, rounder, purer quality should be used. Direct the following sounds to the center of the mouth. Do not allow the breath to mix with the tone produced. (Tell the pupil to imagine the tone a silver wire, and the unvocalized breath a mist surrounding the wire. We desire the wire without the mist, i. e., the pure tone without the audibly escaping breath.) (i.) ah — la — O — ah. (2.) O — aw — la — aiv. (3.) 00 — aiv — O — la. (4.) la — do — fa — la. Work for soft, rich, soulful tones, wholly devoid of the harsh, metallic quality the pupil "is striving to overcome. EXERCISES FOR CENTER PLACING. (l.) O well for the fisherman's boy That he shouts with his sister at play! O well for the sailor lad That he sings in his boat on the bay! And the stately ships go on To their haven under the hill ; But O, for the touch of a vanished hand. And the sound of a voice that is still! 196 APPENDIX. (2.) Then read from the treasured volume The poem of thy choice ; And lend to the rhyme of the writer The beauty of thy voice. And the night shall be filled with music And the cares that infest the day Shall fold their tents, like the Arabs, And as silently steal away. (3.) In the dim and quiet chamber there's an empty cradle bed, With the print upon the pillow of a baby's shining head; 'Tis a fair and dainty cradle; downy, soft, the pillows white; But, within the blankets folded, lies no little form to-night! (4.) Fresh as the first beam glittering on a sail That brings our friends up from the under-world; Sad as the last which reddens over one That sinks with all we love below the verge. So sad, so fresh, the days that are no more! (5) The face, which, duly as the sun, Rose up for me, with life begun^ To mark all bright hours of the day With daily love, is dimmed away! And yet my days go on, go on. (6.) O sweet and strange it seems to me that, ere this day is domv, The voice that now is speaking may be beyond the sun; Forever and forever with those just souls and true! And what is life that we should moan.^ Why make we such ado? EMPHASIS. The office of emphasis is to discriminate the idea contained in a certain word from all other related ideas: hence, emphasis must be placed upon the word containing the new idea; as, "I said an elder soldier, not a better." " For there shall come a mightier blast: There shall be a darker day." " And this vian is now become a God^ APPENDIX. 197 As a rule, do not emphasize the same word or idea when repeated in the same connection ; as, "None but the brave j JSlone but the brave ; None but the brave deserve the fair." Observe the change of emphasis in the following speech from the " Merchant of Venice," after the word " ring " has been intro- duced and emphasized: If you did know to whom I gave the ring, If you did know for whom I gave the ring. And would conceive for ivhat I gave the ring, And how unwillingly I left the ring, Where naught would be accepted but the ring You would abate the strength of your displeasure. Exceptions to the above rule are found in sentences where the emphatic word is repeated for additional emphasis; as, "C^i7r^6, Chester, charge! On^ Stanley, on!" "I denied you not:' "You did:' "I did not:' '''' Seems ^ madam, nay, it is; I know not seems:' Over emphasis weakens a sentence. Emphasis should be deferred and concentrated, rather than multiplied; as, " Days, months, years and ages shall circle away." " Charity beareth all things, believeth all things, hopeth all things, endureth all things." " The tear. The groan, the knell, the pall, the bier, And all we know, or dream, or fear Of agony, are thine." Incorrect emphasis often changes entirely the meaning of a sentence; as, " Is a crow a large black-bird.^ " " No ; a crow is a large black bird:' "Did you ever see a horse fly through a window.^" "No; bur I have seen a horse-fly through a window." igS APPENDIX. RISING AND FALLING INFLECTIONS. After pauses of incomplete sense the voice should, as a rule, take a slight, upward inflection, viz.: " These are', at best', however', but melancholy sounds." " To charm', to win', to arouse', to calm', to warn , to enlighten', to persuade — this is the function of the orator." "A primrose by the river's brim', A yellow primrose was to him, And it was nothing more." " I will accept neither this', nor that." " If ye know that the object is good', then seek it." (When the parts of a sentence are closely connected, a mere pause should be used instead of the upward inflection ; as, "All night the dreadless angel, unpursued Through heaven's wide champaign, held his way." " Suddenly the noise of hoofs upon the turf outside became audible to the startled men.") Guard against the falling inflection, after the participle saying and the transitive verb said. How often we hear " And He taught them saying\" or, "And He answered and said';" the voice indi- cating a completion of the sense before an intimation of what He said has been given. The rising inflection should be used, as a rule, after words of address: as, " Hamlet', thou hast thy father much offended; " "For Heaven's sake, Hubert', let me not be bound!"; "O pardon me, thou bleeding piece of earth'!"; "Friends', Romans', country- men', lend me your ears." When the sense is completed, the voice, as a rule, takes a down- ward inflection; as, ''How high you lift your heads into the sky M How huge you are\ how mighty', and how free'." "What a piece of work is man'; how noble in reason'; how infinite in faculties' ; in form and moving how express and admir- able' ; in action how like an angel'; in apprehension how like a God'!" APPENDIX. 199 "The brooks have a sullen and muffled murmur under their frozen surface' ; the ice in the distant river heaves up with the swell of the current\ and falls again to the bank with a prolonged echo\" " The earth is the Lord's', and the fullness thereof ; the world', and they that dwell therein. For He hath founded it upon the seas', and estabhshed it upon the floods'.'' In definite interrogatives (questions which require the answer yes or 110, or their equivalents), the voice continues to rise from the beginning to the end of the sentence; as, " Will ye give it up to slaves?" "Have you not heard the poets tell Of the dainty Baby Belle.?" In a series of definite interrogatives the voice should rise a little higher with each successive question; as, *'And do you now put on your best attire.? And do you now cull out a holiday? And do you now strew flowers in his way That comes in triumph over Pompey's blood.?" In some cases the definite interrogative takes a falling inflection; as, "Will you go? I ask you, will you go?" In indefinite interrogatives (questions which can not be answered by yes or no, or their equivalents) the voice continues to fall from the beginning to the end of the sentence; as, "How is it that the clouds still hang on you?" "What cause withholds you then to mourn for him?' "To whom shall we go?" In a series of indefinite interrogatives the voice should fall a little lower with each successive question; as, "Wherefore rejoice? What conquest brings he home? What tributaries follow him to Rome To grace in captive bonds his chariot wheels?" When a repetition of what has been asked before is implied, the indefinite interrogative sometimes takes a rising inflection; as, 200 APPENDIX. "What's your name?" "What's my name? Why, John.^* (When a strong or peculiar emphasis is suggested, whether used to express surprise, scorn, anger, inquiry, vehemence or any unusual condition, an inflection, contrary to the general rule, is almost always the result.) PROSODY. Prosody denotes the musical tone or melody which accompanies speech. It is that part of grammar which treats of the structure of poetical composition. It requires a more measured arrangement of words than prose. This arrangement is called versification. The harmony of verse depends upon the regular recurrence, at fixed intervals, of syllables of a certain quantity. A syllable is long or short according to the time occupied in pronouncing it. It is accented or unaccented as stress of voice is placed upon it in pronunciation ; as, dieter, injury. A careful study of versifica- tion will lead pupils to a higher appreciation of the best literature. - A Foot is a division of a verse, consisting of two or three syllables. The most common and dignified verse in English poetry consists of five Iambic feet, or ten syllables; as, Perhaps in this neglected spot is laid Some heart once pregnant with celestial fire; Hands that the rod of empire might have swayed, Or waked to ecstasy the living Xyr^. The Heroic measure has a grave and majestic march, well suited to heroic argument, especially if it be not fettered by rhyme; as, How sweet the moonlight sleeps upon this bank! Here will we sit and let the sounds of music Creep in our ears; soft stillness and the night Become the touches of sweet harmony. APPENDIX. 20 1 Iambic verse is sometimes shortened by cutting off one Iambus; ' Thou art O God the hfe and Hght Of all this won drous world we see! Its glow by day its smile by night Are but reflec tions caught from Thee. The four-lined stanza of Psalmody generally consists of alternate Iambic verses of four and three feet; as, Lord, Thou didst love Jerusalem; Once she was all Thine own. Her love Thy fairest heritage, Her power Thy glory's throne. A half foot is often added to an Iambic for the sake of variety; ' Waft, waft, ye winds, the story And you, ye waters roll, Till, like a sea of glory It spreads from pole to pole. RHYME AND BLANK VERSE. Rhyme is the name by which we distinguish verses that are Closed by final syllables of similar sound; as, Hope for a season, bade the world farew^//, And Freedom shrieked when Kosciusko fell. This similarity of sound is not found in the final syllables c,f blank verse. The habit of giving the falling inflection to the final words in the lines of blank verse may be corrected by wntmg the poem in prose before its reading is attempted. Frequent drills m scanning the lines will lead pupils to make the pauses requisite to distinguish blank verse from prose. An Alexandrine line consists of six feet or twelve syllables. It is occasionally introduced into heroic verse at the close of a pas sage ; as, , , u- u Time writes no wrinkle on thine azure brow. Such as Creation's dawn beheld', thou rollest now. 202 APPENDIX. The subject of versification has been merely touched upon with a hope that teachers may lead pupils of higher grades into a careful study of it. As soon as words are made familiar and reading becomes easy, the higher plane of Melody should be reached. Remember that the voice of song is not sweeter than the voice of eloquence and that, as Richard Wagner has said, "the oldest, purest and most musical instrument; the instrument to which, alone, our music owes its existence, is the human voiced SUPPLEMENT. The following, found in a school journal of recent date, admirably explains the result of presenting the word " as a whole " in primary grades: "There is quite a general complaint among teachers, principals and superintendents "that pupils in the higher grades are not able to read with ease and expression; ihey have "so little mastery over words that an exercise in reading becomes a laborious effort at "word-calling. Pupils read, usually, very well through the first three readers, according to "our present standard of reading in these grades. But the trouble begins in the fourth "reader, and by the time the class is. in the fifth, the reading recitation is torture to the "teacher, and a hateful task to the pupil. There can be no good reading without the "ability to call words readily, and it may be well to consider whether the methods of "teaching primary reading, and which seem productive of such good results in the primary " grades, are not at fault in preparing the pupil for the advanced reading. We are in- "clined to think the inability of pupils in the higher grades to call words is the legitimate "outgrowth of the teaching of the word method. By this method the word is presented to "the child as a whole, and the teacher either tells the child the word, or by skillful ques- " tioning leads him to use the word. Later, when phonics have been introduced, the "teacher writes the new and difficult words on the blackboard and marks them. The "general results of these methods on the mind of the pupil are about the same. He soon "learns to think he can do nothing with a new word without the help of the teacher in some "way. While he should be learning independence in making out his words, he has "learned dependence, and his dependence increases with the increase of difficulties." It has been said of our method that it gives the first grade teacher too much to do. There is no necessity for this. It merely proves one of two things: either that she attempts more than is expected of her, or that, because of her ignorance of phonics, she is forced to study each lesson before she presents it to her class. If the latter, the effort requisite to a clear comprehension of the method will yield ample compensation from the fact that the work, when thoroughly understood, becomes easy — requires no such effort as word method, where individual words must be presented through all the grades. The method should be as carefully studied by second and third grade teachers as by first. The former should be thoroughly prepared to carry on, faithfully, the drills in articulation and independent pro- nounciation begun in the first grades. Added to this, independence in placing the accent mark should be taught. This is a new step, because monsyllables, only, are used in the classifications presented for first grades. 204 SUPPLEMENT. A NOTE TO TEACHERS. ^ During the first month or six weeks you should proceed very slowly, making the children perfectly familiar with each lesson before another is given. This slow work at first will prove a great benefit afterward and prevent the necessity of going back and doing over the first work. Read your Manual carefully and understand the language — just what each sentence means. After following its directions faithfully, you will be astonished at the results in the course of two or three months' work. Before presenting the family names found on the 32d page of Speller, make pupils familiar with the sound of e short. For this purpose use the stencil picture of Aunt Edna. This will be the only new sound introduced until the 35th page of the Speller is reached. Primer classes should pass over all the words found on page 35, except those of the first column. The Primer lessons do not correspond Avith these words, hence the latter should be left for First Reader classes. Before presenting the family names in i short, pupils should learn the sound x>f this vowel by means of its stencil picture. This is the only new sound they must learn until they have marked all the i short words in the Speller and the words of the corresponding reading lesson in Primer. After the sound of O short has been taught and pupils learn, through the songs, that C and g must be marked hard before this vowel, they will be prepared to mark all the o short words, in both Speller and Primer lessons. The third and fourth columns of words found on page 43 of Speller should be left for First Reader classes. The only new sound to be taught when the 44th page of the Speller is reached is u short. After it has been presented through its stencil picttire, pupils should be able to mark, without the assistance of the teacher, all the u short words found on pages 44, 45, 46, the first column of words on page 47 of Speller and the words of the corresponding Primer lesson, leaving the second, third and fourth columns of page 47 for First Reader classes. There is no objection to script after pupils have been taught the sounds of the letters from the printed forms; but there is an objection to the presentation of both forms at the same time; and a most serious objection to the common practice of requiring pupils to devote so much time to copying. It is from the printed page we expect the child to read and study and it is the printed word he should first be taught to recognize. Those who prefer to teach penmanship during the first months, should give their pupils family names and scales to copy from the black-board. Let the copying of words come later. We have often been requested to give teachers some idea of the time it should take to accomplish certain stages in the development of this work. It is impossible to give any very definite idea on this point, as so much depends both upon the teacher and her class of children. Many teachers find no difficulty- in familiarizing their pupils with the sounds of a short and the consonant sounds during the first two weeks of school. If the class has finished the thirty-first page of the Speller (pronouncing rapidly), together with the adapted reading lessons, at the close of the first ten weeks the teacher may feel very well satisfied with her work If the forty-eighth page in the Speller, together with the accompanying lessons, have been completed by Christmas the class has made good progress. 5 UPPLEMENT. 205 For Second Reader work give drills upon dissyllables ending in ing, and show that the accent must not be placed upon this family name. If not upon ing then upon the 6rst syllable. After this explanation have pupils mark, accent and pronounce all the words found on pages 87 and 88 of Speller, and then read the first four lessons in Second Reader. Give a drill upon dissyllables ending in le and follow this with the marking and pro- nouncing of the words found upon pages 89 and 90 of Speller. Then have pupils read the lessons in Second Reader in which the le words occur. Continue in this alternate use of Speller and Second Reader until all except the last four pages of the Speller have been marked and pronounced. These last pages are to be used in connection with Third Reader lessons. 1 1 •■ Insist upon the falling inflection in the pronunciation of the words at the beginning of reading lessons. It is handing\ not handing-; apple\ not apple-. New classifications must be dealt with as pupils are promoted. A careful study o. the notes for the Third Reader will enable the third grade teacher to present the pre- fixes and suffixes in the order of their arrangement. The pupils should carefully prepare the new words before their pronunciation is a tempted. Disinclination upon the part of teachers to carry on the Synthetic work because of the study it involves should not be accepted as an apology for its discontinuance in higher grades. No greater boon than a pure pronunciation can be conferred upon the rising generation. This can never be secured while teachers are willing to remain in ignorance of the accepted rules of Orthoepy. .•■■,. a a Teachers should realize the necessity of making pupils acquainted with prefixes and suffixes. They should learn to recognize these by sight in the same manner as they were taught to recognize the keys of words; they should be reminded that the same general rules apply to syllables as to words; for this reason the prefixes ab, ac, ad, etc., must have the breve placed above the vowel. They must expect to mark the vowel short if r is not the final consonant, just as they did the " family names " of the short vowels. They must lead pupils to see that the accent must not be placed upon the prefix except in cases where we wish to convert the verb into a noun or an adjec- tive; as, pre'fx, prefix'. Pupils should be made familiar with suffixes in the same way and led to see that the accent must not be placed upon these. The third grade teacher should understand that her work is as important as that of the first and"* second grades. The black-board drills should be as thorough, and as much care should be required in the placing of the diacritical and accent marks as in second grades. New words must be presented as the child's vocabulary enlarges, and these words should be introduced in a methodical way. 2o6 SUPPLEMENT. TEST QUESTIONS FOR PUPILS BEFORE BEGINNING THIRD GRADE WORK. I. — Write, diacritically, all the sounds of a, and, after each sound, write al] its equivalents. 2. — Write, diacritically, all the sounds of e, and, after each sound, write all its equivalents. 3.— Write, diacritically, all the sounds of i, and, after each sound, write all its equivalents. 4. — Write, diacritically, all the sounds of o, and, after each sound, write all its equivalents. 5. — Write, diacritically, all the sounds of u, and, after each sound, write all its equivalents. 6. — Write the general rule fc^r the correct placing of diacritical marks above the short vowels. 7. — Write the general rule for placing the diacritical marks over the long vowels. 8. — What diacritical mark must we place above a when it is followed by r? Write some exceptions to this rule. 9. — What when followed by rr? Some exceptions. 10. — When and how must we mark c hard? II, — When and how must we mark c soft? 12. — When and how must we mark g hard? 13. — When and how must we mark g soft? Write ten exceptions to this rule. 14. — Write the aspirates, the vocals, the sub-vocals. 15.— Tell why s has its true sound in the following words: Caps, vestS, desks, quaffs, 16. — Tell why s is an equivalent of 2 in the following: Clams, fans, cars, cakes, rains, cows, boys, toes, days. 17. — Give the aspirates corresponding to the sub-vocals b, d. v, z. .18. — Tell why passed is pronounced as if spelled past; Stepped as if spelled stept; knocked as if spelled knockt; hushed as if spelled husht. 19.— What consonant changes the sounds of nearly all the vowels that precede it? Give examples. 20. — What effect has w upon the sound of a in three and four letter words begin- ning with wa? Give examples. 21. — Why do we not mark a with one dot under in the following words: War, warm, walk, talk? 22. — Write the rule for marking a Italian; for marking a broad; for marking a an equivalent of o short. 23. — Write the rule for placing the tilde over e, i and y ; for marking o and u with the circumflex. 24. — When and how do you make or an equivalent of ur? Give examples. 25. — Write six monosyllables in which or must have the circumflex placed above and six in which it must have this mark placed below the vowel. SUPPLEMENT. 207 26.— What classes of woH': require the circumflex to be placed above a and e.' Give examples. 27._What change is made by the addition of s in monosyllables ending in ce, ge, se, ze and SS? Give examples. 28.— What sound must we give S at the beginning of words and in words where SS occurs? DIRECTIONS FOR THE USE OF POLLARD'S SYNTHETIC THIRD READER. Follow, step by step, the instructions for presenting each lesson as it occurs. Show that the rules governing the sounds of the short vowels in monosyllables apply, as well, to the first syllables of longer words, and also to accented syllables; that, in first sylla- bles ending in any consonant except r, we may expect to mark the vowel short. Explain clearly the meaning of the obscure sound of a vowel. Show, by illustra- tions, that it is its true sound shortened and spoken lightly, without emphasis; and, because of this, we may expect to find the " obscure vowels " in unaccented syllables. Make this clear by contrasting accented and unaccented syllables of the same orthog- raphy; as, effa^^', furnace; band&ge, husband; renting, parent; w/Vming, ^^^kin, onstt, gallon; button, gamut. In this way lead pupils to see that it is the accent that determines the obscure sounds of the vowels in second syllables. Do not, however, lead them to think that exceptions will not be found. As a gen- eral rule a' has its obscure sound in unaccented syllables, while e and i are often either short or silent. It will be found safer to mark e and i short in such words as fuel, poem, moment, silence, pupil, civil, curtain, etc., because of the danger of substituting the sound of u short for the obscure sounds of e and i. By so doing, the common errors in pronunciation, such as poum, momunt, pupul, etc., will be avoided. ar, er, ir, or and yr obscure. Indicate that these sounds must be made obscure by placing the 'inverted breve under each vowel in the unaccented syllables of the fol- lowing words, reminding pupils that the vowel sound must not be separated from the sound'' of the r that follows it-that it is the obscure sound of these " pony vowels we must give when they are found in unaccented syllables; as, mortar, mother, fakir, odor, murmur. Prove, by pronouncing the word murmur, that the sound of ur'in the last syllable is the same as in the first, except that it is spoken more lightly and rapidly. r . • Give daily drills, first upon the prefixes and afterward upon the suffixes of classi- fied words found jn the lessons. Results will show that pupils will become so thoroughly familiar with these "beginnings" and "endings" they will recognize them readily m longer words and, by this means, will be able to distinguish the roots of words and place the accent correctly. , ^ ^ j u * A study of the derivation of words belongs, properly to Fourth Reader grades, but a rapid recognition of prefixes, sP.ffixes and roots will be the result, if daily drills be •-^ven in the correct prounciation of classified words. ■^ LESSON I —Explain the meaning of the word prefix. Write upon the board the words around, abstain, account, and show that a, ab and ac are prefixes. 2o8 SUPPLEMENT. Explain that the same rules must be applied to the marking of prefixes as were ob- servea in marking monosyllables; that the prefix a is always obscure, as, amidst^ that a is short in ab and ac because these prefixes do not end in r; that, as the accent must not be placed upon the prefix, it must fall upon the second syllable. Train pupils into a quick perception of the prefixes in the same manner as they were trained to recognize the keys of monosyllables. When made perfectly familiar with the prefixes used in the classified words at the beginning of each reading lesson, show them where the mark of accent must be placed. Require them to copy and mark the classified words of this lesson. This will impress upon them the rule that the accent must ncrt fall upon the prefix. If not upon the prefix then it must fall upon the sec- ond syllabic in the words presented. Present only the classified words prepared for the purpose of teaching accent, and thus avoid the confusion that must arise when pupils attempt to classify words before they are made familiar with prefixes. They should be required to pronounce these words, rapidly and distinctly, before the readinjj is attempted. This drill in marking and pronouncing is to make them thoroughly acquainted with classified words, whether found in the reading lesson or elsewhere. It will, furthermore, teach them where to place the accent when similar words occur in the reading lessons that follow. Pupils may form sentences, using as many as possible of the words found at the beginning of the lesson. This "sentence building" and the placing of the accent marks correctly, in the classified words, should precede the reading lesson. It is this preparation that makes them familiar with the new words and enables them to spell correctly when the same words are dictated for that purpose. It will also cultivate a proper use of language. Pupils may try to find words, similar to the classified lists, in the accompanying reading lesson. LESSON II. — Make pupils familiar with the prefixes ad, af, ag, ai and an, after which require them to write the classified words and place the accent marks cor- rectly. Show that a is short because the syllables do not end in r. Give daily "talks" upon action words. Prove that the words at the beginning of this lesson are action words by prefixing the preposition to to each. Ask the meaning of to admire, to advance. Whenever it is possible let pupils "act out" these words. Make this a daily exercise. For busy work desire pupils to write sentences, using a different action woi 1 in each. Confine them to the use of the words at the beginning of the lessons. Also require that the accent marks be placed correctly, calling attention to the fact that prefixes must not be accented, except when we wish to change verbs of the same orthography into nouns or adjectives; as, prefix', pre'fix, concert', con'cert" LESSON III. — Write upon the board ap, ar, as and at, and train pupils into a quick perception of these prefi.xes. Refer to the change made in the sound of a when it is followed by r and by rr. (Rule given in the Manual.) As, afar, array, LESSON IV.— If the prefix contains but one vowel and this is its final letter, mark the latter long (according to rule for monosyllables); as, begin, LESSON V. — Explain that the prefixes com and con have the same meaning; that the consonant following determines which must be used; that second syllables beginning with b, p and m require the prefix com, while those beginning with c, d, f, t and V are preceded by con. SUPPLEMENO'. 20Q LESSON VI. — Present the prefixes col, COr, de and dis for rapid recognition and afterward refer to each separately. Require that the true sound of o short de given in the prefix col. Show that the sound of or in correct, corrupt, etc., is neither short nor cir- cumflex, but obscure because found in the unaccented syllable. In teaching the obscure sound of or give its true sound first and afterwsr«.i explain that it is this sound shortened. In treating of the prefix dis explain that, as a rule, s has the sound of z when it is followed by a vowel in the second syllable; as, disarm. LESSON VII. — Keep the thought before pupils that, except in nouns and adjec- tives, the prefix must not be accented. As a rule x equals gz when followed by a vowel or a breath consonant; as, exact, exinaust; but has its true sound when followed by other consonants; as, expire, extract. LESSON VIII. — Explain here that in the prefix for, the vowel has, as a rule, its short sound; that the same rule must be applied to the prefix fore as to monosyllables ending in e. In presenting such words as impart show that a is Italian because it is found with r in the acceiited syllable; but in such words as collar, dollar, it is obscure because found with r in the unaccented syllable. LESSON IX.— Define the prefix in. Refer to the word indeed to show that we occasionally find a word that is not a verb with the accent on the second syllable. Pupils will see, at once, that indeed is not a verb because it does not express an action. Here show again that a verb can be changed to a noun by placing the accent upon the prefix; as; incense', in'cense. LESSON X.— Make pupils familiar with the prefixes mis, Ob, OC and of before they place the accent marks in this lesson. Show that ob, OC, of and op have the same meaning, and that the prefix ob is used where the consonant is not doubled. LESSON XI.— Make pupils familiar with the prefixes per, pre and pro. Ask if all these words are verbs and why. LESSON XII.— Re, sub. Ask, "How many think that all the words of this lesson are verbs?" LESSON XIII. — Sur, SUS, sue and suf. Ask, "How many and what words in this lesson are not verbs?" LESSON XIV. — In this lesson, follow the same plan. Lead pupils into the habit of recognizing the verbs in each lesson before placing the accent. In this way they will learn that the larger proportion of verbs of two syllables have the accent on the second. LESSON XV. — In words containing double vowels show that the accent usually falls upon the syllable containing the double vowel. Show, by comparing the words of this lesson, that the accent falls upon the syllable containing ee. Pupils may deier- mine, by placing a or the in front, which of the words of this lesson are nouns. LESSON XVI. — Here, also, show that, with the exception of words with the suffix hood, the accent usually falls upon the syllable containing OO. Pupils may use these words in sentences to show that they understand their meanmif. LESSON XVII.— Explain the meaning of suffix. Present the suffixes in the same manner as the prefixes were presented. Lead pupils into a recognition of the general rule that when a is found in the suffix it has its obscure sound. ;2io SUPPLEMENT, Give the same general directions for suffixes as for prefixes. Do not let the accent fall upon the suffix of a word. After pupils are made familiar with a certain number of suffixes, present classified words for marking. In this way they will soon learn to accent the first syllables of such words. Present the suffixes al, as, an and and and show that the accent must not be placed upon these. LESSON XVIII.— Mark e short when ed follows t or d, but silent when ed follows other consonants ; as, acted, added, asked, reared. S equals z in the final unaccented syllable eS. The e is short when this syllable follows c, g, S, X, Ch or sh. LESSON XIX.— When en final does not follow the liquids 1, m, n, r, mark e silent. Mark e final silent in words of the " le " family. Mark e short in the suffix et. LESSON XX.— Show, by illustrations, the different sounds of er. 1st. When found in monosyllables and accented syllables, as fern, Sternly. 2d. When they are found in accented syllables which are immediately followed by a vowel or by r; as, merit, terror. 3d. When found in unaccented syllables; as, father, lantern. In this way lead pupils to see that when er is found in the unaccented syllable, the vowel has its obscure sound. They can then determine at a glance the sound of ©r in the words of this lesson. Compare the words anger and stranger and show the difference in the sound of n when it follows a short and a long vowel, and is followed, in turn, by ge. In such words as finger, linger, we underline n and mark the g following it hard although it precedes e. Explain that we mark g silent only when ng is found in the same syllable. Show, in this connection, that g is hard in linger, because it is not found in the same syllable. LESSON XXI.— Mark e short when the second syllable ends in e&S. Require correct pronunciation. Do not accept of luss for less or nuss for ness. As a rule, words ending in less are adjectives; words ending ness, nouns. LESSON XXII.— Dissyllables do not end in ick. With the exception of derrick we do not find k added. Mark I short in the suffixes ic, id, it, etc. LESSON XXIII.— Mark i short in the suffixes il, ile, in and ain. Show that the suffixes il and ile are equivalents; also that the suffix ile is an exception to sylla- bles ending in e silent, its first vowel being short. LESSON XXIV.— Mark i shortinthesuffixes ing, ish, ist and iff. Like ile, the suffix ive forms an exception to syllables ending in e. LESSON XXV.— Mark i short in the suffixes ice, ise, eit and ive. LESSON XXVI. — In dissyllables ending in y make this vowel an equivalent of i obscure when it forms a syllable by itself or is found in the unaccented syllable. Require pupils to write the plurals of the words of this lesson applying the rule. LESSON XXVIL— Mark o obscure in the suffix or. Exceptions are found in the words squalor, furor and stupor, where o retains US circumflex sound. Make O an equivalent of u short in the suffixes om and ome. S UPPLEMEN T. 211 Tn the word languor show that u has the sound of w (consonant). Rule: When gu is followed by i or o in an unaccented syllable, make u an equivalent of W. LESSON XXVIII.— Show that the suffixes tion and sion are equivalents. Rule: When c, S or t is followed by io in an unaccented syllable, these con- sonants have the sound of sh. Mark i silent after a dotted consonant and make o equal to u short when tio or SiO is found in the same syllable. LESSON XXIX.-Show the difference in the pronunciation of words endmg m OUS and ious. When the syllable begins with ci or ti, then the sound of sh must precede OUS; but when ous is preceded by any other consonant this sound is never heard. Compare such words as famous and gracious, pompous and cautious that pupils may recognize the difference in the pronunciation of the last syllables. The word full, used as a suffix, always drops one 1, and its compounds, made by the addition of this suffix, form their plurals regularly by adding s to the singular; as, handfuls, spoonfuls. Give frequent drills in the pronunciation of words endmg m ute, use and ure. Rule: When the suffix ure follows d, t or 1, mark u long and e final silent; as. verdure, feature, culture, failure. When S has the sound of zh and these consonants are followed by ure orthoep- ists differ as to the sound of u. In pleasure and leisure Webster suggests the obscure sound, while Worcester makes this vowel obscure in all the words where ure follows the sound of zh. Teachers can do as they prefer in the pronunciation of such words. Write the following stanza upon the blackboard and read, giving U its correct sound in words ending in ure: "It makes the heart leap but to witness his joy: Proud wealth has no pleasure, I trow. Like the rapture that beats in the pulse of a boy As he gathers his treasure of snow. Then lay not the trappings of we .1th on thine heirs While health and the riches of nature are theirs." LESSON XXXI.— Show by the words of this lesson that it is the positions syllables occupy which determine the sounds of their vowels. When ad, al, ac, etc., form the first syllables of words a must be marked short; when these letters form or are found in the last syllables, they must be marked with the inverted breve to show they have the obscure sound. Also when ack, ach, am and as are found in second syllables, we must mark a obscure. LESSON XXXII.— Present monosyllables ending in ace, age and ate to show that here a is long; as, lace, page, mate. Contrast these with dissyllables ending in ace, age and ate, to show that a has its obscure sound in these unaccented syl- lables; as, solace, bonda^,?. Show also, that a final has its short Italian sound in such words as drama, polka, &c.; and that such words form exceptions to the rule for making a obscure in unaccented syllables. _. . , LESSON XXXIII.— In this lesson show the different sounds ot ar and war m 212 SUPPLEMENT. accented and in unaccented syllables; as, ^^rpet, al/ar, 7£/arfare, bulwark, luarcitw, icward. Show, also, how the short Italian sound changes to the obscure sound with the change of accent; as, fasting, break/a^/, passmg, caiXcass, dancer, nuisa«»' , . , ^_ A a a a a >«• __^ _ _^ E e e e = -tr- -Sr -a- ""^ ^_^ , ^_ ,^_ I = y = e = u o o a 6 fBe sure to tie. t U u oil u o 0\ =r oi. Oo = o = u = ew, A e i o Go 00 o and u (Give reasons wr-y AAA Or or or ar ar With rounded lips now singing: Tlien ' er ir yr as Heard In "L.a\^^ A And ere as in " there." A The circumflex is ur in "curd." The sound the same in "work" and "word;-* A A In "purr" and "v/orth" 'tis heard: A A A Ur ur ur or A or A An; a\ ex. ek ©i.^fe^ (Equivalents, remember.) ESt = i and m I 1= y = y6» == igi^ O = 03; = obj. = o\>x = ba U =r ew (look closely) ; r sh . | Ma.ke u long change to 00 you see: Ew follows r ch y; TJ u u ew ew. a 244 DIPHTHONG CHILDREN. Air— "COMING THRO' THE EYE." ■k — ^-^ -=fi ;i ^Z?ICiZ?Z -— ii^— ^-s^" s^ i» — 0- T^—\-- ^-|^ -^ — 7"y— -^•^ sc^ /T\ /T\ ^-"N— y^it v-| — H — ^ w— _«^__ i — R-s^— ^■ ir--^^— ^- 5E|^: :|:^-_:|5==M5 :iZ23I*IIli m A (Short Italian). Air— "JOHN BROWN'S BODY." i^3^.^e:j- y — i^- ' jj^* - 9 jg g ^ - -h-h I ilUgi^^lsfl ROTARY BOARD SONG. Air.— "OUR STATELY SHIP MOVES ON." 3 245 mmi EE B - ad is bad, h - ad is had, 1 - ad is lad.m - ad is mad, p - ad is pad, s- ad is sad, 1 - ad is lad, etc. 'To be sung as the teacher rotates the Board. Let these drills precede lessons in Speller. ) D - an is Dan m - an is man b - at is bat f - at is fat c - ap is cap m - ap is map b - ag is bag r - ag is rag SHORT FAMILIES. F - an is Fan t - an is tan c - at is cat h - at is hat 1 - ap is lap n - ap is nap n - ag is nag t - as: is taa: b - ack is back 1 - ack is lack b - and is band h - and is hand b - ang is bang s - ang is sang b - ank is bank s - ank is sank h - ack is hack t - ack is tack 1 - and is land s - and is sand h - ang is hang r - ang is rang 1 - auk is lank t - ank is tank LONG FAMILIES f - ade is fade m - ade is made c - ame is came I - ame is lame b - ake is bake m- ake is make f - ace is face r - ace is race c - age is cao:e j - ade is jade w - ade is wade d - ame is dame s - ame is same c - ake is cake t - ake is take 1 - ace is lace p - ace is pace g - age is gage s - age is sage g - ate is gate m - ate is mate, g - ale is gale m - ale is male 1 - ane is lane s - ane is sane Adapt the words of each family to the mnsic, repeating these as often as it is necessary to fill the measnre. p- age IS page d- ate is date 1 - ate is late b- ale is bale h- ale is Kale c - ane is cane P- ane is pane [HE atteritior) of Teacl\ers arid Sctjool Officers is par- ticularly irivited to ttie edilcatiorial specialties arid supplies ar)r|oUriced ii) tl|e follo\^irig pages. Tl\e ir|tro- dilctiori of tl:|ese practical illustrative l^elps irito tr\e scliools of tl)e country lias already created a favorable iiriproveirierit iri rr\etl:\ods, besides ir|spiririg a i\ev^ in- terest, iri givirig iristructiori iri tl^e various brar^cties to 'Wli.ic]:! t]\ey relate. We respectfully invite corresporj- der\ce frorq teac]:|ers t]:\roUgl]out tl^e country iri referer|ce to our publicatioris iri ttiis lirie. Te'acliers v^Y\o rqay be iT\ tl\e city are cordially invited to call arid rqaKe a per- sorial exarqiriatior) of tt\ese rie^ educational appliances. Western Publishing House, 358 Dearborn St., CHICAGO. AND Original Fascinating Geographical Publications OF THE WESTERN PUBLISHING HOUSE CHICAGO, Room 1102, Pontiac Building, Cor. Dearborn and Harrison Sts. I'he Western Publishing House has set its face squarely against old educa- tional methods and ideas. Instead of offering the public old things "made over," it has come to the help of teachers and schools with a series of appli- ances which in design, mechanism and manner of illustration, are new, elegant and practical. The enthusiasm which has been aroused in educational circles by this new departure, is proof of the fact that teachers are tired of stereotyped and worn- out means of §chool-room illustration, and that they desire and need helps and apparatus which measure up to the modern theory and practice of teaching. The popular approbation practically evidenced by the emmense sale of its publications has confirmed the purpose of this House in making a specialty of such school appliances as minister to the wants of progressive teachers, and to the spirit and methods of the "New Education." THE ATTENTION OF EDUCATORS IS INVITED TO THE FOLLOWING PAGES. RKRKGOM SCHOOL. TV^KRS. ADAPTED TO USE WITH ANY GEOGRAPHICAL TEXT-BOOK. (Maps Mounted on Heavy C!oth.) Description. Size. Eastern Hemisphere _ 36x48 in Western Hemisphere __ 36x48 ' ' North America., ._■ 36x48 *' South America _ 36x48 " Europe 36x48 " Asia . 36x48 " Africa 36x48 '« Zone Map 36x48 " Any map, mounted on Spring-roller, in "Acme" Case (illustrated elsewhere), weighs less than three pounds. These are large maps and show correctly all important geographical discoveries and political changes to very recent date. They are the most accurate maps that are published. Their color- ing and contrasts are superb. The outlines of every physical feature of land and water are sharply and clearly defined. Places of historic importance and all large cities are represented by colored spots of varying size, according to population. Capitals are indicated by squares, so that they are certain to be quickly learned. Our maps are so complete as to be adapted for use in connection with any text-book on geography, still they are less encumbered with unimportant details than any other maps in the market, and this fact has won special" favor from teachers. Another important feature, found only on these maps, is what may be called the co-relation of continental position. On the map of each continent, enough of the neighboring grand divisions is shown to impress constantly and clearly upon the mind of the pupil their relative direction and position, and the nature of their connection by land or their separation by water. The map of North America, instead of the old-time "British America," shows the " Dominion of Canada " with its political sub-divisions. The new political outlines of the South American states and of European countries are given on the maps of those grand divisions. The map of Asia is thoroughly modernized, and the map of Africa, instead of a '' confession in blank" of the world's ignorance of the ''dark continent, "shows beautifully the progress of discovery, the colonization, aud the territorial changes in that part of the world. The Zone map — not included in any other school-map collection — is, itself, a magnificent object lesson of the whole world, on the races of people, grades of civilization, modes of habi- tation and dress, means of travel, styles of architecture, chief industrial occupations, and advancement in science, art and invention. THE "PEERLESS" MAP CASE. (with spring rollers.) THE MOST ELEGANT AND BEST. come rickety. 5. Perfect protection of enclosed maps against dust or in- jury. 6. Each map provided with independent "hangers" and easily removable as a single spring-roller map, so that different teachers may Dsethe several maps at the same time. The accompanying cuts furnish a general idea of the shape and ap- pearance of our new "Peerless" Case. It embodies points of ad- vantage which have long been needed and desired, but which have never before been provided in any of the map cases which have beeni or are now, in the market. Among the points of superiority referred to, we mention: i. Conven- ience in size and weight. 2. Ele- gance of form and design. 3. Cylin- drical revolving cover. 4. No hinges or anything of the kind liable to be- NECESSARY WALL ATTACHMENTS WITH EACH CASE. THE "ACME" CASE. THE FT?IEST SIKGLE MA.P CASE JST'ER MADE, In beauty and in perfect action, the "Acme" leads all the single map cases in existence. "Whether it is closed, or the map drawn out from it, it is an attractive ornament on the wall of any school-room or office. It is as easily taken from place to place as a book Its weighs wth mounted map is less than three pounds. Trofessienal Endersemerit The following are some of the many educators who have endorsed or used our geographical appliances : W. B. Powell. Supt, of Schools, Washington, D. C. James P. Slale, J^x-Statt Supt. of Public Instruction, Illinois. W. H. Banta, Supt. City Schools, Valparaiso, Ind. Prof. Bradley, Supt. of Schools, Minneapolis, Minn. J A. EsTABROOK, Supt. PubHc Instruction, Michigan. Daniel B. Hager, Prin. Massachusetts State Normal School. Charles E. Boss, Prin. of Schools, Plainfield, N. J. H. L. Merrill, Supt. of Schools, Hutchinson, Minn. Geo. B. Lane, State Supt. Public Instruction, Nebraska. C. H. Churchill, Prof, in Oberlin College, Ohio. Prof. Runkin, Red Wing, Minnesota. E. E. McCroskey, Pres. Board of Education, Knoxville, Tenn. J B. Thayer, State Supt., Madison, Wis. Rob't W. Hill, Supt. Indian Schools, Indian Territory. J. H. Lawhead, State Supt., Topeka, Kas. T. J. Porter, Supt. Schools, Miles City, Montana. Prof. Curtis, Winona, Minn. Sister L. Stephanie, Superioress St. Joseph's Academy, New Orleans^ Eli M. Lamb, Friends' High School, Baltimore. Capt. p. H. Pratt, Supt. Indian School, Carlisle, Pa. Abel E. Leavenworth, Prin. State Normal School, Vermoni. Prof. Lee, Lake City, Minn. J. A. McGilvaray, Sec. Virginia Board of Education. J. S. Hopkins, Pres. Georgia School of Technology. N. A. Luce, State Supt. of Schools, Maine. Wm. D. Cabell, Prin. Norwood Institute, Washington, D. C. Matthew Andrews, Supt. of Oakland Schools, Chicago. Prof. Wilson, Stillwater, Minn. R. a. Ogg, Supt. of Schools, Greencastle, Ind. David Howell, Supt. of Schools, Lansing, Mich. L. Putney, Supt. of Schools, Gloucester, Mass. E. W. Brokaw, Supt. of Schools, Litchfield, Minn. J. W. Lycett, Principal, Hoboken, N. J. Wm. J. Milne, Prin. New York State Normal School. ?rof. Dobbin, Prin. Shattuck School, Faribault, Minn. H. Howe, Prin. Carson City Schools, Nevada. Geo. H. Farnham, Prin. State Normal School, Nebraska. Prof. Childs, Principal, Morris, Minn. T. H. Smith, Pres. Brownsville College, Tenn. W. D. Parker, Pres. State Normal School, Wisconsin. J. T. Wining, Supt. of Schools, Preston, Minn. Sister G. Gaua, Vicar of St. Michael Convent, St. James, La. Wm. F. Fox, Supt. of Schools, Richmond, Vay Sister M. Angelica, Academy of Holy Cross, Washington, D. C. Florence M. Holbrook, Prin. Oakland High School, Chicago. Prof. H. Hilleboe, Willmar Seminary, Minn. J. J. Bronson, Supt. of Schools, St. Joseph, Mich. O. B. Bruce, City Supt., Lynn, Mass. Prof. Hathaway, Supt., Northfield, Minn. B. C. Megie, County Supt., Dover, N. J. AGENTS WANTED AND CORRESPONDENCE SOLICITED BY WRSTRRN PUBIaISHIKG HOUSR, 358 Dearborn St., CHICAGO. PARAGON CABINET SERIES COMPRISING PARAGON SCHOOL MAPS, PARAGON CABINET OF PHYSICAL GtOCRAPHY, PARAGON CABINET OF ASTRONOMICAL GEOGRAPHY, PARAGON RELIEF MAP OF THE UNITED STATES. The educational public, so far as it has become acquainted with Yaggy's Geographical Study, will appreciate the announcement that the novel and exceedingly valuable features which are contained in said work, are now offered to schools in parts, in the above named Series. We have been led to make this provision for supplying these popular illustrative helps in a series of separate collections, by the solicitation of many teachers and school officers who, while not immediately in need of the complete Geographical Study, or not able to purchase, at once, all that is therein combined, are very desirous to secure one or more of its excel- lent parts at the moderate cost at which these can now be obtained. In the arrangement of the " Paragon Series, " the proper division of the science into Astronomical Geography, Physical Geography and Political Geography has been carefully regarded. This arrangement will do much to banish from the school-room the old methods of loading the mind of the pupil with geographical facts in jumbled confusion. It will foster, instead, more logical methods — so much insisted upon by the best educa- tional talent of the country. The "Portfolio" and "Easel" features, which have won so much favor for the Geographical Study, and which are found only in our publications, are retained in the three first-mentioned parts of this Series. The publishers confidently claim that this Series furnishes the means for illustrating a greater number of geographical truths and principles than can be illustrated by all other geographical devices put together. In originality, simplicity and perfect representation, these appliances are far beyond competition. CABINET No. I comprises the lull collection of eight large maps, namely: Eastern Hemi- sphere, Western Hemisphere, North America, South America, Europe, Asia, Africa and the Zone map; all in our cylindrical, revolving " Peerless " case, (illustrated elsevvJiere); each •nap being provided also with independent "hangers" and singly transferable, as a spring- roller map, to any desired place. CABINET No. II contains four large maps, namely: Eastern Hemisphere, Western Hemi- sphere, North America and Zone map (any four maps, inclusive of the zone chart, may be selected); mounted on spring rollers and enclosed in neat square case. CABINET No. Ill includes four large maps (any four maps, exclusive of the zone chart, may be selected); mounted on spring rollers and enclosed in neat square case. SINGLE MAPS. Any one of the above maps may also be had separately, mounted on spring- roller in " Acme" case, (illustrated elsewhere) or on plain roller as a wall-map. CABINET No. IV includes: 1. A plate illustrating in a beautiful manner the definitions of all the physical divisions of land and water. 2. A mining chart showing mines of all metals and methods of operation. 3. A Chart of Marine Life, exhibiting, tru2 to nature, the wonderful phenomena of the life of the sea. 4. A Geological Chart, illustrating the development of lif; on the earth, the variety and succession of the strata of rocks, and the economic jDroducts of the various formations. 5. A Relief Map of the United States, the moit perfect and elaborate thing of the kind ever constructed. CABINET No. V comprises a complete outfit for the illustration of those important facts and principles of geography which pertain to the earth's astronomical character and relations. Like- wise, as an astronomical appliance, it represents, beautifully, the more important facts of elemen- tary astronomy. Among its ingenious devices are included: 1. A novel representation of the Solar System. 2. A striking illustration of the phases and telescopic views of the Moon. 3. Two new and original mechanisms for the explanation of the cause of day and night, comparative time and the change of seasons. 4. A ftiost effective representation of the constellations of the Heavens, as thay appear, and where they are, at any minute of the day or year. This valuable apparatus will satisfactorily take the place of globe, tellurian and planisohere, at but a fraction of "the cost of these articles. CABINET No. VI is a combination in one case of Nos. 4 and 5. i with Zone Chart added, this •^ ] IS called Cabmet No. Q]4. CABINET No. VII is a Relief Map of the United States. Besides the correct and important knowledge which the pupil gains from this, in reference to the contour of surface of our own great country, this map furnishes a perfect model for map-moulding, a means of instruction prominent among the progressive methods of teaching geography. Yaggy's Geographical Studv, THIS STUDY has opened a new era in teaching Geog- raphy. It ilkistrates in an ex- ceedingly novel and perfect manner, not only the ordinary facts of ' the subject, but also such truths and principles of related sciences as are indispen- sable to an intelligent knowl- edge of this important branch of education. It is founded on rational and modern ideas of teaching, and is entirely original in many of its features. Among these are included; First.— A series of seven large maps, thoroughly accurate, and unequalled in judicious design, harmony of color and manner of engraving. Second. — A collection of the most mgenious astronomi- cal devices, far superior to globes and tellurians in con- venience and clearness of il- lustration. Third. — A set of beauti- fully designed charts illustrat- ing the definitions of physical geography, mines and mining operations, and the wonderful animal life of the sea. Fourth. — A large litho- graphed Zone .map, showing, in a graphic manner, the races, industries, homes, and modes of life in all the Zones. Fifth. — A chart illustra- ting the geological phases of geography. Sixth. — A relief map of the United States surpassing in excellence anything of the kind in the educational market. WITHOUT A SUCCESSFUL RIVAL. Yaggy's Anatomical Study. Among all the devices intended to illustrate the facts and principles of the various branches of knowledge in the school-room, Yaggy's Anatomical Study stands pre-eminent in completeness and convenience. Its representation of the structure and organs of the human body is original and striking, and by its aid the study of Physiology is made easy, attractive and thorough. This educational apphance has been produced to meet a positive need for some prac- tical means to illustrate one of the most important branches of science. Besides, there is both a popular and a legal demand for instruction in our schools on the destructive effects of intemperance as they appear from the physiological outlook. To meet this demand, the Study furnishes a series of the most graphic and convenient object lessons on the ruin of the body by alcohol. In accuracy and life-likeness of representation and perfection of workmanship, Yaggy's Anatomical Study is without a competitor. It is used in ten times as many schools as all other anatomical studies combined. It has won the favor of the best teachers r' the countr/, and stands to-day before the educational public with a record absolutely unrivalled. YAGGY'S ANATOMICAL STUDY. "It snrpasses everything of the kind now before the pablic." J- W. B188ELL, President Upper Iowa University. * It Ib the finest article in use 7n this conntry." Prof. C. H. French, Morris, Illinois. "To a corresrondent who asked, ' What is the best apparatus for illustrating Pliysiology and the effects of alcohol on the system?' my reply was, Yaggy's." De. J. H. Jackson, State Sanitarium, Danville, N. Y. ** It needs only to be seen to be approved." Prof. .John Coopeb; Supt. Schools, Evansville, Indiana. JUST PUBLISMED. YAGGY'S ANATOMICAL PORTFOLIO. This new work is made up from plates similar to those in Yaggy's Anatomical Study, many of them being identically the same except that they are considerably reduced in size. Having had more experience than all other Publishers of Anatomical Charts, we enjoy facilities for knowing just what changes may be desirable from time to time, and obviously the most important one at this time has been to reduce the Charts to such compact form and size as to render them available for use in even the smallest schools. The best way to teach this subject is to bring the illustration immediately and minutely before the eye of the child. Architecture need not be taught from drawings as large as the structure that is to be represented, neither are full life-size Charts requisite to the best teaching of anatomy. * ,..,,,.., • , Yaggy's Anatomical Portfolio is 9>^ xU^i m. in size, thus allowmg it to be conveniently placed in the drawer of an ordinary writing-desk or table. To fold and lay it aside is but the task of a moment and is attended with no difficulty. The work is so arranged that it can be carried before a class in any part of the school-room and can be placed upon a chair or table or even held in one hand while the other hand may be employed in turning the Charts and Manikins and in referring to them. TEACMEiRS' HAND-BOOK. A Teachers' Hand-book carefully prepared by an experienced educator is furnished with each copy of Yaggy's Anatomical Study. This Hand-book is a complete guide to teachers, enabling them by oral exercises to give to younger pupils a thorough course of elementary instruction in the important subjects of anatomy, physiology and hygiene. WESTERN PUBLISHING HOUSE. No. 3^8 Dearborn Street, CHICAGO.