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A COMPLETE MANUAL 
 
 POLLARD'S 
 
 SYNTHETIC METHOD 
 
 READING AND SPELLING. 
 
 Designed to accompany Synthetic Readers and Spellers. 
 
 ,>«^" 
 
 / l^l^L 28 
 
 By REBECCA S. POLLARD. / ^ Vt^ ^ ^^ 
 
 Chicago: 
 
 WESTERN PUBLISHING HOUSE. 
 1894. 
 
V 
 
 Entered according to Act of Congress, in the year 1889, by 
 
 WESTERN PUBLISHING HOUSE, 
 
 Ie 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; 2i 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 3'oungest 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 teachinof 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 PRE FA CE. 
 
 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 -printed -words. 
 
 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 emplo3^ment as impresses upon the 
 memory the elements of the word, and thus, unconsciously, leads the 
 child into independence of thought and action? Let the markmg, 
 sounding and pronouncing of words in the Primary Speller follow 
 each black-board drill. Let no attempt be made to read until every 
 word in the reading lesson has been marked and sounded; until 
 t/ery word meets with instant recognition. 
 
 There must be no guess -work ; 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 oivn 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 colerated 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 necessary, and I could 
 never be induced to permit pupils to ruin their books 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 
 of preparing 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 spoiling of the books, parents learn to consider this a 
 trifling loss when the}^ are brought to realize that the result of this 
 " marking " is accurate reading and correct spelling. How can the 
 price of a book 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 
 ivholCy and afterward desired pupils to write and mark it according 
 to Synthetic rules. 
 
 The Word and the Synthetic Method can not be cofnbined. 
 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 touchy 
 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 classif3nng 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 intelligent 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. 
 
 PAaE. 
 
 DIACRITICAL MARKS 17 
 
 Vowel Sounds 17 
 
 Consonant Sounds 19 
 
 Equivalent Consonant Sounds 19 
 
 Equivalent Vowel Sounds 20 
 
 SUGGESTIVE NAMES 22 
 
 Vowels 22 
 
 Consonants « 22 
 
 MEANING OF TERMS 24 
 
 Make Scales .24 
 
 Mark and Sound 24 
 
 Tie ^ 
 
 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 3° 
 
 Window and Letter Songs 3^ 
 
 Make Scales 32 
 
 Families of Words 33 
 
 Name-Words 38 
 
 Singular and Plural Number 38 
 
 The Letter S 39 
 
 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 47 
 
lo CONTENTS. 
 
 PAOB. 
 
 C AND G Keys 48 
 
 Whisper Keys 48 
 
 TH (Breath) 49 
 
 TH (Voice) 49 
 
 Three Letter Keys 50 
 
 Obscure A 50 
 
 Adjectives 50 
 
 A Talk Ahout 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 Aijout 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 60 
 
 Proper Diphthongs 63 
 
 Diphthong Children 64 
 
 Tabic of Reference (for Proper Diphthongs) 65 
 
 The Short Family 66 
 
 The Long Family ,.. 66 
 
 C and G Soft 68 
 
 Table of Reference (for Long Faniilies) 69 
 
 E Long 70 
 
 I Long and I 71 
 
 Pronouns 71 
 
 O Long 71 
 
 C)ll and oil 72 
 
 U Long 73 
 
 Table of Reference (for Word-Building) 73 
 
 00 Long 74 
 
 Tal)le of Reference (for Word-Building) 75 
 
 K, G, W and U Silent 78 
 
 The d and ed Words 79 
 
 Rules 79 
 
 Action Words in D and ed 79 
 
 Equivalents of Long Vowels 80 
 
 Equivalents of A Long 80 
 
 Table of Reference (for Word-Building) 82 
 
CONTENTS, II 
 
 FAOE. 
 
 Plciuivalcnts of E Long ^3 
 
 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 Circumklkx VowiiLS ^^ 
 
 O Circumflex ^ 
 
 U Circumflex ^ 
 
 Wave Vowels ^ 
 
 E Circumflex ^^^ 
 
 Sign- Board Words '-'S 
 
 A Circumflex '-'5 
 
 Short Vowkls • W 
 
 Thk Italian Family ^' 
 
 A Italian ^^^ 
 
 Table of Reference (for Word-Building) «7 
 
 Is and Are. 
 
 88 
 
 A Short Italian '/^ 
 
 Table of Reference (for Word-Building) 98 
 
 The Broad Family 93 
 
 Tin-, Principal Short FamiwES '0° 
 
 The Letter y 'oo 
 
 Compound Words '°3 
 
 Words with Equivalent Sounds 104 
 
 Dissyllables '°4 
 
 The inir Family 'o5 
 
 Accent '°^ 
 
 Name and Action Words '07 
 
 The le Families '°'v' 
 
 Thej/ Short Families '" 
 
 Ry and row ' " 
 
 The er Family " ' 
 
 The Quiet Family "^ 
 
 A Obscure ''3 
 
 The Letter u "4 
 
 Suggestions for Review "4 
 
 RULES '"^ 
 
 The Marking of Vowels "9 
 
 The Marking of Consonants '27 
 
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 201 
 
 SUPPLEMENT 203 
 
 SONGS 221-245 
 
 SPECIAL INDEX. 
 
 LANGUAGE LESSONS. 
 
 Name Words 38 
 
 Plural Number 38 
 
 Adjectives 30 
 
 "d" and "ed" Words 79 
 
 Action Words o . o . . . .60 and 79 
 
 Sign-Board Words 95 
 
 Language Lesson on "is" and "are" 88 
 
 Name and Action Words with " ing " 107 
 
 EQUIVALENTS. 
 
 a=e 51 
 
 f=* 54 
 
 i=e c6 
 
 o=a 57 
 
 u=6 59 
 
 wu='e- 60 
 
 6b=o=u 61 
 
COIMENTS. 
 
 13 
 
 PAGE. 
 
 u=ew 74 
 
 6b^=o=u=ew o 76 
 
 a=ay=ai^=^ey=ei=eig:=ekg;K 80 
 
 e=e^^=ei=ifeL 83 
 
 r=y=y^=ig:tj^ -^ 84 
 
 o=oa=o W=ou=ofei=5 ^ 84 
 
 Q==^u^=ui=ew 85 
 
 er=rr=yr 89 
 
 Qr==or 92 
 
 Grfet=are 94 
 
 6=a 93 
 
 f=^l>=^ lOI 
 
 sh=:ch ch=tch •eH=k ....e 103 
 
X 
 
 
 
 \ ;•! ■■X. 
 
 h .-^ 
 
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 fast, 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 her, term, sperm. 
 
 ew=u long., dew, few, mew, new. 
 
 eWrr=oo long crew, chew. 
 
 ew=o long shew, sew. 
 
 1 short pin, pink, pinch. 
 
 i long mite, line, site, hire. 
 
 I=e long police. 
 
 i wave fir, girl, girt, gird. 
 
 I=y consonant Indian, onicn. 
 
 i obscure intimate. 
 
i8 DIACRITICAL MARKS. 
 
 o short not, doll, dock, moss, long. 
 
 6=u short son, come, does, some. 
 
 -©-^^wu one, once. 
 
 o long bone, pore, most, hold. 
 
 0=00 short would, could, should. 
 
 0=00 long do, you, to, youth. 
 
 O circumflex for, nor, born, short. 
 
 p=u circumflex word, work, world. 
 
 do short book, hood. 
 
 oolong moon, spool, food. 
 
 6d=o long door, floor. 
 
 6fei=U short blood, flood. 
 
 6\w:=o long blown, bow, flown. 
 
 6ti=o long , pour, four, fourth. 
 
 OW diphthong bow, brown, crown. 
 
 OU==ow diphthong about, pout, proud. 
 
 oi diphthong oil, boil, spoil, broil. 
 
 oy^i^oi diphthong boy, coy, toy, joy. 
 
 U 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. 
 
 -U=w queen, quick, quilt, quack- 
 
 u=i short busy, business, busily. 
 
 u=e short bury. 
 
 y= 
 y= 
 
 short crystal, symbol. 
 
 long " lyre, style, cr}-, by, shy. 
 
 wave myrrh, hyrse, thyrse. 
 
DIACRITICAL MARKS. 
 
 CONSONANT SOUNDS. 
 
 19 
 
 b as in B-ess, b-aby, b-ell. 
 
 •e 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. 
 
 § 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. 
 
 J " 1-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 " 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. 
 
 ■€"k=-C hack. 
 
 c =s lace. 
 
 ch=tsh church. 
 
 -eK^ik chrism. 
 
 f=-g+»=^l=»- off, laugh, phiz. 
 
 j=^g-=d jump, gin^ soldier, 
 
 'f^ i =y hallelujah, Julia, yes. 
 
20 DIACRITICAL MARKS, 
 
 n=ngr thank, long. 
 
 n=ny ...canon. 
 
 §=z has. 
 
 S=tr=c=ch=sh social, nation, spacious, 
 
 chaise, shall. 
 
 t^ci" hit, hissed. 
 
 v=# vow, of. 
 
 wu=-e- one. 
 
 w=-t* quill. 
 
 x=ks six. 
 
 ^^^'g'z exact. 
 
 X=z Xenia. 
 
 >f =ksh noxious. 
 
 z=S chintz. 
 
 EQUIVALENT VOWEL SOUNDS. 
 
 a 
 
 a=ay=ai=6(a=ey=ei.g=eigH say, laid, break, they, 
 
 deign, eight. 
 
 ar6t=aisr=erfet=ei.r=ear pare, fair, there, their, 
 
 wear. 
 
 S^=® a cat, the man. 
 
 -et=e short said. 
 
 3-=0 was, not. 
 
 a=o warm, nor. 
 
 ai'^^er -collar, mother. 
 
 e 
 
 e=eei=ea>=Vet here, seen, peak, field. 
 
 e=u wet, bury. 
 
 i=u hit, busy. 
 
 ur=or . fur, word. 
 
 er=ij=^Jr berth, firm, myrrh. 
 
 a and e long aerial. 
 
DIACRITICAL MARKS. 21 
 
 i 
 i==e=o=u=y fill, been, women, busy, pity. 
 
 l=y=y€i=ig:K bite, try, lye, high. 
 
 r=y consonant Daniel. 
 
 o 
 
 0=a...; not, wad. 
 
 0=0=0 K^oei^oa=6H=oW=oo=ew..no, O, oh, toe, boat, four, 
 
 low, door, sew. 
 
 6r^=^ morn, warn. 
 
 6=u son, fun. 
 
 ■e-= wd one. 
 
 6b=o=u book, could, pull. 
 
 db=a^=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=| o amid, the, ultimate. 
 
 u U long and short vacuum. 
 
 ti silent guard, guide, guest. 
 
 y=T ••«•« ..city, sit. 
 
 y 
 
 y=] » .....by, bite. 
 
 y=T c yes, valiant. 
 
 Note. — Teachers may prefer to use the macron with a dot over it (— ) 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 o u y — Vowels of the Short Family. 
 
 a e i o CT y — Vowels of the Long Family. 
 
 a^o — '' Take care, kitty ! " 
 
 0=u — Soap-bubble Vowel. 
 
 ow^^ou — Exclamation of pain. (" That hurts, Johnny! ^*) 
 
 oy=oi — The "oyster boys." 
 
 a e i o — The hiccough vowels. 
 
 ■0=wu — The young dog's bark. 
 
 0=U — Vowels who play foot ball with the " Short twins.'* 
 
 0=u=rew — Skating vowels who play with the "Long twins." 
 
 6r=ar u/=or er=ii:=^yr erfei=arei ar — Pony vowels. 
 1 — The umbrella vowel. 
 
 CONSONANTS. 
 
 b=B — The sound that presses the lips together. 
 
 l<=q=-e — Fish-bone sounds. 
 
 d=D — The young pigeon's cry. 
 
 f=^=p+^ — Kitty's hiss. 
 
 j^^gT'^'d — The sound heard in J-enny, G-yp, soldier. 
 
 h=H — The tired sound. (The pant.) 
 
 1=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 
 
 Httle further back than 1. 
 
 ♦These names apply to vowels and consonants, to be used by the teacher that ip-terest 
 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-fly's buzz. 
 
 w=-0- — The sound of the wind among the trees. 
 
 y=Y — The first sound heard in y-es, y-et, y-ell. 
 
 z=Z=S — The buzz of the bee. 
 
 sh=ch=c=S=t — The "silence whisper." 
 
 ch==tch — 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 oul: 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, ■€=k, g^=}, 
 §=z X =g'z, n='>&, 1^ and gh f. G hard has no equivalent: 
 pupils must learn, however, when to place a line, and when a dot 
 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. 25 
 
 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 plccising instruction. 
 
MANUAL. 
 
 MOTION SIGNS. 
 
 Say nothing to pupils about learning to read when you begin the 
 instruction. Let your tirst 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; Lucy, 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 b}' 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 how 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 lungsi 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 
 \' o i c e sign 
 which tells us 
 of our mistake 
 — we choke. 
 
 plays as it passes out from our lungs, 
 whisper the air passes over these chords ^ 
 
 "When we talk, do we send out our breath or draw it in.^ 
 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 cESophagns 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 
 partof the wind- 
 pipe) ; of its tine 
 chords, over 
 which the air 
 Explain that when we 
 without moving them. 
 Let 
 
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 rudeh', 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 
 carefully 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 stud3'ing, the sounds have no regard to the names 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 agam. 
 
 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 may 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 
 Bound 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 find 
 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 singino: 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 tirst 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 occup}^ 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 3'ou 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 
 "he 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 necessary 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 clearly that they are to 
 <ound as they tJiarh. Teachers who object to this because of the 
 confusion that may arise, must remember that a child can not think 
 a sound. Pupils are readily taught to modulate their tones. 
 
 In teaching the consonants, lead them to realize that correct 
 motions of the organs of speech are necessar}' to the production of 
 correct sounds. Show that we can not give the sound of I 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. 
 
 31 
 
 WINDOW AND LETTER SONGS. 
 
 After presenting three letters by means of the ladders, teach 
 pupils to draw a window. They must first 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 
 
 
 A 
 
 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 families of 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 slowl}'; 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. 
 
STNTHE'IIC METHOD. x,i 
 
 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 ca"i be readily 
 recognized by sight, show pupils how to blend consonant sounds 
 with these family names. Take, first, 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 draw a line through it. 
 You may think of this line as the fish bone 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 1 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, pausin? 
 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 
 presentint^ 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. Sins: 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 
 
 agr 
 
 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 tisli 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 
 
SYNTHETIC METHOD. 35 
 
 the consonants that do not form words. Place the Rotary where it 
 can be plainly seen by all, and ask pupils to tr}' 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 papils to print them upon their slates. Teach them 
 the stanza 
 
 " Finding this c in front of a 
 We mark and sound it-e," 
 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 §,'' 
 as a line is drawn above this 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 •€,"' after which repeat and blend its 
 sound with the family 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. 
 
 be formed by prefixing consonants to this name. As, in the family 
 of at, 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 bus}' 
 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 sfell 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 they 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 
 
STNTHEl^IC METHOD. 37 
 
 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 J.ie drill of a morning and 
 afternoon term. If, however, double the time be given for busy 
 work, the progress will, of course^ le 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 
 tvhispe)" a vowel sound nor the sound of a voice consonant. 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 memor}-. 
 Hence this finger work, in connection with the sounding of the 
 letters, leads to correct spelling as well as to accurate I'eading. 
 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 daily 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 pi'inted 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 already 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 3'our 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, dail}', 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, Mar}', 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 ha\c 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 
 zye. two eyes; pat one cheek, two cheeks; bend one linger, Jour 
 lingers. 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. 
 
 Thirdly, the underscoring of all the name-words, pronouncing 
 them with the falling inflection. 
 
 Fourthly, 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 what the letter z does. 
 When it whispers, we may think of the sound that chased the 
 piggies awav. This "whisper" we call "trueS." It always talks 
 in this way when f .und at the beginning of the words we are now 
 learnins:. In words of four, live or six letters when we tind 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 line 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 tr}' 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 tightl}'. 
 In marking the word cats, if we should sound st as we tie ts, 
 do you not see that the former key would not ht.^ 
 
 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. 41 
 
 In marking the word cats: first step, tie the back-door key 
 as you sound; second, mark a short; third, mark c hard; fourth, 
 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, 
 always 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 sa3's "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 any other consonants we must mark 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 S and sound; secondly, tie the 
 final consonants and sound; thirdly, mark a short as you sound it; 
 fourthly, 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 
 marking, desire pupils to show that the}' recognize name-words by 
 
42 POLLARD'S MANUAL, 
 
 underscoring them. They ma}', also, mention their number: as, 
 cabs, a name-word of the phn-al number; cats, a name-word of 
 the pkn-al number. Do not hasten with three-letter words or their 
 plurals. 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 protitable 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 S3'nthetic 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 be pronounced 
 ivithout hesitation. Remember that although the e3'e is trained 
 by the voice and lingers it has its work to perfoim, nnd 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 
 
STNTHETIC 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 may print long lines of ck upon their 
 slates, after which let them draw a line 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 distinctly. 
 
 Print ack upon the inner section of the Rotar}', 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 may pronounce back. Call upon John to form 
 pack and upon pupils to prgnounce 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 Rotar}' ; 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 J2 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 r\ 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 zahen 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 families. When these are finished they may 
 count the spokes of each and show the number b}^ writing the 
 figures below. 
 
 After this board drill, pupils may mark, sound and pronounce 
 all the w^ords found upon the 27th page of the Spellers. If the 
 scales have been made familiar by singing, the word will be 
 recognized whe*^ the consonant sound blends with the famil}' 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: 
 
 M, 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, brand, Frank, stand, prank, gland, grant. 
 
 Call upon one pupil to mark while 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 
 inflection. 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 keys the c and g" must first be marked 
 and the consonants tied afterward; as, cl, -er, §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 each 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^^o 
 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, R always growls as soon as th is whispered. 
 We will tie the three consonants together, as we sound, to show 
 the key of the word; as, thrash. 
 
 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 sliort; only be 
 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 cat.'*'' 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 fan." 
 
SYNTHETIC METHOD. 51 
 
 Lead pupils to understand they may underscore words that 
 signify color; as, red^ blue ^ green -^ also, black and ivJiite. 
 
 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 blackcap;'''' "Mary 
 wears hid gloves;'''' "I have eight fingers^ and tivo thumbs;'''' "I 
 have ten toes; " " My hen has teti little^ dotvny, 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 slightl}', 
 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 markeci 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. 
 
 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 lightl}'. 
 
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 M El HOD. 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, I, s, bl and sp. 
 " ent, " b, 1, s, t, w and sp. 
 " ell, " b, f, N, s, t, w, sp, sh, sm and sw 
 " ess, " B, I, dr, pr, ch and cr. 
 " est, " b, I, 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 w^ork 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 key. 
 
 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 11 and ss upon the board. Explain that only- 
 one of these consonants can be heard in the spoken word, therefore 
 the right hand consonant must be marked silent. Show, by the fol- 
 lowing words, that 11 and ss make thee 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 kegs 
 for the second. Remind pupils why we place the suspended bar 
 under s. (Because this consonant does not follow t, p, k or f.) 
 
 a=e 
 
 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 must not tie these vowels, because one is silent; the one 
 on the right hand. AVe 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 
 
 ix ?" or, " How many?" Lead them to understand that the 
 
 name-word must only be underscored \\\i^ 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 y Here, as may be seen, the word men must not be empha- 
 sized a seeond 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 \ 
 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, 6, i , resting a linger 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 
 famihes 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, ii, 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, I, m, p, r, s, w, th, cii, 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, Fi, n, p and st. 
 After printing, marking and pronouncing these words, desire 
 pupils to go over 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 XastXy ^ pronouncing' the tvord distinctly ; 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 famil}^ 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, be^tn. 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 9 o, 
 with the tinger in the mouth, that 30U 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 sinofine. 
 
a 
 
 od 
 
 (( 
 
 a 
 
 op 
 
 u 
 
 a 
 
 ot 
 
 (( 
 
 ii 
 
 ock 
 
 a 
 
 (4 
 
 ong 
 
 u 
 
 li, 
 
 OSS 
 
 a 
 
 bTNTHETIC METHOD. 5} 
 
 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 you 
 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, I, 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, g-i 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 suggest 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. 
 
 6=a. 
 
 Explain 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;" '' AVill 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 
 make 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 linger 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^ 
 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; 
 
 a 1 e y and u 
 
 1 e o a i y. 
 
 Show that the rule governing the other short vowels applies to u 
 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 timcc 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 little 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 (^2>— "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 — 65 6, OT Please do not touch it.' 
 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 gives us light, 
 and the word with o means a bo}^ 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 tlie words one and once, and show that o is equal to 
 the combined sounds of the consonant and vowel WU. 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 1 =-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.) 
 
 do (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 
 
STNTHETIC 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 do. 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. 
 
 oo 
 
 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 the}' 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 ob. We can not show this 
 by putting their cap on, because that would make them say 6 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, when 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 I 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 GO 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, 06, 66!" the twins reply, 
 As the ball keeps fiying. 
 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. 63 
 
 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, Neil, 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 puH my sled, Roy.?" 
 " I should think I could, if you would let me.'' 
 (Pupils may 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 ma}' not be able to remember this hare 
 name at first, but, as neither word is as long as velocipede^ and al' 
 know what this means and can pronounce it, they may hope to learn 
 in time, to say 'proper diphthong.' Whenever two vowels art 
 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 ow! 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 
 
 Alwa3's getting hurt; 
 otumbHng often, cuttir.g fingers, 
 
 FalHng in the dir/^ , 
 
 Chorus: — Oy and oi, their h/de sisters, 
 Careful when chey 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? -^^^ 
 not move.) Lead pupils to see that, in both instances, w and >' 
 are vowels because they are equivalents of other vowel sounds. I 
 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, 
 
 65 
 
 ^-- -^ 
 
 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 last)}', 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 and 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, loW, paW. 
 
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 live breve-vowels: 
 A short, "a a" must say; 
 E short, "e e," remember; 
 I short, " T T" (this way); 
 O short sa3's "6 o," quickly; 
 U short, "u," quickly, too; 
 While 3^ (the little baby) 
 Says, " i, 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 them 
 
STNTIIETIC METHOD. 67 
 
 hy 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 I'ong vowel 
 
 a e i o u y. 
 
 They may also sing the following stanza (air, "Yankee Doodle"), 
 ^s 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. Long their mother. 
 
 Chorus: — A e i o 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 o 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 Iront of e, 
 In front of i, in front of y, 
 Standing in front of e, 1, y. 
 We mark and sound it c. 
 
 Make scales of j=g' and sing: 
 
 Finding the g 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, ag'e. 
 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. 
 
 i?w/e 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, age. 
 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 
 between 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 words 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. Cop}'^ 
 ten action-words from each lesson. 
 
 e (long). 
 
 Show how slightly t)ie 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 forctinger 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 hnal 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 tliis 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-re>, but h-er^. We must think of the vowel and the r 
 that follovv^s it as speaking at the same time, just as we think of ow 
 oi of the whisper sh. Follow this drill upon e long by the marking 
 zi 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 
 
 {(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==I. 
 
 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 final 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; 
 that e is silent and the first vowel lonsf. 
 
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^s 
 your right sho^t 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=0 h. Show that o is alwa3"s long when 
 it is an interjection. Give a Language lesson. Show how 
 different is our exclamation for pleasure from the quick sharp 
 01 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. 71, 
 
 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, yob, 
 yob." 
 
 In building up words of the u long family, tell pupils the}' may 
 choose any consonant or any key to precede the family name except 
 r, y, sh or zh. 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, m 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. 
 
 Ci=ew. 
 
 Present the known sound tirst. 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 voivel. 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 ma}^ 
 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 may, 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 famil}^ because of the long macron 
 hat the vowels wear. Like other twin o's, one hat is enough 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 tbe twins' "Hurrah!'' It is such fun for them to run 
 out to play! Present the families of QOl, com, con, cop, oor, 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, 1, r, br, bi and gl. 
 
 
 oon " 
 
 b, m, n, s, cr and sp. 
 
 
 OOP '^ 
 
 c, h, tr and dr. 
 
 
 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 i, m, n, t or r follows the twins, 
 they draw on their macron hat and say ob\ as they go out to skate. 
 
 ob=o=u=ew 
 
 There are two other vowels that say do. 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 betwen 5, 9 and 0= Explain that m the unaccented prep- 
 osition to, 0=00 short, 
 
 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 3-ou 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 
 
STNTHETIC 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 under 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: 
 
 db=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 Ions'. 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 do. 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! do! '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 MANUJ^L, 
 
 K, G, W AND U SILENT. 
 
 Present columns of words beginning with kn, gn, wr, and gu. 
 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 alwnys 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 gnasin wrong guide build 
 
 know gnaw wrench guile build 
 
 qu. 
 
 Present words begnining with qu. Show that k=q and 
 w=-t*. When u=-=w we consider it a consonant; therefore we 
 nuist 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 Gt^ 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 -wring 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 any 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, 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 Cd. 
 
 Talk about action-words. Ask each pupil in turn to do some- 
 thing, and :o express 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;"''! touched 
 my check." 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 lias happened. 
 
 When they find a word ^^^^ D ending in ed they must 
 look in front of these letters J^ffl^^B for t ord. If thev hnd them 
 they must mark the e short : ■2s ^ ^B as waded, shaded, rent- 
 ed, hinted. (Call attcn- ^^IAl?jJM tion to the fact that we 
 speak tivice in pronouncing ^'i*^-^. such words.) But if they 
 find ed preceded b}- an\- 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 lightning 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 
 lightning flash.?" "It flashed this morning, during the storm." 
 (Spellers, pages 65 and 66.) 
 
 EQUIVALENTS OF LONG VOWELS. 
 
 EQUIVALENTS OF a LONG. 
 
 (a=ay==^a=ai=ey==ei=eig:^eig;K-) 
 
 In presenting these equivalents, remind pupils that they must 
 reason from the hnozvn to the unknowfi. 
 
 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 boys., 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-w^ord 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 vSpellers 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, I, m, p, r, v, st and gr. 
 " aid " I, 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=eig:K, 
 
 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, 
 feign. 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: nei-g+i-. Lead pupils to learn, through the mnrking 
 of such words as weigh, that the letters igh must be marked silent 
 ivlieri another vowel is found in front; that when this vowel is e we 
 must make it an equivalent of a long, as: weigK. Follow this 
 drill with the marking of similar words in the Spellers, page 69. 
 
 EQUIVALENTS OF G LONG. 
 
 ( e=ea:^e^=ei= 1 6^ ) 
 
 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, 1, r, and ch. 
 
 " eat " b, h, m, n, p, s and ch. 
 " ear " f, h, n, t, sp, sh and cl. 
 " ead " b, I, r and pi. 
 
 In this connection show that some words in ea are found in the 
 e short family; as, head, thread. 
 
 e=e^ 
 
 Here give a. review lesson upon words with ee; lead pupils to 
 form words with eet by prefixing b, f, m, gr, sh, fl, 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=ife . 
 
 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 i LONG 
 
 ( i=y=y6t=igK) 
 
 Present equivalents of i long. Make scales of i=y6t. 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. 
 
 Present words in igh and show that when i is the only vowel in 
 the word and is followed by gh, 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=oa=oW=ofci=o6^=6<3i) 
 
 Present these different columns of words for markmg. 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 6b, as book 
 
 (2.) ow, " bow Old., " you 6b, ' moon 
 
 (3.) oWs " bellows oH, " would o^, " door 
 
 (4.) ou, " four 6(3t, " blood 
 
 EQUIVALENTS OF U LONG. 
 
 (Li=u^=ui=ew) 
 
 Present the following words for marking: due, hue, Sue, 
 juice, sluice, dew, few, new, pew. Remember, as a rule, you 
 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 diflerent 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 exce-ptions 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 classitied 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 unt.) 
 
 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 arc sung. Lead pupils to see how little sound 
 is given to the r; how flat the tongue lies 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 you 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 when 
 this vowel is followed by Im, if or Iv; also, that in these words 1 
 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 1 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, -g+t. Suggest that if these letters followed i (it being 
 the only vowel of the word), we should mark both silent. 
 
88 POLLARD'S MANUAL. 
 
 See Manual, page 98, for chancre 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, ba4h-S. 
 
 Present words endnig in unt to show that these letters make a 
 Italian, 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 trie 
 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, 'Bo3's 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=i Y=-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, ur==er===|r===or==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 English 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 o;iven. 
 
90 POLLARD'S MANUAL. 
 
 XT 
 
 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. Teacliers 
 should remember that the words in which these vowel sounds 
 occur can be made as interesting to young 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 lastl}^ 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, 9^ 
 
 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 b}' 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 lists 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 they 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 
 circumtlex, ns 
 
 more morse tore torse pore horse. 
 
 Mention, however, that we shall, occasional!}-, tind words of the 
 o long family in which the o is separated from e tinal 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 clown, 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 flrst, 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 
 chanoes 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. 
 
STNTHETIC 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 differentl}^ 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, m 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 11 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 1 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, 1, 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 oblique line through it; 
 as, oUgKt, noi^g:Kt, thoUgHt — au^Ht, nafci-g:tit,caH1giat. 
 Show, also, that the proper name, Vaughn, follows this rule ; ughn, 
 with another final consonant, making the a broad. Let correspond- 
 ino- 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, gliding the vowel sound into the r as we tie; as, 
 their, pegi>r. 
 
 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 -place 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. 9S 
 
 SIGN-BOARD WORDS. 
 
 Give a Language Lesson on sign-hoard rsords (adverbs of 
 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 fill 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 long 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 flnal 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 merel}^ 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 thc^ie (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 ma}^ expect to draw a breve-cap over the vowel 
 found in front, as soon as we haye 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 II in the family of Mr. O Long and 
 often ull in the family of 00 short. Because of this, we must deter- 
 mine b}' 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 
 repeatedly marking words of this family and parting the teeth the 
 proper distance as this sound is produced. Make a scale of each 
 family name, in turn. Take, first, 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 distinctl}'. Sing, in a similar manner, as you 
 
98 POLLARD'S MANUAL. 
 
 present each famil}^ 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 begins. 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 word 
 
 s: 
 
 
 Take 
 
 ass, with 1, m and p. 
 
 a 
 
 asp, '' 
 
 g, h, rand gr. 
 
 u 
 
 ast, " 
 
 c, f, m, p and 1. 
 
 44, 
 
 aff, '^ 
 
 ch, st and qu. 
 
 44 
 
 aft, " 
 
 sh, dr and gr. 
 
 44 
 
 ant, " 
 
 p, Gr, si and eh. 
 
 r,t 
 
 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. 
 
SiNTHETIC METHOD. 99 
 
 SHORT VOWELS. 
 
 Give a review lesson upon words ending in dge and tch; as, 
 badge, match. Show that tivo 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 lastl}^, to mark the vowel 
 short. Let this general rule guide pupils in the marking of words 
 in which a is not found. 
 
 Ride: — 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, by illustrations, that in this, as in other rules, exceptions 
 are found in a, as strange; in i, as bind; in p, as 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 ar 
 
 id 
 
 ang 
 
 ank 
 
 ash 
 
 amp 
 
 
 
 eck en 
 
 id 
 
 
 
 esh 
 
 emp 
 
 
 esk 
 
 ick 
 
 
 ingr 
 
 ink 
 
 ish 
 
 imp 
 
 
 isk 
 
 ock ond 
 
 ong 
 
 
 
 omp 
 
 
 
 uck 
 
 
 ung 
 
 unk 
 
 ush 
 
 ump 
 
 
 usk 
 
 atch 
 
 ax 
 
 
 
 
 
 
 
 etch 
 
 ex 
 
 elm 
 
 ell 
 
 ess 
 
 ent 
 
 e 
 
 It 
 
 itch 
 
 ix 
 
 
 ill 
 
 iss 
 
 int 
 
 il 
 
 It 
 
 otch 
 
 ox 
 
 
 
 OSS 
 
 
 
 
 utch 
 
 
 
 
 
 unt 
 
 
 
 
 
 
 
 adge 
 
 
 
 
 est ench 
 
 eft 
 
 
 edge 
 
 enge 
 
 
 ence 
 
 ist inc 
 
 h 
 
 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—Rz. 
 
 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, exert, 
 existj 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, j^. 
 
 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 aj<^. 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. 
 
 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+J, ^l^-ase. When ph final follows a 
 consonant, the line should tirst 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^t^. 
 
 We shall find man}' 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, laU^Hj cc>u,g+^. 
 
 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 famil}^ of 00 
 long. It will help us to remember, if we think that little o shivers 
 and says "o" because she is so near the cross dog that says " r." 
 
 Again, we shall tind 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 sliall, 
 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 
 silent; as, gHard, gUest, gHide. Show that sucli words do not 
 obey the rule, because the right hand vowel is sounded, while the first 
 vowel is silent. The word G-bteiph is an exception. 
 
SYNTHETIC METHOD. 103 
 
 sh = ch; ch=ich; -eK=k. 
 
 Present words to illustrate these sounds: (i.) ch, as chaise; 
 (2.) ch tied, as wrench, clinch; (3.)-€K, as -cKrism, -eKrome. 
 
 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. Iamb, 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-nneal, 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 in 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 inonosyllables. 
 
 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 in the new lessons. 
 
I04 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 warm draw 
 
 DISSYLLABLES. 
 
 Do not divide ivords into syllables ; 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 ma}' 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 
 the}' pronounce each word.) 
 
 And now these words: baby, cradle, window, apple. 
 Point out the difference; the latter are words of two syllables — 
 words in tiuo pieces. Here show pupils, by illustrations, how 
 impossible it is to pronounce words in two pieces with a single 
 iinfulse 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 we 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 man}^ instances, 
 follow the same rules; 3'et pupils should be prepared, graduall}', to 
 expect more exceptions hereafter. 
 
 In dis- as in monosyllables, we present fmnilies 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, II, 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, walking, passing-, 
 quaffing.) 
 
 THE ing" FAMILY». 
 
 Give the following drill that pupils may remember to mark the 
 vowel short when the S3'llable 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 ablo, M]^- 
 
 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. 
 Spc.'ik 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. 
 
 Rule for Accent: — Place the accent in front of the syllable 
 containing' the family name. 
 
 Present the following words for marking: matting, hopping, 
 bedding, humming, 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, taming, pacing, taking, biting, chiming, 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 family, 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 thc}^ will be led to 
 distinguish readily between the two in words ending in ing. Print 
 
io8 POLLARD'S MANUAL. 
 
 matting" and netting. 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 was done in 
 past time), and tell them that they ma}- 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 noiu\ "Jane is 
 talking" means that she is talking noiu. How would it sound to 
 say "Ben is hopping 3'esterda3^ 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 iind skipping, running or jumpingin the lesson, we know 
 that our feet must move; therefore they J^re made from action- 
 words. 
 
 After marking the ing words in their Spellers, pupils may 
 underscore any familiar name-words and point out the words that 
 signify action. Desire pupils to pronounce such words as running, 
 skipping, inopping in a quick, cheerful way. Let the meaning 
 of the word guide them in the natural expression of it. Drill upon 
 such words as inush, inark, 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 3'ou. This is a pin. Let me 
 pin your dress. I found a tack. Let me tack the carpet." Lead 
 pupils to tell when 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 w^ords may be changed into words of 
 
SYNTHETIC METHOD. 109 
 
 the ingr famil}'. 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 I 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, &c.: 
 
 bl pi fl gl kl tl dl 
 
 Tie, to show that these consonants speak together. Flere explain 
 that there are different families of le: that they may be distinguished 
 by the consonant in front of le; as, 
 
 ble, cle, die, fie, gle, kle, pie. 
 
 If pupils have been made familiar with the keys of monos3-llables 
 the}' will readily recognize the same in dis- and trissyllables. As no 
 such keys have been found as vl, wl or yl, they will see, at once,, 
 that such letters must not be tied. 
 
 No confusion need arise in marking. Pupils should be led to 
 look at the last two letters of the word. If these be le, they wil: 
 
no POLLARD'S MANUAL. 
 
 know final e must be marked silent. If the two consonants pre- 
 ceding the 1 are not alike, tie the consonant nearest the 1 to this 
 letter, to form the key of the second syllable and thus find to which 
 of the le families the word belongs: as, in sample; if we mark e 
 silent and tie pi for the key of the second S3ilable, we say that 
 this word belongs to the "pie family." In able, we find b}^ tying 
 the key that this word belongs to the "ble family." After thus 
 learning the family names, pupils should be led to see that the letter, 
 or the letters left in front, constitute the first syllable of the word. 
 Also, if this first syllable end in a single consonant, its vowel must 
 be marked short; if in a vowel, the latter must be marked long; 
 or, if double consonants follow the first vowel, it, of course, must 
 be marked short. 
 
 Conceal with the finger the second syllables of the following 
 words, that pupils may see that the first S3'llables follow the rules 
 that govern monosyllables: ample, dimple, table, title, 
 bugle. After tying the keys in the above words, call upon pupils 
 to £^ive other words found in the same families: as all the words that 
 can be found in the four families of pie, bie, tie and g"Ie. 
 
 Teachers should remember that words must not be presented 
 upon the board, divided into syllables separated by hyphens. It is 
 not thus they are found in Readers. Pupils must be instructed how 
 to mark the syllables, and, afterward, where to place the accent. In 
 dissyllables ending in ing" and le, the simple suggestion to place thc^ 
 accent in front of the famil}' name is enough to lead pupils to accent 
 such words correctly. (Spellers.) 
 
 Make scales of u and ou and sing; after which present the 
 
 words double and trouble. Lead pupils to see that in all words 
 
 of the le family, the second syllable must begin with I or with the 
 
 key of which it is a part. 
 
 kle AND gle. 
 
 Present the following words and mark n with a line under it 
 before k and its equivalent c; also before g hard: ankle, uncle, 
 bangle, single, bungle. 
 
SYNTHETIC METHOD. ' m 
 
 Lead pupils to see, by tying their keys, that these words belong 
 in the famihes of kle, cle and gle; that, although a line must be 
 drawn under n (as in monosyllables with nk), we must never tie 
 across syllables. Pronounce the above words to prove this; show 
 that our organs of speech tell where syllables should be divided; 
 that we do not say "ank-le" but "an-kle," not "singr-le" 
 but "sin-gle." Give special drills upon the pronunciation of such 
 words after they have been marked in the Spellers. 
 
 As a rule, in dissyllables underline n when it is followed by k, 
 c, q, or g"; as, ankle, anger, uncle, conquest. There are, 
 however, exceptions in words where con is a prefix; as, concur. 
 When the g" belongs to the second syllable, we draw a line under 
 n and mark the gr of the second syllable hard; as finger. 
 
 THE y SHORT FAMILIES. 
 
 As a rule, y final, in unaccented syllables, equals i short; as, 
 jelly, putty, happy, buggy, etc. Pupils may, therefore, expect 
 to place a breve over y final in the dissyllables presented in the 
 Spellers for this purpose. 
 
 ry AND row. 
 
 Show by comparison, how rr makes a Italian, u circumflex and 
 all the wave vowels short. Point out the vowels found in front of 
 rr in the following dissyllables and show that all must be marked 
 short: mar, marry; tar, tarry; fern, ferry; born, borrow; 
 sort, sorrow; worm, worry; cur, curry; hurt, hurry; burn, 
 burrow. Err and burr are exceptions. 
 
 Show that in worry, o is an equivalent of u short. (Spellers, 
 page 92.) 
 
 THE er FAMILY. 
 
 Make scales of u=6 and sing. Present these words for pupils 
 to mark: other, mother, brother, feather, leather. Place 
 the inverted breve under the e in tinal er to show that, in unac 
 ccnted syllables, e has its obscure sound. Contrast mother- 
 brother, &c., with prefer, defer, and show, when er final is 
 
112 ■ POLLARD'S MANUAL. 
 
 found in an accented syllable, the wave must be placed above 
 the e; that when th is found between two vowels, as 
 other, a line must be drawn through these consonants to show 
 that they are voiced; that when ar, er, ir, or and yr are tinal 
 unaccented syllables they must be marked as equivalent sounds; 
 as, collar, ladder, fakir, tumor, murmur, satyr. A few 
 exceptions may be found to the above rule. (Spellers, page 93.) 
 
 THE QUIET FAMILY. 
 
 (sh=s=c=t=x=ch.) 
 
 In presenting these equivalents say: "Whenever we wish to 
 indicate that these consonants have the sound of sh, we place a dot 
 under them. You may think this dot stands for mammals finger, 
 when she says, 'sh! the baby is asleep.' So, whenever we find a 
 syllable beginning with this sound, we say it belongs to this quiet 
 family. But how are we to know when to place the dot under? 
 Let us tirst take words of one famil}' — the family of tion. When- 
 ever we tind t in front of io in the same syllable, we place a dot 
 under this consonant, and sound sh. Next, we alwa3's mark the 
 mgwqH following this dotted consonant silent; and, lastly, we make 
 the o equal u. We mark this syllable from left to right that we 
 may remember about the dotted consonant and the silent vowel 
 following it, and then sing this family name until we know it per- 
 fectly. In marking tion say *sh, silent, 6,' and then pronounce 
 tion and thus show that it equals shun. 
 
 Make scales, ti6n = si6n=shun, and call pupils up to mark, 
 in turn, after which sing up and down. Leave these scales and 
 build up words showing that if a consonant is found in front of 
 tion the vowel of the first syllable must be short, but if a zowel^ 
 the latter must be marked long. 
 
 Place the accent upon the syllable in front of the family name. 
 Call pupils up to mark the following words of the "tion family": 
 action, friction, suction, auction, mention, na.tion, 
 ration, station, notion, motion. (Spellers, page 94.) Pomt 
 
SYNTHETIC METHOD. 113 
 
 to the letter C in action and sing with pupils the stanza in the 
 song beginning "Finding no letter after c", and explain that in 
 these words this means when C ends the syllable and not the word. 
 Show that words ending in cious follow the same rule: that 
 C equals sh, i is silent, o equals u short and u silent; as gracious, 
 spacious, precious. After the board-drill, pupils may copy and 
 see if they can mark these words without assistance. Show that 
 the syllable pre, in precious, does not obey the rule, as here the 
 e is short. Show further, that ea, la, ie and eous, must have 
 the consonants preceding them dotted to show the sh sound; as? 
 oc^an, social, ancient. Explain that obscure a is frequently 
 found in words with dotted consonants; as, ocean, social. 
 
 a OBSCURE. 
 
 Mark a obscure in the following words: around, about, 
 amidst, among". In this connection give the Reading Lesson 
 adapted to these words. An obscure sound is easily determined. 
 Try other sounds of the vowel; if the pronunciation be not correct, 
 try the obscure sound — as, furnace. Try a long and a short; as 
 it is neither furnace nor furnace, it must be furnace. Dwell 
 upon these obscure sounds in teaching the dotted consonants — they 
 occur so often in the unaccented syllables cean, clan, cial. Point 
 out the difference in the marking of these from the marking of 
 other words or syllables. In the latter we mark out the right hand 
 vowel, but in syllables where the dotted consonants are found we 
 mark the first vowel silent. Show, also, by marking, that the 
 unaccented syllables ace, ase, age have a obscure; as, solace, 
 purchase, image. Explain to advanced pupils that the rule 
 for marking out the vowel that follows a dotted consonant applies 
 only where the cia, tia, or ceous is found in the safne syllable. 
 When these letters form separate syllables, this vowel can not be 
 marked silent because it is necessar}^ to the formation of the 
 syllable in which it is found; as, Crustacea, pronunciation. 
 
114 POLLARD'S MANUAL. 
 
 w=-tt 
 
 Show that u equals w in unaccented syllables beginning with g, 
 when this vowel is followed by a, e, i or o; as, language, 
 anguish, linguist, languor: also, in some words whose unac- 
 cented syllables are preceeded by q ; as, liquid. (Show liquor 
 to be an exception.) Show, by presenting such proper names as 
 Dwight, Dwyer, that w is a consonant when it helps form the 
 key of a word. 
 
 U AND U. 
 
 In presenting dissyllables with u long and u=db, review what 
 was formerly said about these sounds. Print upon the board for 
 daily reference bu, cu, du,fu, gu, hu, ku, iu, mu, nu, pu, su, 
 and vu; also, ru, chu and yu. 
 
 Present the following words to show the different sounds of the 
 vowel: bugle, duty, fury, tumid, stupor; ruin, rumor, 
 fruitage, truism, druid. Give dail}- drills upon such words as 
 Tuesday, tuneful, duty. Show, also, that in some words S 
 equals zh. Make scales of zh=s=z. Explain that two dots 
 must be placed below s when these consonants take the sound of 
 zh; as, pleasure, azure. 
 
 SUGGESTIONS FOR REVIEW. 
 
 After all the words in the Primary Speller and the Synthetic 
 First Reader have been made perfectly familiar, a pleasing exercise 
 for pupils is the grouping of words in accordance with their sounds. 
 This should be done without the assistance of the teacher. 
 
 Ask for a list of ten words with a long, only two of them alike ; 
 as, came, fade, pain, rain, day, pay, they, whey, weigh, 
 neigh: for eight words with o long; as, more, pore, roar, 
 soar, pour, four, toe, foe: for five words with "wave vowels"; 
 as, her, berth, sir, firm, myrrh; for four with circumflex e; as, 
 there, where, their, wear: for four with circumflex a; as, fare, 
 
SYNTHETIC METHOD. 115 
 
 fair, pare, pair: for six with o circumflex; as, or, form, for, 
 corn, nor, nortin: for six with a broad; as, v/art, warm, talk, 
 haii<, all, fault: for ten dissyllables ending in ing: for ten ending 
 in le: for ten ending in tion: for ten ending in ry. 
 
 As each list is read from the slates, desire pupils to give their 
 reasons for the markings: as, a is long in came, because the word 
 ends with e and has a single consonant between its two vowels; C 
 is hard because it precedes a. Pupils who have had one year's 
 instruction in synthetic reading should be required to bring lists of 
 words in which the second syllables are accented; as, contain, 
 retain, abstain, &c.; also, words in ail — as, prevail, assail, 
 &c.; words in er — as, refer, deter, &c.; words in which er and 
 ur occur as first syllables — as, sermon, curtain, &c. 
 
 Write daily, upon the board, twenty words, each containing a 
 different vowel sound. Desire pupils to copy and mark these, and 
 write out their reasons for so doing; as, 
 
 "speaking-," a word of the ing family;" 
 
 " ea is an equivalent of e long. I therefore mark a silent and 
 
 long;" 
 
 .11 
 
 " sp is the key, hence I tie;' 
 
 " I accent the first syllable because I find it in front of the family 
 name." 
 
 Desire pupils to select words from their Reading lessons for 
 grouping and marking. 
 
 Explain (i.) that shew and beau must be classified with the 
 o long words. 
 
 (2.) That dew, few and beauty belong with such words 
 as tune, pure and duty. 
 
 (3.) That lose, move and drew are placed in the list with 
 food, moon, etc. 
 
 (4.) That put, pull, bush and could are classed with 
 cook, took, etc. 
 
 It becomes not only easy, but pleasant work for pupils thus to 
 5;roup words in accordance w'th their sounds. The "marking" of 
 
ii6 POLLARD'S MANUAL. 
 
 words develops the reasoning faculties; their grouping, teaches 
 comparison. 
 
 Do not give oral spelling lessons in connection with the Reading 
 lessons. Do not require pupils to use the names of the letters for 
 speUing and their sounds for pronouncing the words. Wait until 
 they can pronounce readily all of the " a short words " found in 
 the Spellers before you desire them to reproduce these words from 
 dictation. Remember that the orthography of every word they 
 "mark" is impressed upon their memories; that they learn, un- 
 consciously, to spell while learning to read. 
 
 It is very necessary that sufficient time be devoted to the 
 marking of words. This is, unquestionably, time well spent. Every 
 line traced develops thought. It teaches the child to reason. Every 
 mark and dot has its significance. When asked for an explanation 
 of their marking they reply, naturally: "I tie those letters to show 
 that they speak together;" or, "I mark out that letter because it 
 never speaks at the end of a word;" or, "I place two dots over 
 that vowel because I found r right after it." 
 
 The same word is often repeated in the Spellers. This is 
 done that pupils may have the opportunity of marking and pro- 
 nouncing it frequently. It is very desirable that exceptions be 
 dealt with in this way. When a line is drawn under a word in 
 the Spellers, the teacher should print this word upon the board 
 and show pupils how to mark it, after which desire them to print 
 and mark it ten times; also to inclose each word in a circle (shut 
 it up by itself), because it does not obey the rule. 
 
 Primary teachers must remember that the following rules have 
 been arranged for pupils of all grades. The rules to be used by 
 first grade pupils must be presented as reasons^ and onl}' used as 
 such in reply to the teacher's question, "Why did you mark thus 
 and so?" 
 
RULES 
 
RULES. 
 
 Following will be found general rules and directions for the 
 marKing of letters, arranged for pupils of all grades. 
 
 THE MARKING OF VOWELS. 
 
 a (short). 
 
 Mark a short in two and three letter words ending in single 
 consonants, except such as begin with w or end with r (exceptions, 
 wax, wag-); also, when followed byck, nd, ng- nk, sh and tch; 
 as, tack, band, sang, rank, sash, match. 
 
 ■ei:=e (SHOR^). 
 
 Make a equivalent to e short in such words and syllables as 
 said, says, any, many, again, ag-ainst. 
 
 a (obscure). 
 
 Mark a obscure when found alone, either as a word or a syllable; 
 as, a top, around. 
 
 a (long). 
 
 When any single consonant except r separates a from e final, in 
 the same syllable, mark the e silent and the a long; as, babe, lace, 
 fade, lame, pane, late, maze; exception, have. Exceptions 
 to the above rule are found in the unaccented syllables, ace, ase 
 and age, where a must be marked obscure; as, furnace, 
 purchase, image. 
 
 As a rule, when two vowels are found together (except in proper diphthongs) mark the 
 former long and the latter silent. 
 
 Where a is followed by nge, mark it long; as, range, strang-e. 
 
 ay=ai=a. 
 
 Make ay and ai equivalents of a long; as, pay, laid. In 
 syllables whose only and final vowel is a, mark this vowel long; 
 as, baby, lady. 
 
I20 RULES. 
 
 a=6 (short). 
 
 Make a an equivalent of o short when it follows w and is not 
 
 followed by r; as, was, wan, wad, wash, watch, wand; 
 
 exception, want. 
 
 a (circumflex). 
 
 When a is separated from e final by the consonant r, mark 
 the e silent and the a circumflex; as, bare, hare, pare. 
 
 When a is followed by ir, mark the i silent and the a circum- 
 flex; as, fair, hair. 
 
 a (obscure). 
 
 In unaccented syllables, mark a obscure, when ar is an equi- 
 valent of er; as, collar, friar. 
 
 a (Italian). 
 
 Mark a Italian before r, and r with another consonant; as, 
 car, farm, cart, barn, park, card. Exceptions are found; 
 
 First. When ar is preceded by w; as, war. 
 
 Second. When a is followed by rr in words of more than one 
 syllable; as, carry. 
 
 Third. When ar is followed by a vowel in the syllable follow- 
 ing it; as, caramel. 
 
 In words of the second and third examples, mark a short. 
 
 a (short Italian). 
 Mark a short Italian (one dot over) before ss, sk, sp, st, ff, 
 ft, nt, and nc; as, pass, ask, last, asp, chaff, shaft, grant, 
 dance, blanch, etc., except where w precedes a; as, want, 
 wasp, wast. 
 
 a (broad)=8 (circumflex). 
 
 Mark a broad before w, 11, Ik, Id, It, ub, ul and ught; as, 
 law, paw, hawk, fawn, tall, talk, bald, salt, daub, haul, 
 caught: also, when w precedes ar; as, warm, wart, etc. 
 
 a^e (long). 
 Make a an equivalent of e long; as, quay. 
 
RULES. 121 
 
 ai=i (short). 
 
 Mark ai as an equivalent of i short in such unaccented dissylla- 
 bles as fountain, mountain, etc. 
 
 e (short). 
 
 Mark e short in two and three letter words or syllables ending 
 in single consonants, except such as end in r; as, met, ten, wet. 
 
 Mark e short when followed by two or more consonants the 
 first of which is not r; as, peck, send, lengtin, bent, kept, test, 
 left, bench, bless, stretch, mesh. 
 
 e (obscure). 
 
 Mark e with an inverted breve to indicate its obscure sound; 
 as, the: also, in the unaccented syllable er; as, mother. 
 
 e (long). 
 
 In monosyllables when any single consonant separates e from e 
 final, mark the latter vowel silent and the former long; as, here, 
 cede, mete. 
 
 Show that the following words are exceptions by marking the 
 first e circumflex: there, where, ere; also, that were is an 
 exception, by placing a wave over the first vowel. 
 
 e^a. 
 
 Make e an equivalent of a long before ig"n, igh, and, in some 
 words, before y; as, feign, weigh, freight, they. 
 
 e— =T 
 
 Make e an equivalent of i short; as, been, English. 
 
 tv 
 
 er. 
 
 Mark e wave when followed by r; as, her, berth. 
 
 ^a>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=6b 
 
 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 bySorsh; 
 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, fiamen, linen, 
 barren: also, after ch; as, kitchen. 
 
 When en hnal 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 linal 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, w^hen 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 ntj 
 as, find, mild, pint. 
 
RULES 123 
 
 i (long). 
 
 In words where a single consonant separates i from e final, mark 
 the o 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. 
 
 in. 
 
 When in final is found in an unaccented syllable, mark the 
 
 i short; as, robin, pippin, Latin, vernnin, 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 endinsr in singfle 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; as, 
 son, most, cold and roll. 
 
 o (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. 
 
 \w come, some, done; and in many words of the ove family, as 
 dove, love, etc. 
 
 oa=o^=^o=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 voweb; 
 as, cow, frown, out, south, boy, oil. 
 
 o=oW=6bi. 
 
 Mark the w and the u silent in words where ow and ou are 
 not proper diphthongs; as, tow, pour, dough, pillow. 
 
 6p=6W^u (short). 
 
 Place one dot over o and mark w silent in words where 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 00 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 families. 
 
RULES, 125 
 
 6di=o. 
 
 Make 00 an equivalent of o long in the words door, f loor^ 
 brooch. 
 
 ood. 
 
 As 00 has three different sounds when followed by d, pupils 
 must sound before marking such words, and mark in accordance 
 witli the sense of what they are reading: 00 short, in good, hood, 
 stood; 00 long, in food, mood, rood, brood and snood; 
 00=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, fought, 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. 
 
 u (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 b}' two or more consonants, the first of which is 
 not r; as, luck, sung, sunk, must, hunt, fuss, stuff, hush, 
 bunch. 
 
 u=6b (jshort). 
 
 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 an}^ 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. 
 
 u^=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=ob. 
 
 Make u an equivalent of oo long when it follows r, sh or y, in 
 words of the Long family; as, rude, shute, yule; also, in words 
 whose hrst 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 
 deri\ed from the French, and words ending in que; as, casque, 
 mosque, brusque. In such words mark the ue silent. 
 
RULES. il^ 
 
 (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" vvhere 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, g^ravity. 
 
 y (wave). 
 
 Place a wave over y before r in words and syllables; as, 
 tiiyrse, 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 :t 
 begins a word or syllable; as, you, yes, yonder, lawyer. 
 
 THE MARKING OF CONSONANTS. 
 
 "te. (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. 
 
 Make c an equivalent of z in sacrifice, suffice and discern. 
 
 -e (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 tsFi; as, 
 
 churcii. 
 
 ch=sin. 
 
 Place a cedilla under c when ch is an equivalent of sh; as, 
 ciiaise, cinarade. 
 
 -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. 
 
 arch„ 
 
 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. ^^^ 
 
 Make i an equivalent of y in soldier. 
 
 tbL (silent). 
 ISIark d silent before ge final; as, pledge. 
 
RULES. 129 
 
 d-=t. 
 
 When ed final follows any breath eonsonant 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. 
 
 Mark g" soft before e, i and y; as, gem, gin, gymnast; 
 exceptions, get, give, geese and other words. 
 
 g (hard). 
 
 Mark g" 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 1 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. 
 
 T>6 (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 Im is followed by o. 
 
 n=ng. 
 
 Underline n before k, q, c, x and g hard; as, bank, conquer, 
 uncle, anxious, hunger. 
 
 ng. 
 
 In dissyllables ending in er, underline the n of the first syllable 
 when er means one who, or thatwhich; as, singer (one who sings), 
 
RULES. 131 
 
 wringer (that which wrings). Do not undedine if two vowels are 
 found in the first syllable; as, lounger. 
 
 n. 
 
 Do not underline v\ when it is followed by g soft; as, danger, 
 stranger. 
 
 n (silent). 
 
 Mark n final silent when it is preceded by 1 or rn; as kiln, 
 hymn. 
 
 n=ny. 
 
 Draw a wave over n to make it an equivalent of ny; as, 
 canon (a ravine). 
 
 ■pi (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, phiz, lymph. 
 
 ph = v. 
 Make ph an equivalent of v in nephew and Stephen. 
 
 q=que. 
 
 Make que an equivalent of q by marking ue final silent; as 
 pique. 
 
 s. 
 
 Leave s unmarked when it is the first letter of a monosyl- 
 lable: also, when doubled in monosyllables; as, sit, miss. Leave 
 s unmarked w^hen it follow^s p, t, k, f or ou; as, caps, nets, 
 sticks, ducks, house, mouse: mark with suspended bar when the 
 last two words are verbs. 
 
132 RULES. 
 
 Make S an equivalent of z when it follows any consonant except 
 p, t, k, f ; as, cabs, pads, dogrs, dolls, hums, pins, curs: also, 
 when s follows a vowel; as, days, bees, wise, toes, hues. 
 Exceptions ,are found where s follows the wave vowels; as, terse, 
 worse, hearse: also, in nouns where s follows ou; as, house, 
 mouse. 
 
 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 word, or the last letters of a compound word ; 
 as, path, breath, ninth, bath, Ruth, forthwith, herewith. 
 
RULES, 133 
 
 %h- (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 4h-. 
 
 (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 S341ables 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 = ks. 
 
 When X is the final consonant of a monosyllable, leave it un- 
 marked; as, tax, sex, fix. 
 
 When X precedes the first consonant of an unaccented syllable, 
 leave it unmarked; as, except, extort, expend. 
 
 x = gz. 
 
 When X precedes the first vowel of an unaccented syllable, 
 or the aspirate h, make it an equivalent of gz; as, exact, exert, 
 exist, exhort, exude. 
 
 X. 
 
 Leave x unmarked when the io that follows is found in the- 
 unaccented syllable; as, noxious, flexion. 
 
 x=z. 
 
 When x is the initial consonant of the word or syllable, make it 
 an equivalent of z; as, xebec, Xerxes. 
 
 y= i (short). 
 
 Make y final an equivalent of i short, in unaccented syllables; 
 
 as, baby, tidy. 
 
 y=i (long). 
 
 When y is the only and final vowel of word or syllable, make 
 it an equivalent of i long; as, by, flying, reply. 
 
 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-PAS 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 
 should 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 
 cijuld have to do with what he should see in the country. 
 
 "I think," said mamma, holding the chalk between her lin- 
 gers, " you will like the little lambs most." 
 
 "What do lambs say, mamma?" (He had an odd way cf 
 asking what birds and animals said.) 
 
 " I thought you would ask, my son. 1 think they say ' a, a, a»' 
 

 (138) 
 
THE JOHN NT STORT. 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 soundJ' 
 
 "I must learn it, mamma, and teach the baby to say it with 
 me. You know I taug^ht her to mew like a kitten." 
 
 " Well, Johnny, I think I cm help you remember this. These 
 drawings are called letters. I ha\c 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 cap^, 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 y^ — ^ draw the entire cap above 
 
 the voice letter, but just /^ g l\ this little curve, and when- 
 ever I place this curve \r^ liY\^'^^ove, it shows that this 
 letter belongs to the f am - ^^***« '■*'*^ 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 mr.^:ing a noise like 
 a young lamb every time he puts his foot upc.n 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 sinjj." 
 
 "Please wait until I bring Bess." 
 
 Bess came toddling into the room, lier little hand clasped in 
 her brother's. 
 
I40 THE JOHNNY STORY. 
 
 " 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 her mouth was all right; then they both 
 sang with mamma, as she pointed to each letter. After 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 mio-ht think of one as the little bov, 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." 
 
 Johnn}' 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 ihe 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 your teeth the doors 
 and 3'our 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 g/CS' ' / ~ j letters while I pack 
 
 and front ij^ate be bet- I a. Mil//, ,v„ our trunks. You may, 
 
 ter in summer time, I ^ /iiy.1 /il^; *:^^*^ also, copy the tent 1 
 mamma?" |', J have drawn, to help 
 
 'Perhaps so. I will |y4^.^_.- ' '«m^J ^^^ remember the 
 
 leave you to make the t| y^^S^vf :-:;, ^.^'-:r^i%U^ large voice letter.'^ 
 
THE JOHNNY STORT, 141 
 
 CHAPTER II. 
 
 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 wh}' 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' tirst?" 
 
 " 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, ^laby'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 w enough to sing; so you 
 
 in the small letters, and as I may just sound up and 
 
 3'ou draw the lower curve in I down the ladders; after 
 
 the large ones. Keep your ^^^^^^^ which you may draw this 
 lips closed all the time." K^-^^^^^^^i^ picture of Bess holding out 
 
 " There is not much ^^^^^^^P ^^'^' hands to me as I say, 
 sound to this, mamma." BKftiytj^ ' Come to mamma, baby 
 
 "No, Johnny, not m^m^^ 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 yOHNNT SI' OR 2', 
 
 143 
 
 heard far off, its puffs sound like this — pi pip! 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 lip-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 right at the top, and think the steam-boat is 
 coming nearer as you make the letters larger; as, pi p! 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 my 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 STORY. 
 
 It was four o'clock in the afternoon when the cars stopped at 
 the station, where uncle Nat stood waitino- 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 i^o 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 
 vour mouth and part your teeth one linger wide and begin.'"' This 
 was easv 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 Booh,^^ she said. Then she took her 
 pencil and drew, n = N. ''Remember," said she, ''whenever any 
 part of vour 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 little, baby." 
 
 " But she did make the sound of a ' tongue ' letter. She pressed 
 the tip of her tongue a little farther from her upper teeth. Now 
 vou 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 
 
 145 
 
 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 
 
 
 
 n, 
 
 , n, 1 
 
 1 1115) H 
 
 n, 
 
 Mlgl 
 1, 
 
 
 , 
 
 n, 
 
 , n, 1 
 
 , n, 
 
 
 n, 
 
 1, 
 
 n, 
 
 , n, 1 
 
 , n, 
 
 1, 
 
 
 1, 
 
 n, 
 
 5 n, 1 
 
 , 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 ^nd 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 G3'p 
 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 kitt3-'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 JOHNNY STORY. 
 
 *' Yon will notice that yonr 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, bab}'. 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 tiew in at the window. Bess clapped her 
 hands. " Do hear it sound, Johnny.^ It says v. " if 
 
 "I will draw its picture, baby, and leave . — ^-.-.^^ 
 
 it for to-morrow's lesson. Here it is." ^^^ssQ^'i^r^ 
 
 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 3'ard under grand-pa's big umbrella, the wind almost 
 jerked it out of their hands, although they both held it as tightly as 
 
THE JOHN NT' 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; onl}- 
 wide enough to place the point of a knitting-needle between them. 
 Now sound this wa}', ^v. 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 
 i 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, 
 
 w, 
 
 V, 
 
 w, 
 
 V, 
 
 w, 
 
 V, 
 
 w, 
 
 V, 
 
 w, 
 
 V, 
 
 w, 
 
 V, 
 
 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, 
 
 o>5 d.) ^.J 3., d.j Sim 
 
 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,yesterda3^ morning, we found som.e pigs in the meadow. 
 
148 
 
 THE JOHNNY STORY. 
 
 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 me 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 morning Bess came trudging up the steps, carrying her 
 doll, Jenny, and followed b}' 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 JOHNNY STORT. 
 
 149 
 
 has been running fast. He was naughty, too," she added, shak- 
 ing her finger at the dog. "He caught Jenn3^'s dress between his 
 teeth and tore it. See!" 
 
 " I will mend it, tlear. 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 
 hu, 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 tlie 
 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 Httle 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 Hke the young pigeon's cry. As d stands for what 
 the young pigeons say, you may just think how those two httle 
 fellows will talk when the eggs are hatched. It will be d, d, d, 
 then." 
 
 CHAPTER IX. 
 
 "I am a little afraid of bees, mamma. I 
 near a hive out in the yard, and heard them 
 
 "Yes, here is the letter, z = Z. I call 
 Now play you are little 
 bees, and buzz with me, 
 
 " That grown-up let- 
 ter looks just as lie did 
 when he was a little 
 boy-letter, don't he?" 
 
 "Very much, dear. 
 Here is a bee which 
 you may draw before 
 
 just now passed quite 
 sounding." 
 
 this sound the 'buzz.' 
 you make the lad- 
 ders. After 3'ou 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." 
 
 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 
 farther back than with n, and the teeth come together. Tiicre is but 
 little voice, yet it is not a whisper." 
 
 "Must 1 place a dot over each one of these letters.^'" 
 
THE JOHN NT SJORT. 
 
 ^51 
 
 "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 this 
 (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. 
 
 N& < 
 
 ^^ 
 
 g: 
 
 "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 30U arc a little frog, croak r.ig in 
 the pond. Let us croak together, g, g, g. 
 you make these scales, g=G." 
 
 Think of the frog as 
 
 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 tish 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. 
 
 " lio, ho! I call that sound the 'choke.' " 
 
 ''Would it not be better to call it the 'fish-bone letter.?' This 
 will remind 30U 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 trv to remember, mamma, not only that I may 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 } ou. 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, Johnn}'. Put the tip of your tongue between your 
 teeth and blow your breath hard," said his mother. 
 
 "As I do when I make kitty's hiss.^" 
 
 "Almost that way; onl}' 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 
 
54 
 
 THE JOHNNY SIORT. 
 
 marching along. The two old ganders hissed, and Fan just stood 
 and said, '-e-j •©■•' The pups did not mind it at all. I wanted to 
 get near enough to see how they made the hiss, but, mv! 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 little goose, Johnny. Hear me," said Bess; "4h-, %h.'" 
 
 " 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, Johnn}-, 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 sa}' 41^. " 
 
THE yOHNNT STORY. 155 
 
 CHAPTER XIV. 
 
 •• The sound 1 wish you to learn to-day is what this (y ) letter 
 says. It is difficult to tell you how to make this sound. It 30U 
 will press the sides of your tongue against the inner sides of 3-our 
 upper teeth and the top of your tongue (about the middle), to the 
 roof of your mouth, and say e, 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 3'ourself 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 3^ou would give 
 the sound of this letter correctl3^" 
 
 " I can notice a little buzzing sound every time I tr3' to sing y'.' 
 
 "It sounds like Aunt Edna's spinning wheel," said Bess. 
 
 "Does it, bab3'.'' 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, y," 
 
 "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" b3' moving her feet up and down, as she had seen 
 Aunt Edna do when she spun rolls of wool on her little wheel, when 
 the3' both heard mamma exclaim, "Why, John! " 
 
 Tlie3' ran out on the porch to see what had surprised her, and 
 there stood papa! 
 
 " O, papa! I am so glad 3'ou've come!" 
 
1-.6 
 
 Tllli JOHN NT STOR}'. 
 
 ''Bess, too," said tlie baby, running out in time to bo g-athercd 
 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 ^^x\^■ took mit his watch. 
 
 "Let me hear what it says, napa.'' 
 
 "T, t, t,'' said mamma. "This is something 3-ou 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 tirst 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 tind a 
 watch outlined upon the board. You may draw it, Johnny, while I 
 talk to papa." 
 
THE JOHNNY STORT. 157 
 
 CHAPTER XVL 
 
 " Come, Johnny, and see what I have drawn for this morning's 
 lesson: ks=x. Here are tivo 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 
 /ine under." 
 
 Bess looked steadily at mamma's mouth, and then said with great 
 iorce, "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 
 :hroat." 
 
 " 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." 
 
 " Wh}', 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 g"z; — 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 STORT. 
 
 baby's scales," as he called these g'z^'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?" Johnn}^ 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 lovel}' 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 Johnn3% 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 3'ou are the cars and I am the engine, 
 and I 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 hci 
 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 sht 
 was a baby. 
 
THE JOHN NT STORT. 
 
 59 
 
 "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^-fech. 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 cal'ed out, " Do come, uncle Nat, and see what I have drawn.' 
 
 •'Sj:i, ch," said mamma, raising her linger. "Bess has 
 
 sh = ch. 
 
•60 THE JOHNNY STORl. 
 
 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, m:,mma." 
 "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,' Johnn}^" said Mrs. Jones, as she pointed to £ 
 
 ^roup 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 ; the}' are eitlier lip^ teeth or tongue 
 letters. I speak of them to you b}' these names because either the 
 lips, teeth or some part of the tongue helps to make their sounds." 
 
 " x\ll except ' h,' mamma," said Johnn}', 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 30U say.^" 
 
THE JOHNNY STORY. i6i 
 
 "' 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 3'ou have lingers, thumbs and toes, and one more; 
 and as many vowels as j'ou have eyes, ears and noses." 
 
 "Ha! ha!" laughed Bess. "How many noses have I? " 
 "Well, as many vowels as 3'ou have eyes and ears, and one 
 more." 
 
 " That is a good explanation, little teacher," said Mrs. Jones, 
 smiling. 
 
 " I know how many live 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 3-ou find this vowel (a) standing alone in 
 front of a consonant, 3-ou must show that it makes this obscure sound 
 b3' 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.'^ " 
 
 " Wh3^, 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 3-ou sang up the scale. May I make up a story about 
 obscure a for Bess.^" 
 
 "O, please do, Johnn3^! A story about a little bo3- and a top." 
 
 "You just happened to use the sound then, but you gave it 
 nicelv." 
 
l62 
 
 THE JOHNNY STORT. 
 
 "What did I sa}, Johnny? " 
 "You said a hoy and a to-p^ 
 
 "And 3^ou observed how hghtly she spoke the a eaeh time, did 
 you not, Johnny? " 
 
 "Yes, mamma. I shall know how, when I learn to read." 
 
 CHAPTER XXI. 
 
 AUNT EDNA. 
 
 " Bess, dear, I have been to see aunt Edna. Unele 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 lonj^^er than 
 I had." 
 
 " She has known me all my life, dear. She was my nurse when 
 I was a baby." 
 
THE yOHNNI 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 egg, 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 you must remember, whenever you 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==»ar and sing, 
 keeping lips and tongue in the same position all the time." 
 
 CHAPTER 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 3'our 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 your 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? 
 you did not." 
 
 "No; do 
 not dot it. 
 Just draw a 
 curve over 
 it." 
 
 " This 
 vowel (e) 
 
 sometimes says T; 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. 
 
 "Oj 6, 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, 6, O, 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. 1 
 always say, o, 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 JOHNNY STORY. 
 
 165 
 
 '' Observe now. I place a dot under it, a. This dot shows that 
 it says 6 just the same as the round letter with a breve cap. Make 
 your scales in this wa}^; — o^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 >iew 
 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 6 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!" 
 
 Just then Bess hiccoughed. 
 
 "I say, little Sounder, did you do that on purpose.^" asked 
 Johnny. 
 
 "I'm not doing it," said Bess, hiccoughing again. 
 
t66 the 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 don't 
 want toy 
 
 Johnny was surprised, when he returned with the water, to tind 
 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 
 iJ. 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.^" asked Mrs. Jones, upon the day following. 
 
 " U, 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 linger. " One, two, three, four, live." 
 
 "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 tignres here upon the 
 black-board for you to look at when you pronounce the name." 
 
THE JOHNNT STORT. 
 
 167 
 
 CHAPTER XXVI. 
 
 " O, mamma ! " cried Johnny, one morning, " please come out 
 on the porch and hear the red rooster crow! Bess was afraid of 
 him. She cHmbed up on the step-ladder and screamed for me 
 to drive him away. Can you show me any letter that stands for 
 
 00 00 
 
 0000 
 
 00 
 
 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: "6b, ob, 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. 
 
 "Ow, ou!" she cried, quickly. 
 
 " I am so sorry, baby," he said, kissing her. " Brother did not 
 mean to hurt 3'Ou." 
 
 " 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 *t^^^^ an 
 inkstand, an ox, and a boy that I meant for 3'Our 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 STORT 
 
 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 spoke, she turned the board around and Johnny saw 
 each letter drawn eight times. 
 
 "Why, mamma, 1 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 JOHN NT STORT. 
 
 "Sure enough! It has not. it 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. 
 
 '■' \ opens the teeth almost two fingers. 
 
 "O diaws 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, 0, 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, 65 65 6j 65 ©5 
 
 L '' '' '• 
 
 O, o, o, o, o, o, 
 
 U, u, u, u, u, u, 
 A, ©J di.^ G, a, 6j 
 
 T, o, i, 6. 
 
 " 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, 
 mamma?" 
 
 " 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." 
 
THE JOHNNY STORY. 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." 
 
 *'0h, 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 
 
 A A 
 
 finger and said "Ur, ur. " 
 
 "Uncle Nat said he made that noise because he wm 
 
 was hungry." . — ^^,\;W 
 
 "Do not forget that sound, Johnny. We shall \\ \\^ \\ \J^ 
 have it in our lessons soon and you may think of it ' (^^X/\ 
 as the hungry pony's call." ^ {i-^*-*- 
 
 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 lind r 'vix front of 
 a vow^el; but when 3'ou find this letter following a vowel — that 
 is, when a vowel is found in front of r — the latter has a very 
 
172 THE JOHNNY STORY. 
 
 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 3'ou 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, oi); 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 in-e-r, f-i-r, w-o-r-.k; 
 but ii-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 confusion 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 STORY. 
 
 173 
 
 " 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 D (short) upon the 
 black-board. 
 
174 
 
 THE yOHNNl SrORT. 
 
 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 oV 
 
 " 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, 3^es, 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. r/S 
 
 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 tv/o 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 I 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 differently. 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 
 say 'or, ar,' because the}- 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 family 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 famil}^ 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 1 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 JOHNNY STORY. T'77 
 
 vowel is an equivalent of u circumflex. Sound, as I place this mark 
 above the u and under the o, in the following 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 No. 
 
 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 ? " 
 
 ^'•Alternately., in this case, means to sing first one sound and then 
 the other as we go up the scale; as, ur, or. 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 top of a tent." 
 
 "You must always draw the mark in this way when you find w 
 right in front."^"* 
 
 CHAPTER XXXIII. 
 
 THE THREE ENGLISH PONIES. 
 
 (the wave vowels.) 
 
 *' To-day I wish to talk about three English ponies. Here you 
 see them tied to their hitching posts waiting for you, Bess and 
 myself, to take a ride." 
 
178 
 
 THE JOHN NT STORT 
 
 " I should not trust 3'ou 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 w^ave line drawn above each vowel. We will think of this a? 
 the picture of a little snake. I have also drawn a snake crawling 
 toward each pon}-. He is afraid of it and makes this er sound. Do 
 not part your teeth as much as for ur or O''-" 
 
 "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^.^'^^wy' 
 in the same wa}- } *' 
 
 "Exactly alike. Here are the scales; — er=|r=^. 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 
 to 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 yOHNNT 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 familiar and 
 
 from this known sound you learned the others. Here are the 
 
 scales for you to sing:" 
 
 A ^ A 
 
 er6^=arei. 
 
 "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 ? Wh}^ 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, 
 brin2:inff in a sign-board word, or the pronoun, each time*, as, 
 
I So THE JOHNNY STORT. 
 
 'Where is Bess?' 'Is Gyp there?' 'Have the childrea 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 havt 
 said, these words look so like the words of Mr. E Lorg'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 JOHNN7 STORY. t8i 
 
 " Let us now sing this stanza about these ponies, after which 
 you may outHne 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, ^ar, and ar^, 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 
 1 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 tlie name of the 
 vowel. We ma}' also think he is sleepy and opens his mouth 
 quite wide when he yawns. This will help us remember thaf we 
 must open our mouths wide to make this sound. 
 
i82 THE JOHN NT STORT. 
 
 "Part 30ur teeth the width of two fingers (one above the 
 other), and say a. In marking the word far say 'Itahan^ as yoa 
 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." 
 
 " Wh}', 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 
 obser\'e 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 3'our mouth 
 as 3'ou 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 STORY. 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 man}' 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 
 
 fr6nt 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 er.jo3'ed 
 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 readil}' as those in 3'our Reader. By becoming 
 acquainted with the different families of words, you learn to recog* 
 
i84 THE yOHNNT STORY. 
 
 nize them much more rapidl}' 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, Johnn}', and beside, pupils do not become thoroughly 
 acquainted with words when they are tauglit to read b}' sight. 
 This marking and sounding carries out a Kindergarten principle. 
 You leat'n by domg.^'' 
 
 "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 Kinderj^arten." 
 
 "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 new 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 ke3's is as 
 important in singing as in reading. Hereafter, in singing the little 
 songs arranged for this method, let us be very careful to pro7iounce 
 our -,vords distinctly.'''' 
 
 " When Bess is old enough, I may teach her to read, may I not? " 
 
 "You ma}-, 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 
 
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. In 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 foi 
 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 slo\vly 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: 
 
I9e 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 tish-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 many 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 wi)l find this subject exhaustively treated.) 
 
APPENDIX. uy. 
 
 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-live 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 Lhe 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 line. Do not resist the pressure, but allow 
 the ribs to 3^ield 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 
 inaudibly^ through the lips. 
 
 (4.) — Fill the lungs through the nostrils. Retain the air. 
 Expel, slowly 2ltA forcibly , through the 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, !, s, z, k and g (hard). Proceed, in 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 away 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 3'ou to o'er-read, at your best 
 leisure, this, his humble suit. 
 
 (6.) Did you? Could you? 
 
 Won't you? Would you? 
 
 Might 3"ou? Can't you? 
 
 Should you? Sha'n't 3'ou? 
 
 Had you? Don't you? 
 
 Must you? Won't 3'ou? 
 
 Sha'n't you? Should you? 
 
 Can't you? Could you? 
 (Avoid such reading as the following: "Did jew? Could jew.'' 
 Might chew? Won't 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 against 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 — nee — 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 lovely, 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- 
 weights 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.) ak — /a — O — a/i. 
 (2.) O — a7v — /a — aw. 
 (3.) 00 — a7v — O — ^a. 
 (4.) /a — 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 I 
 
 (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 da3'S 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 sweec and strange it seems to me that, ere this day is done, 
 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 contauied 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 'iJiightier blast; 
 There shall be a darker day." 
 "And this man 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 ^ 
 IS/ one 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 ivhom I gave the ring, 
 
 If you did know for whom I gave the ring, 
 
 And would conceive for what 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 3'our displeasure. 
 
 Exceptions to the above rule are found in sentences where the 
 emphatic word is repeated for additional emphasis; as, 
 
 "C^^r^e, Chester, charge! On^ Stanley, on!" 
 "I denied you /z<7/." ''Yon didr "I did not:' 
 "■Seems, madam, nay, it zs; I know not seems.'''' 
 
 Over emphasis weakens a sentence. Emphasis should be deferred 
 and concentrated, rather than multiplied; as, 
 
 " Days, months, years and ag-es 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 
 birdy "Did you ever see a horse fiy through a window.?" "No; 
 but I have seen a horse-fly through a window." 
 
198 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 skyM 
 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 established it upon the floods'." 
 
 In definite interrogatives (questions which require the answer 
 yes or no^ 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 eull 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, deter, 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 lyre. 
 
 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. 20I 
 
 Iambic verse is sometimes shortened by cutting off one Iambus; 
 as, 
 
 Thou art O God the Hfe and light 
 
 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; 
 as, 
 
 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 farewe//, 
 And Freedom shrieked when Kosciusko fell. 
 
 This similarity of sound is not found in the final syllables of 
 blank verse. The habit of giving the falling inflection to the final 
 words in the lines of blank verse may be corrected by writing the 
 poem in prose before its reading is attempted. Frequent drills in 
 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, 
 
 Time writes no wrinkle on thine azure brow, 
 Such as Creation's dawn beheld, thou roUest 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 voice?'' 
 
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; they 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 © 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 with 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 of 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 picture, 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. 
 
SUPPLEMENT. 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 first 
 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. 
 
 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 of 
 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 attempted. 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. 
 
 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 all 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 fee 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. 
 
 g. — 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? Write ten exceptions to this rule. 
 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 z 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 monosyll; bles in which or must have the circumflex placed above 
 and six in which it must have this mark placed below the vowel. 
 
S UPPLEMENT. 
 
 207 
 
 26.— What classes of words 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, effar.?, furnace; banddigQ, husband; renting, parent; winrnng, bodk\n\ onset, 
 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. 
 
 Give daily drills, first upon the prefixes and afterward upon the suffixes of classi- 
 fied words found in the lessons. Results will show that pupils will become so thoroughly 
 familiar with these "beginnings" and "endings" they will recognize them readily in 
 longer words and, by this means, will be able to distinguish the roots of words and 
 place the accent correctly. 
 
 A study of the derivation of words belongs, properly to Fourth Reader grades, but 
 a rapid recognition of prefixes, suffixes and roots will be the result, if daily drills be 
 given 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- 
 served 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 nat fall upon the prefix. If not upon the prefix then it must fall upon the sec- 
 ond syllable 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 reading 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, al 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'f ix, concert', COn'cert" 
 
 LESSON III. — Write upon the board ap, ar, as and at, and train pupils into a 
 quick perception of these prefixes. 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 COM. 
 
SUPPLEMENT. 209 
 
 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 be 
 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 unaccetited syllable. 
 
 In teaching the obscure sound of or give its true sound first and afterward 
 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, exhaust; 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 accented 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 XL— 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 deter- 
 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 meaning. 
 
 LESSON XVII. — Explain the meaning of suffix. Present the suf^xes 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 suf^x 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. Mark e short when 
 es final follows C, g, S or x. 
 
 LESSON XIX, — When en final does not follow the liquids I, 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. 
 
 ist. 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 
 er 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 obscure when the second syllable ends in ess. 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 XXIIL— 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 short iu the suffixes 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 icnaccented 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 
 its circumflex sound. 
 
 Make O an equivalent of u short in the suffixes om and ome. 
 
SUPPLEMENT. 
 
 211 
 
 In 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 ending in 
 OUS and ious. When the syllable begins with cl 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 sufhx, always drops one I, and its compounds, made by 
 the addition of this suffix, form their plurals regularly by adding s to the singular; as, 
 handfuis, spoonfuls. 
 
 Give frequent drills in the pronunciation of words ending in 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 wealth 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 XXXI I. — 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, sola^^, \)Ow^age. 
 
 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 XXXllI. — In this lesson show the different sounds of ar and war in 
 
212 SUPPLEMENT. 
 
 accented and in unaccented syllables; as, carpet, alter, warfare, hulwa'i, warden, toward. 
 
 Show, also, how the short Italian sound changes to the obscure sound with the 
 change of accent; as, /asking, break/a^/, passing, carcass, dancer, nuisance. 
 
 LESSON XXXIV.— When en final follows the liquids 1, m, n, r, mark e short; 
 as, sullen, omen, linen, children. Also in the words chicken, kitchen, 
 a.3pen and a few others. In other dissyllables ending in en mark e silent; as, 
 laden, broken, haven. 
 
 The common error of substituting short u for obscure e has led us to suggest 
 that e be marked short in the unaccented syllables em, ent and ment. Guard 
 against impure pronunciation. It is momenf, not momi/nt; poem, not poum; patiejit, 
 not patiuni. 
 
 LESSON XXXV.— Present words in which er is found both in the accented and 
 unaccented syllables; as, sternly, govern. 
 
 In presenting dissyllables ending in er show how many parts of speech they 
 represent; as, mother, larger, farther. 
 
 Pupils may use these words correctly in the stories they relate; as, A number 
 of the larger boys went over the river. 
 
 The upper part of the old bridge began to totter when they had passed over 
 to the farther end. 
 
 Let each, in turn, frame a sentence containing one or more words ending in er. 
 
 LESSON XXXVI. — Give frequent drills in the pronunciation of dissyllables ending 
 in est. Remind pupils that the words are for^5/, not iorust ; tempest, not l^mpiist. 
 
 In pronouncing dissyllables ending in le caution pupils against introducing the 
 sound of u short between the b and 1. Throw the consonant sounds dl, bl, fl, 
 pi and kl from the lips quickly and clearly. Do not say yNr'\x\kiil nor spar kill, but 
 ^rXvikle, sparkle. 
 
 In words ending in eth require correct pronunciation. Do not accept \o\nth. 
 
 LESSON XXXVIl. — Rule: When the singular number of nouns ends in f the plural 
 is formed by changing the f to V and adding es; as, beef, beeves; self ' 
 selves. 
 
 Give a language lesson on number in connection with this lesson. 
 
 L£SS0N XXXVIII. — Rule: Nouns in the singular number ending in y preceded 
 by a consonant, form their plurals by changing y into i and adding es; as, daisy) 
 daisies; pansy, pansies. 
 
 Rule: Nouns ending in y preceded by a vowel form their plurals by adding s; 
 as, alley, alleys; valley, valleys. 
 
 A language lesson in number should precede these rules. 
 
 LESSON XXXIX.— Compare monosyllables ending in ence, end, em and el 
 With the second syllables of the words of this lesson, that pupils may see that the 
 sound of the vowel is unchanged; as, fence, s\\e7ice, end, \egetid, he;n, poem. 
 Guard against such pronunciation as sihence, poum. 
 
 LESSON XL. -Show, by illustration, that in monosyllables ending in od, Oi, Op 
 and Ot, O is short; but, in dissyllables, as in the words presented, O has its obscure 
 sound. 
 
 LESSON XLI. — When O is the final letter of the unaccented syllable mark it 
 long; as, hero, motto. 
 
 When the unaccented syllable ends in OW, mark w silent and O long; as, 
 eibt'W, arrow. 
 
SUPPLEMENT. 213 
 
 When the accented syllable contains ow, give these vowels their diphthongal 
 sound; as, qow^xA, bowing. Some exceptions are found in accented syllables in 
 which ow equals o; as, below. 
 
 LESSON XLIL— In these lessonS show that when the second syllable forms a 
 word by itself, its vowel should be marked in accordance with the rules govern 
 ing monosyllables; as, cove, alcove, lock, hillock. 
 
 LESSON XLIIL — As a rule, when on forms the second syllable, or when these 
 letters follow a consonant in the second syllable, mark o silent; as, beckon, 
 person, button. But when on is preceded by e or i in the second syllable, 
 make o an equivalent of u short; as, pigeon, cushion. 
 
 LESSON XLIV.— In the unaccented syllables ub, ut and um, mark u short; 
 as, hubbub, chestnut, alum. 
 
 LESSONS LXV to L.— In these six lessons the words are classified by their 
 roots. Lead pupils to see it is the prefix that changes the meaning. In pronounc- 
 ing these words be sure that the accent falls upon the last syllable. It is not 
 a/tract, ^jrtract, ^//i^tract, but diitract, extract, subtract. 
 
 LESSONS LI, LII, LIIL— Nouns, Adjectives and Verbs.— If talks about 
 language have been given in connection with the reading lessons, pupils will be 
 prepared to distinguish readily the noun, adjective and verb. 
 
 The daily drills given in classified words will enable them to distinguish prefixes 
 and suffixes at sight. The teacher must refer frequently to the fact that a change 
 of accent often converts a verb into a noun or adjective, or the reverse. 
 
 Show, by illustrations, that the accent falls upon the first syllable in nouns or 
 adjectives and upon the second in verbs; as: What a striking contrast we see when 
 we contrast green and yellow. 
 
 A rcde\ is one who redcts against the laws of his country. 
 
 With our zwcrease in population our schools must increase. 
 
 If I pre;f;ir the prefix con to tent I form the word content. 
 
 Desire pupils to construct similar sentences, choosing the words found at the 
 beginning of the lesson — making of each a noun, adjective or verb by merely chang- 
 ing the accent; as: Say to the absent pupil that he must -ahsent himself no longer 
 from school. 
 
 The teacher should write the same word twice, calling pupils up, in turn, to 
 make of it either a noun, adjective or verb by placing the accent correctly. 
 
 Pupils may write two lists of the same words, placing a or an before the 
 noun and to before the verb; as, an ^^cort, to escort; an itisnXt, to insult; a retail 
 store, to retail goods. 
 
 LESSON LIV. — Explain why e is retained in syllables ending in ge. (Because 
 it is necessary to show, by this final e, that the g preceding it is soft. Show, 
 however, that by common consent, the e has been dropped in many of these words; 
 as, fringing.) 
 
 LESSON LV.— Trisyllables.— A trisyllable is a word of three syllables. 
 
 Explain the meaning of the prefix dis. 
 
 Pupils may change the words at the beginning of this lesson to trisyllables by 
 prefixing dis to each. 
 
 Show that the accent is not changed when a syllable is prefixed. Pronounce, 
 alternately, a dissyllable from the book and a trisyllable from the slate. 
 
 LESSON LVI. — Show how the prefix im changes the meaning of words. Pupils 
 
214 SUPPLEMENT. 
 
 may prefix im when copying the words of this lesson, and pronounce, alternately, 
 from book and slate. Show that the prefixing of this syllable does not change the 
 accent. 
 
 LESSON LVll. — After explaining the meaning of in, require pupils to make 
 dissyllables of the following words by prefixing this syllable to each, after which 
 pronounce from slate and book. 
 
 LESSON LVIII. — Prefix mis to each, in writing the words of this lesson, and 
 show how entirely it changes their meaning. 
 
 LESSON LIX. — Prefix un to the words of this lesson, the teacher pointing out 
 the change in the meaning as the words are pronounced. 
 
 LESSON LX. — Form trisyllables by prefixing pre to the words of this lesson. 
 
 LeSSON LXI. — Form trisyllables by prefixing under to the words of this lesson. 
 
 LESSON LXII. — Form trisyllables by prefixing inter to the words and syllables 
 at the beginning of this lesson. 
 
 LESSON LXIII. — Form trisyllables by prefixing over to the words of this 
 lesson. 
 
 LESSON LXIV. — Form trisyllables by the addition of the suffix ion. Here 
 remind pupils that t, S and c have the sound of sli when followed by io in an 
 unaccented syllable. 
 
 Explain that it would be difficult to say correct-ion — that euphony demands 
 that the sound of the final consonant of the second syllable be joined to the suf- 
 fix ion. 
 
 Show that, although the addition of ion takes one letter from the second syl- 
 lable, still the same syllable is accented; as, reject, rejec-tion 
 
 LESSON LXV.— Drop e final from the dissyllable upon the addition of ion. 
 
 Lead pupils to see that, in words ending in ation, the a is always long, and 
 the accent always falls upon the syllable containing a long; as, location. 
 
 In such words as locate show that the accent changes when the suffix ion 
 is added. 
 
 LESSON LXVI. — Here show as a general rule that i must be marked short 
 when it is followed by tion or sion final; as, fruition, division. 
 
 LESSON LXVII. — In this lesson show that trisyllables are formed by dropping 
 final e and changing the d preceding it to s when lorj' is added; as, evade, 
 evasion. 
 
 These exercises in trisyllables ending in ion will help pupils remember which 
 words take sion and which tion. 
 
 The general rule for marking the accent of such words is to place it upon the 
 syllable preceding the last. 
 
 LESSON LXVIIL— Form trisyllables of the words of this lesson by the addition 
 ot ion. 
 
 Show, by pronouncing the word expression, that one S is silent and the 
 other is joined to the suffix as a part of the third syllable. 
 
 LESSON LXIX.— Rule: Change y final when it follows a consonant, to i or e 
 when the suffix er, est, ly, ness or ous is added; as, lazy, lazier, laziest, 
 lazily, laziness; pity, piteous; duty, duteous. In like manner form tri- 
 syllables of the words of this lesson. 
 
 A language lesson upon the degrees of adjectives should precede the writing, 
 marking and pronouncing of the following words. 
 
SUPPLEMENT. 215 
 
 LESSON LXX. — Have pupils form trisyllables by adding ance to the words 
 of this lesson. Mark a obscure in the suffix ance. 
 
 LESSON LXXL — Add ment to the words of this lesson. Require pure pro- 
 nunciation. It is not munt, but ment. Mark e short in the syllable ment. 
 
 LESSON LXXIL — When the verb ends in a single consonant, preceded by a 
 single vowel, double the final letter upon the addition of ing; as, compelling. 
 When the final letter is e, drop the vowel upon the addition of ing. 
 
 LESSON LXXIIL — Illustrate the diphthongal sounds by the words of this lesson. 
 Require the unclosing and curving of the lips in words containing the diphthongs 
 OW and OU. 
 
 Show that the accent falls upon the syllable containing the proper diphthong. 
 
 LESSON LXXIV. — Show in this lesson that when the diphthong is found in 
 the unaccented syllable, w must be marked silent and o long. 
 
 If pupils are not sure about the marking of such words, they may accent both 
 ways, but if they accent the second syllable, they must give OW the sound of a 
 proper diphthong; as, allow. If they accent the first, then w is silent and o 
 long; as, pillow. A few exceptions are found; as, below. 
 
 Require distinct articulation in the pronunciation of the syllable containing the 
 improper diphthongs. The word is morrow, not morru. 
 
 LESSON LXXV.— Show that the accent falls upon the syllable containing the 
 diphthongs oy and ol. 
 
 Pupils need be at no loss to determine the sound of these diphthongs. They 
 are always the same. 
 
 LESSON LXXVL— As in dissyllables, lead pupils to see that, in trisyllables, the 
 accent falls upon the syllable containing ee; as guarantee. 
 
 Also, when i has the sound of e long, the accent must be placed upon the 
 syllable containing the long vowel; as, magazine. 
 
 LESSON LXXVIL— Make pupils familiar with the suffix able. Explain the 
 difference in the sound of a in this suffix and in the word able. In the word, 
 a is long because it is found in the accented syllable. In the suffix, it is obscure 
 because found in the unaccented syllable. 
 
 Explain why the first vowels of the ' first six words of this lesson are long. 
 Show that it is because these words are derived from monosyllables from which e 
 final has been dropped upon the addition of the suffix; as, sale, note, love, 
 cure, etc. 
 
 LESSON LXXVIII. — As a rule, words ending in ce and ge retain the e when 
 the suffix able is added. This final e is retained to show that the c or g pre- 
 ceding it is soft; as, peaceable, chargeable. 
 
 Were not this vowel retained, the words would, be peacable, chargable. 
 
 LESSON LXXIX.— Show, by the words of this lesson, that it is in the accented 
 syllables the long vowels are found. Desire pupils to pronounce across the page, 
 from left to right, that they may realize this change of accent. 
 
 LESSON LXXX. — Show, by the words of this lesson, that, when the first and 
 second syllables form complete words, the suffix ize must be added; but when 
 the first and second syllables do not form complete words, the suffix ise must 
 be used. 
 
 Exceptions will occasionally be found, but this general rule will assist pupils 
 in determining the correct orthography of many words. 
 
2i6 SUPPLEMENT, 
 
 POLYSYLLABLES. — Show that the same general rules that govern the mark- 
 ing of trisyllables may be applied to polysyllables. 
 
 As previous drills have made pupils familiar with prefixes and suffixes, they 
 will readily recognize these in longer words and refrain from placing the accent 
 marks over them; as, for instance, in the word advisable, they will see at a 
 glance lLu.t ad is the prefix and able the suffix, and know at once that the 
 accent tads upon the second syllable. 
 
 When polysyllables end in ophy, Ogy, etry, «Scc., show that the accent must 
 fall upon the syllable preceding these final syllables. Also, as in dissyllables and 
 trisyllables, place the accent upon the syllables which precede such final syllables 
 as tion, sion, tious, cial, &c. 
 
 As a general rule, when a, e, O or u forms a syllable by itself, mark the 
 vowel long if it does not form a part of such suffixes as, able, ibie, acle, &c.; 
 as, recreation, astrology, impetuous. 
 
 When syllables ending in a, e, O and u are followed by the final syllables 
 tion and sion, mark these vowels long and place the accent mark above them; 
 as, penetration, locomotion, diminution. 
 
 When i forms an unaccented syllable by itself, as a general rule mark it short; 
 as, solicitous, political. Exceptions are found where i forms the first syUable 
 of a word; as, identical. 
 
 READING. 
 
 When we desire to have our children instructed in music, our first care is to 
 secure a competent teacher — one whose ability is unquestioned. So should it be in 
 the selection of teachers for primary grades; only good teachers should be em- 
 ployed. Teachers who shall be able to prove, through their daily readings to their 
 classes, that "the voice of song is not sweeter than the voice of eloquence;" teach- 
 ers whose varied and perfect modulations shall in turn bring to mind such har- 
 monies of nature as the whispering leaves, the babbling brook, the roaring water- 
 fall. In this, as in other branches, we should secure for the child only such models 
 as we desire him to imitate. 
 
 The Pollard Method is one of voice culture from the beginning. Our first drills 
 in articulation teach the pupil the difference between vowel and consonant sounds. 
 He is thus led to note the difference between pure and obstructed tones. Breath- 
 ing exercises follow the teacher's explanation of breathing and should be repeated 
 daily at the beginning of each phonic drill. 
 
 The method teaches reading as music, art, mechanics are best taught — by so 
 familiarizing the child with the rudiments that the correct use of them becomes 
 involuntary, and all his energies are left free for concentration upon the important 
 work of word-painting, expression and emphasis. 
 
 The piano player is forced to spend weeks, months, years, in the practice of 
 the scales and finger exercises, so that the mere touching of the required keys 
 becomes a matter largely of mechanical action, and only when this proficiency is 
 attained are the great things of music— the bringing out of its thought, heart, soul — 
 attempted. The Pollard method trains the child to a rapid, prompt, unhesitating, 
 
S UPPLEMENT. 2 1 7 
 
 almost mechanically accurate, recognition and pronunciation of the words composing 
 every sentence. The Pollard-trained vocal organs touch the sound-keys of lan- 
 guage as surely and with as little thought as the fingers of the expert pianist 
 strike the sound-keys of his instrument; and, like the pianist, the child's every 
 energy and power is free for concentration upon the great and (by this time) the 
 delightful work of searching out the diamonds of thought and giving them clear- 
 cut and sparkling to his listeners. 
 
 Do we ever require a child to talk naturally? Is not reading giving expres- 
 sion to the thoughts of others — telling their stories for them? If so, and if the 
 lesson is within the comprehension of the child, what is there to prevent his talk- 
 ing the sentences with the ease and freedom that natural expression demands? 
 Nothing save the hesitancy — the uncertainty — induced by those insurmountable ob- 
 stacles, unfamiliar words. 
 
 Judging from results, which are everywhere apparent, I do not hesitate to affirm 
 that it is the prevailing methods of teaching which make good readers the excep- 
 tion and not the rule. How can it be otherwise when independent pronunciation 
 forms no part of the instruction — when drills in articulation are left wholly to the 
 choice of the teacher — when the memory is burdened with a limited number of 
 word-forms which the eye must learn to distinguish before others are introduced? 
 
 That we may be able to realize how such reading becomes laborious, uncertain 
 and unnatural, we have only to attemp-i to read stories in a foreign language 
 before we have made ourselves thoroughly familiar with the words of which they 
 are composed. 
 
 We are, perhaps, acquainted with a certain number of these words and begin 
 a sentence bravely, only to stop abruptly before the first obstacle we encounter 
 until assistance is rendered. Again, we proceed but only to find another hindrance 
 farther on, and finally when frequent interruptions lead us to realize our helpless- 
 ness, we abandon the task, resolved to make a more careful study of the words 
 before we attempt to read intelligently. 
 
 Throughout my long experience in the school-room, I found no difficulty in 
 teaching my pupils to read well. The natural expression came without effort upon 
 my part. They were not taught to " labor through the lines," but to " talk for the 
 author;" to study his meaning and render the paragraph or stanza as he would 
 were he in their midst; and often, when a beautiful pen-picture was portrayed, it 
 was their privilege to lay aside their readers and ' favor me with its illustration 
 upon the blackboard. 
 
 How pleasing is the memory of the deft fingers that traced the wandering«s of 
 Enoch Arden after each stanza was read; that showed me how the "lowing herd 
 wind slowly o'er the lea" when the Elegy absorbed our thoughts; that pictured 
 the dim old forest where the little brother played before he " fell asleep by the 
 gates of light!" 
 
From thg Author to ths TsachGr. 
 
 The design of these songs is to make the first lessons of reading easy and 
 attractive. 
 
 Teachers Avho have tested the Synthetic Method understand that much 
 depends upon a pleasing presentation of the sounds of the letters. Children 
 are fond of singing, and the letters, arranged to familiar airs, afford them 
 daily recreation and most profitable drills. 
 
 The ladders, windows and letters (c and g) should be copied carefully 
 upon the black- board, with colored chalk, and permitted to remain there for 
 daily singing until the sounds of the letters are made perfectly familiar. 
 
 Be careful to require pupils to sing with a soft tone of voice. If a low 
 pitch be given, it will cause them to use coarse, heavy tones, and this will 
 have a tendency to make them sing fiat. The teacher should test the pitch 
 of d frequently, and try to overcome the universal habit oi loud singing. 
 
 If double en^ed pitch pipes (in c and i) are used, the pitch d can be ob- 
 tained from the c pipe by singing the descending scale. 
 
 c, b, a, i, f, e, d, 
 8, 7, 6, 5, 4, 3, 2, 
 
 or 
 
 do, si, la, sol, fa, me, re, and calling 2 (or re) do. 
 If the g- pipe be used, sing: 
 
 S, f, e, d, 
 8, 7, 6, 5, 
 
 or 
 
 do, si, la, sol, and call 5 (or sol) do. 
 The pitch of i as do should be given for all the window songs. 
 
t 
 
 -z 
 
 z ^-^-^ 
 
 Z 
 
 -Z— 
 
 Z" 
 
 (226) 
 
WINDOW SONGS.* 
 
 Air.— "THUMBKINS SAYS, I'LL DANCE. 
 
 227 
 
 
 ^-^ 
 
 -#T 
 
 gggggigpgggl 
 
 Vowel one is a ; 
 
 Vowel two is e ; 
 
 Three and four are i and o ; 
 
 Five and six are u and U ; 
 
 Chorus. 
 Sound and sing, ye merry, little ones, 
 A, e, 1 and o and u. 
 
 Vowel one is a; 
 
 Vowel two is e; 
 
 Three and four are I and o; 
 
 Five and six are u and U; 
 
 Chorus. 
 Sound and sing, ye merry little ones, 
 A, 6,1 and o and u. 
 
 Draw these windows on board and point to letters as pupils sing. 
 
228 
 
 WINDOW SONGS-Continued. 
 
 Sip^^ii^^i^iiiiiii^i^^ 
 
 Lettei" one isf; 
 
 Letter two is h ; 
 
 Three, four, five are k, q,-e; 
 
 Six, seven, eight are p, s, t. 
 
 Chorus. 
 Sound and sing, ye merry little ones. 
 F, h, k, q, p, s, t. 
 
 Baby sleeps, Sh, (;h ; 
 Children sneeze, ch, t<;h ; • 
 Blow out light now wh and wh; 
 Sneeze again, ch,"tQh and ch. 
 
 Chorus. 
 Sound and sing, .ye merry little ones, 
 Shi=:ch; ch=:t^li ; wh and wh. 
 
WINDOW SONGS-Continued. 
 
 229 
 
 
 Letter one is m ; 
 
 Letter two is n ; 
 
 Three and four are 1 and r ; 
 
 Five and six are v and w. 
 
 Chorus. 
 Sound and sing, ye merry little ones, 
 M, n, 1, r, vand w. 
 
 Letter one is b ^ 
 
 Letter two is d ; 
 
 Three and four are j and g: 
 
 Five and wx are y and g 
 
 CnoRrrs. 
 Sound and sing, ye merry little ones, 
 B, d,j,g,y andg. 
 
 -I -! J 
 
230 
 
 WINDOW SONGS-Continued. 
 
 t|^IffiP pg^^4 i@ p pg^gg| 
 
 Run quick, Fido, q. 
 Hear the bees buzz, z. 
 Hiss like geese now tli an«l ^. 
 Siug with mo x, x and x. 
 
 Chorus. 
 Sound and sing ye merry little cues, 
 C, z, th, th-, X and x. 
 
 First of owl is ow : 
 
 First of out is on: 
 
 Oyster starts with oy like oi, 
 
 Oy, oy, oy as heard in bo3\ 
 
 Chorus. 
 Sound and sing, ye merry little ones, 
 Ow, ow, ou, ou, oy and oi. 
 
WINDOW SONGS-Continued. 
 
 231 
 
 [ilfSilpSSiSSi^i^iiiSl 
 
 SIP i^iPfi^i) JIM^^^^^^^^M^ 
 
 
 
 ^. 
 
 f III 
 
 ^ 1 
 
 (■ ■ ! 
 
 : 
 
 First row 00, o, u; 
 
 Next row 00, o, u : 
 
 Third like first row, 00, o, U,; 
 
 Fourth like second 00, o, u. 
 
 Chorus. 
 Sound and sing, ye merry little ones, 
 
 Oo, o, u, 00, o, u, ew. 
 
232 
 
 LETTER SONG. 
 
 All— " Yankee Doodle." 
 
 -2^ 
 
 g^^^^^e^n^^ 
 
 i^^^i^i^^^g 
 
 ^-m^^ 
 
 ^^m 
 
 ^^^^i^^i^l^y^^ 
 
 aaaaaaaa 
 m m m m m m 
 
 am amlTra am 
 a a m m "a ai^ 
 
 n 1 n 1 n 1 n 1 
 
 1 n 1 n 1 n 
 
 n 1 n 1 n 1 n 1 
 
 1 n 1 n 1 n 
 
 Cho. a a sT sT aT aT aT 
 m m m m m m m 
 1111111 
 n n n n n n 
 
 vwvwvwvw 
 
 w V W V W V 
 
 v^wvwvwvw 
 w V w V w V 
 
 ™ n m n m n m n 
 
 V w V w V w 
 
 m w n V tn w n v 
 
 a a a aT a" aT 
 
 Uho, V V V V V V V 
 
 w w w w www 
 
 V W V W V W Y 
 
 WW V V w w 
 
 (Arrange other sounds to this air<) 
 
C HARD. 
 
 233 
 
 Air.-" HERE WE GO ROUND THE MULBERRY BUSH. 
 
 iliii^[^^iiip|^i|: 
 
 v-n — ^- 
 
 m=M^^^^^^^]^^^ f^^^]i 
 
 Finding this c in front of a, 
 in front of 0^ 
 in front of uj 
 
 In front of], r, k and t, 
 
 We mark, ana sound it*, «, 
 
 Finding this letter after a, 
 
 after a, 
 
 after a, 
 
 Finding this letter after a. 
 
 We mark and sound it «, «. 
 
 «at. 
 
 €0t. 
 
 ♦■ut. 
 
 •class, 
 crash. 
 
 back, 
 tact. 
 
 sa€. 
 
234 
 
 G HARD. 
 
 (I^^m^iii^ieppgiiii 
 
 w^m^^^^m^^^m 
 
 (Ma^^^-''-^ 
 
 Finding this g in front of a| 
 in front of o^ 
 in front of uT, 
 Standing in front of 1 or r, 
 We mark and sound it g, g, 
 Fiiuliug this letter after a, 
 
 after a, 
 
 after a. 
 
 Finding this letter aft«r a, 
 We mark and sound it g, g, 
 
 Finding thisg in front of h, 
 In front of h with i before, 
 Standing in front with i before> 
 We mark both letters silent. 
 
 Finding this g in front of h, 
 In front of h with u before, 
 Standing in front with u before, 
 We mark and sound ^h-, gh-, gh-. 
 
 gone, 
 gust, 
 glass, 
 grand. 
 
 rag. 
 sag. 
 nag. 
 tag. 
 
 nijth- 
 
 tig-h-t. 
 
 laugh, 
 cougi. 
 tougJi. 
 rough. 
 
C SOFT. G SOFT. 
 
 235 
 
 iM^^^^^^^^JMm 
 
 j |iggg3^ tlS=i^g^g ppg^^ » 
 
 C soft - s=?. 
 Finding this c in front ot'e, 
 
 in front of i. 
 
 in front of y. 
 Standing in front of e, i, y, 
 We mark and sound it <;, q, 
 
 cell. 
 (;ite. 
 cyst. 
 
 Gsoft j=g. . 
 
 Finding this g 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, g, 
 
236 
 
 and U. 
 
 Air.— "HOLD THE FORT. 
 
 ^^iiig^Pii 
 
 1. NNatrh t.ie poiut-er ev - 'ry pu-pil, Keep the rule.s iu view; Learn the u I .n<j 
 
 Chorus. 
 
 
 'u this new soujj:, Al - so learn the ii. 
 
 R or sli y chaug-es u long 
 
 fe^ii 
 
 esa 
 
 u, you see; So re nieni-her \vhen you mark it,Whatitssoundmust be. 
 
 2. Just th" same, when these two vowels 
 After r are louu*l; 
 Also after oli :uul y, too 
 Lips must still he round, 
 u 
 Chorus. — V, u, u, u, u, u, u, u, 
 
 (Make your sounding clear;) 
 Ew, ew, ew, ew, ew, ew, ew, ew. 
 Two dots under here. 
 
 3. When the letters r and sh, y 
 
 Do not stand before, 
 Then we make the u that follows 
 U and nothing more, 
 ew 
 Chorus. — So whenever these two vowels 
 Do not meet our view, 
 Following after r, & ch, y, 
 Then we mark them ew. 
 
 4. XT, u, u, u, u, u, u, u, 
 
 Straight line over u ; 
 Ew, ew, ew, ew, ew, ew, ew, ew, 
 Just the same will do. 
 Chorus. — So. hereafter we'll remember; 
 Now, while we are young. 
 We must learn to speak correctly, 
 This, our mother-tongue. 
 
THE CROOKED MARK. 
 
 Air.— "TRAMP, THE BOYS AKE MAKCHING." 
 Caps, cats, hacks, stafls. S (The hiss. ) 
 
 237 
 
 -4 
 
 f^m^0^i^^^m 
 
 1. When we fiud this crook - eti mark, At the end of an - y word With the 
 
 liipspEiE5S=gg|-£pgiii 
 
 sound of p, t, k, or f be - fore, We must try to make the sound that the 
 
 li E^fsi^ElBi=i£iSpa 
 
 lit - tie piggies heard When old Growl-er sprang to chase them from the door. 
 Chorus. 
 
 ± 
 
 g^iisips^ 
 
 S, s, s, But do not bite them ;This was Tommy Tucker's call ;And the doggie seem'd to know 
 
 ga^^iJE^iiig^eiig^^^^ fl 
 
 He must bark and make a show, Just to fright-en them a-way But that was all. 
 
 Lads, bags, hams, fans, cars. 
 
 2. When we find this crooked mark at the end of any word. 
 
 And then do not find p, t, k, f, before, 
 We must mark and make the sound as though bees were buzzing round, 
 
 Just as though we heard them buzzing at our door. 
 Chorus. — S, s, s, the bees are buzzing; no, no, Growler, do not bark; 
 
 'Twas not s, s, that I said; but s, s, s, s, instead; 
 So lie still and hear nte«ounding as I mark. 
 
 Z:^S 
 
 Cows, boys, toes, pies, days. 
 
 3. When we find this crooked mark after voice or vowel sounds, 
 
 Such as ow and oy and o^ and i^ and a-^, 
 We must try once more to think that the bees are buzzing round, 
 
 And s, s, s, s, s, s, s, s, s, say. 
 
 Chorus. — S, s, s, the bees are buzzing. Busy fingers, faces bright; 
 And remember every daj' that whate'er we do or sav, 
 We must always try to do and say aright. 
 
 Exceptions to s, after vowel sounds are found in words rhyming with honse; also in words 
 containing "tilde sounds," as verse. 
 
238 
 
 THE SOUNDS OF A. 
 
 Air.— "WAIT FOR THE WAGON." 
 
 i^fel|-^^fe^^3^3^^p^ 
 
 1. Come, all ye lit - tie peo - pie, And join our song to-day; It 
 
 We al -so sound our a ob.scure ,And e obscure the same; While 
 
 '^^^^MU^^^l^^^^^^l^^ 
 
 is a-bout a, a^, a, a, And a, a, a, a, a. ") Sound all to-geth-er, 
 u short soands almost like a. But bears a^noth-er name, j 
 
 mmm 
 
 -m 
 
 3E^i 
 
 \^m 
 
 Sound all to-geth-er, Sound all to-geth-er a, a, a, a, a, 
 
 2. We throw our lips wide open, 
 
 To sing a, a, a, a ; 
 And only partly close them 
 
 To sound a, a, a, a, 
 And next our mouths at corners, 
 
 We slightly inward draw, 
 Before we change a, a. a, a, 
 
 To a, a, a, a, a. 
 Chorus. — Sound all together, etc. 
 
 A, a, a, a, a, a. 
 
 3. We place the one dot under 
 
 To sound a, a, a, a; 
 Like a, a, only shorter, 
 
 The same as o, o, o. 
 O, dolly I I must wash you 
 
 Before we go to tea ; 
 Then you may watch Bob making 
 
 A swing for you and me 
 Chorus. — Sound all together etc., 
 
 A, a, a, o, o, o. 
 
 4. When two lines run together 
 
 And meet above this way, 
 The circumflex must show us 
 
 The sound is a, &, a. 
 But when right through the centre 
 
 We draw the line instead, 
 We give it then the e sound. 
 
 Just as 'tis heard in " red." 
 Chorus. — Sound all together etc., 
 
 A, a, a, -a-, a-, -a-. 
 
LETTER SONG. 
 
 Airr— "MY COUNTRY, 'TIS OF THEE." 
 
 239 
 
 ^# 
 
 4— J 
 
 -d-i — « — • — * — '■ 
 
 ' M, a, m, a, m, a, 
 
 n, 
 
 i^: 
 
 n, 
 
 m 
 
 \J2. 
 
 !EE^EES=i 
 
 1» . w, 1, 
 
 w, 
 
 e, e, 
 
 m 
 
 o, o, 
 
 i^i^^^Mi 
 
 :fe^Jg 
 
 V, 
 
 z, z, 
 
 o, 
 
 0. 
 
 a 
 
 2. M, a, m, a, m, a; 
 r, n, r, n, r, n; 
 1, w, 1, w; 
 e, e, e, i, T, T, 
 o, o, o, u, u, u, 
 
 V, V, V, Z, Z, Z, 
 
 o, o, o, o, 
 S.'ow, ow, ow, ou, ou, out 
 
 >»' V-' S_^ N_^ ^^ ,^,' 
 
 oy, oy, oy, oi, oi, oi; 
 
 00, 00, 00, 00. 
 
 00, 00, 00, 00, 00, 00; 
 
 Qt Q, o, Q, Q, Q; 
 
 o, o, o, o, o, o; 
 
 Or, er, ir, or. 
 
 A, 
 
 4. a, a, H, a, a, S ; 
 a, a, a, a, a, a ; 
 
 .£t) aby OlJ oby 8jj 3i^ 
 
 Sij OfJ Siy Sij Siy Siy 
 
 Wf cti cbj £ty cly 3r I 
 
 ^ ^ ^ "^ 
 
240 
 
 A SONG OF THE SOUNDS. 
 
 l.John-ny sang aT ^ with his lips apart,As he tho't of the lambs at his grandpa's home; 
 
 Then an- oth - er sound, as he danced around,With his lips to-geth-er, m, m, m, 
 
 f. 
 
 2. Then his upper teeth pressed his lower lip 
 
 As he tried to blow his breath right through ; 
 And mamma explained, "That is Kitty's hiss, 
 F, f, f, f, f. You must make it true." 
 
 V. 
 
 3. Soon his sister came, baby Bess by name, 
 
 And, "Do show me brother, too," she said ; 
 "Well," said Johnny, "So! Now be sure to blow." 
 But she made this sound, v=:V instead. 
 
 r. 
 
 4. "Now, I'm cross, you see, Bessie, look at me, 
 
 I'm a big black dog ou the porch at night; 
 R, r, r. Take care! I can see you there: 
 Little girl, run fast, for this dog can bite." 
 
 5. Johnny did not know Bess was frightened so 
 
 Till he saw her fly through the open door; 
 "Come back, pet," he said, "do not be afraid, 
 And I will not growl at you any more. 
 
 6. " Now, whate'er I say, mind, is all in play ; 
 
 My mouth is a cave and my tongue a bear; 
 If you just peep in through the double doors, 
 You will see him resting and quiet there. 
 
 7. " But he oft moves round when I make a sound, 
 
 Both up and down, as I felt him then ; 
 He can reach so high when I talk or cry, 
 He can touch the top of his small red den." 
 
 1. 
 
 8. Said mamma, " See mine I When I say ' long line,' 
 
 The point goes up to the ceiling too ; 
 When 1, 1, I sing, I can feel him spring. 
 
 Now, Johnny, show what your bear can do." 
 
 n. 
 
 9. " N, n, n, Bess dear, hold your finger here ; 
 
 You can leel mine start ou another track ; 
 For he goes straight up, not so near the front, 
 And he strikes the ceiling farther back. 
 
 g- 
 10. " AVe have barked like dogs, let us both play frogs. 
 With tongues far back to the ceiling pressed ; 
 Now our throats must work with a quick, short jerk; 
 G, gi, g, g, g, while our lips must rest. 
 
241 
 
 t. 
 
 11. "Let us now play tick. Bessie, wind me quick ; 
 
 I'm papa's gold watch ; you can hear me go ; 
 Stand beside my knee, turn your ear to me, 
 For t, t, t, t is a whisper low. 
 
 s. 
 
 12. " Now one whisper more, not like that before, 
 
 For s, s, s, s is the sound you hear; 
 And it means, Take care, little piggies there 1 
 Run out of the yard for a dog is near. 
 
 d. 
 
 13. "This the pigeon's cry and her mate's reply 
 
 As I heard them talk on the old stone wall ; 
 *D,' the first would say, and then, just this way, 
 ' D, d, d, d, d,' the next would call. 
 
 b. 
 
 14. " Watch the pointer, Bess ; let me hear you guess 
 
 The sound that stands for this letter. See ! 
 Lips together, too. Push the sound straight through, 
 B, b, b, b, Bess, Baby, !ook at me." 
 
 k, q, €. 
 
 15. " O! please, brother, show where my tongue must go 
 
 "When the fish-bone sounds k, q, «, are made." 
 "Tell your tongue to rise farther back," he cries, 
 " "When the words ' Kate Cole, come quick !' are said. 
 
 P- 
 
 16. " P, p, p, Bess, dear, do not come too near: 
 
 Just watch my lips as I puff about ; 
 I'm a steam-boat grand, just about to land, 
 And my mouth is the pipe where the steam comes out. 
 
 17 "Gyp, you're just the one. "We will have some fun, 
 For, when Gyp's and Jenny's names we say; 
 Then,_ with sudden burst, come these sounds the first, 
 Cfj k' g J» J) with our teeth this way." 
 
 X. 
 
 18. " Johnny, look at me. I have printed kiss. 
 
 And, seel I have marked the vowel out; 
 
 This will leave but kss ; what this (x) letter is ; 
 
 You may sound x, x as you skip about." 
 
 y. 
 
 19. " O! mamma please tell if I make this well; 
 
 Y, y, y, y, y, is so hard for me ; 
 Must I press my tongue as 'tis upward flung 
 
 To the ceiling just as when sounding e?" 
 
 20. " No, no, not the same. It is not like e. 
 
 For here the tongue at the sides you press. 
 And the space on top lets the sound pass out 
 As the whisper does in the letter s. " 
 
 h 
 
 21. Said mamma, " This^ant' is a laughing sound, 
 
 H, h, h, h, h, Bess may make it, too ; 
 Hold the left hand up near the open mouth, 
 
 That you both may feel where the breath comes through. 
 
^4^ 
 
 22. " Bess my honey-bee, come, at once, to me; 
 
 Let nie taste the sweet on your lips so red ; 
 Now, just buzz away and with Johnny say, 
 Z, z, z, z, z, ere you fly to bed. 
 
 23. " W, w, w, w, w. 'Tis the lullaby 
 
 Of the wind ; but, Bess, you have nought to fear; 
 For your mother's arras are around you thrown; 
 W, w, w, w, w, Johnny, do you hear ? 
 
 .Sh=vh=t=o=s. 
 '"— ' ... 
 
 24. " Sh, sh. Baby sleep until morning comes, 
 
 Sh, ^h, t, c, s. You must rest from play ; 
 
 Johnny, take that taper and blow it out, 
 
 Wh, wh, wh, wh, wh. That is just the way.'' 
 
 i 
 
 
 00, p, y. 
 
 mm 
 
 Air— "EVENING STAR WALTZ." 
 
 1 H- 
 
 
 m 
 
 (S-i- 
 
 :J= 
 
 fe 
 
 !=rt: 
 
 :^^ 
 
 -^- 
 
 if— 
 
 ^ 
 ^ 
 
 m 
 
 Air— "I AM SO GLAD." 
 
 i^iPiPPiiPii^iiii^^^ 
 
 t^ 
 
 V- 
 
 V—Y 
 
 t 
 
 m 
 
 i±- 
 
 r.^^^5^^^^? 
 
 S^^E^ 
 
 [t^i^ii^P^^^^J 
 
REVIEW SONG FOR VOWEL SOUNDS. 
 
 Air— "O COME. COME AWAY." 
 
 243 
 
 
 
 -_2— « — i— *- 
 ■#■■#■*••• 
 
 ^--^^-n— •— g— -f--L-j l-s ^-i-H ^ ^ Lgl # tf — \-^ 0—0 1 
 
 ifl 
 
 i^aigiilitl 
 
 M 
 
 PI 
 
 t— " 
 
 
 LETTER SONG. 
 
 (To be used as a Review of the Vowel Sounds.) 
 Air— "O COME, COME AWAY." 
 
 s^ ^__ ^_ _ 
 
 A a a a a 
 
 V-*" _ „_ ^_ 
 
 E e e e = -Sr -a- 
 
 I = y = e = u o^oT 
 
 4t 
 
 u 
 
 u 
 
 u 
 
 
 
 
 
 OW : 
 
 = ou 
 
 
 oy =3 oi. 
 
 (Be sure to tie.) 
 
 Oo 
 
 = ?. = 
 
 u 
 
 = ew. 
 
 (Give reasons why.) 
 
 A 
 
 e 
 
 i 
 
 
 
 ^ y 
 
 Oo 
 
 00 
 
 
 
 • 
 
 and u 
 
 
 &r 
 
 A 
 
 or 
 
 A 
 
 or 
 
 ar 
 
 ar 
 
 With 
 
 rounded 
 
 lips 
 
 now singing: 
 
 Then er ir yr as heard m "her," 
 
 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 "worth" 'tis heard: 
 
 A 
 
 A 
 
 A 
 
 
 
 Ur 
 
 ur 
 
 ur 
 
 or 
 
 A 
 
 or. 
 
 A 
 
 ^^ a\ e>; ei ei^is^ 
 
 (Equivalents, remember.) 
 ESc = i and is, I = y = yis^ = i^i; 
 
 O ^= oa. = oti, = ow = ox 
 
 U = ew (look closely) ; r sh 3 
 
 Make u long change to 60 you see: 
 Ew follows r ch y; 
 
 U u u ew ew. 
 
 U 
 
244 
 
 DIPHTHONG CHILDREN. 
 
 Air— "COMING THRO' THE RYE." 
 
 [»^^^^ ^ F-:^ 
 
 t 
 
 
 :g=P.=^ 
 
 i^ti^— W-t^"-^-> 
 
 ^Z^=±U=^ZiL 
 
 — ^K^ >-_ 
 
 vj/ 
 
 /t^ 
 
 /Ts 
 
 tf ^-^r% l ^g^^.;^.^^pg^M ^^^^ ±p ±i 
 
 /TV rrs 
 
 tfe;^^^ ^^gP"g^r^Pp ^ ^-:^g^ a 
 
 A (Short Italian). 
 
 Air— "JOHN BROWN'S BODY." 
 
 t^^' 
 
 i-^- 
 
 fe 
 
 ^ #1 
 
 -^-^- 
 
 
 ^ — ^ 
 
 lazizff 
 
 •^-^ 
 
 •^^# 
 
 -(^*- 
 
 ^^*H h 
 
 I 
 
 ^ ^^^ 
 
 S^m^^^^R 
 
 -(^^-^ 
 
 i 
 
 SEEE3 
 
 .i^_^_^- 
 
 T^# 
 
 =^-^^-».-^^^ 
 
 b=^ 
 
 £ 
 
 I 
 
 ;s. 
 
 ■1 — I — '^^ 
 
 
 -# — -#- 
 
 ?^ 
 
 -(2<'_:! ^ 
 
 i] 
 
 00, 0, y, Ew. 
 
 Air— " GREENVILLE. ' ' 
 
 w'~»- 
 
 .^.-i^f::r---^5^ 
 
 1=ES=rj4 
 
 -f 'm—w~ 
 
 ^'—^ 
 
 • 4^- ^ 
 
 -0-0- 
 
 Si 
 
 .; ^_ 
 
 -5?-^ 
 
 
 liiii^i^^S 
 
im mms^ fm 
 
 ROTARY BOARD SONG. 
 
 Air.— "OUR STATELY SHIP MOVES ON." 
 
 245 
 
 -^- 
 
 3= 
 
 (S^- 
 
 3E^^g 
 
 B - ad is bad, h - ad is had, 1 - ad is lad,in - 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 le.ssons in Speller. ) 
 
 
 
 
 
 
 
 SHORT FAMILIES. 
 
 
 
 
 
 D 
 
 - an 
 
 is 
 
 Dan 
 
 F 
 
 - an is Fan 
 
 
 b - ack is 
 
 back 
 
 h 
 
 - ack is 
 
 hack 
 
 m 
 
 - an 
 
 is 
 
 man 
 
 t 
 
 - an is tan 
 
 
 1 - ack is 
 
 lack 
 
 t- 
 
 • ack is 
 
 tack 
 
 b 
 
 - at 
 
 is 
 
 bat 
 
 c 
 
 - at is cat 
 
 
 b - and is 
 
 band 
 
 1- 
 
 - and is 
 
 land 
 
 f- 
 
 at 
 
 is 
 
 fat 
 
 h 
 
 -at 
 
 is hat 
 
 
 h - and is 
 
 hand 
 
 s 
 
 ■ and is 
 
 sand 
 
 c - 
 
 ap 
 
 is 
 
 cap 
 
 1 
 
 -ap 
 
 is lap 
 
 
 b - ang is 
 
 bang 
 
 h 
 
 - ang is 
 
 hang 
 
 m 
 
 ■ap 
 
 IS 
 
 map 
 
 n 
 
 - ap 
 
 IS nap 
 
 
 s - ang IS 
 
 sang 
 
 r 
 
 - ang is 
 
 rang 
 
 b- 
 
 ag 
 
 is 
 
 bag 
 
 n 
 
 -ag 
 
 IS nag 
 
 
 b - ank is 
 
 bank 
 
 1- 
 
 ank is 
 
 lank 
 
 r 
 
 -ag 
 
 is 
 
 rag 
 
 t 
 
 -ag 
 
 is tag 
 
 
 s - ank is 
 
 sank 
 
 t- 
 
 ank is 
 
 tank 
 
 
 
 
 
 
 
 LOKG FAMILIES. 
 
 
 
 
 
 
 
 
 f - 
 
 ade 
 
 is 
 
 fade 
 
 
 j - ade 
 
 is jade 
 
 
 
 
 
 
 
 m- 
 
 ade 
 
 is 
 
 made 
 
 
 w- ade 
 
 is wade 
 
 
 
 
 
 
 
 c - 
 
 ame 
 
 is 
 
 came 
 
 
 d - ame 
 
 is dame 
 
 
 
 
 
 
 
 1 - 
 
 arae 
 
 is 
 
 lame 
 
 
 s - ame 
 
 is same 
 
 
 
 
 
 
 
 b- 
 
 ake 
 
 is 
 
 bake 
 
 
 c - ake 
 
 is cake 
 
 
 
 
 
 
 
 m- 
 
 ake 
 
 is 
 
 make 
 
 
 t - ake 
 
 is take 
 
 
 
 
 
 
 
 f - 
 
 ace 
 
 is 
 
 face 
 
 
 I - ace 
 
 is lace 
 
 
 
 
 
 
 
 r - 
 
 ace 
 
 is 
 
 race 
 
 
 p - ace 
 
 is pace 
 
 
 
 
 
 
 
 c - 
 
 age 
 
 IS 
 
 cage 
 
 
 g - age 
 
 is gage 
 
 
 
 
 
 
 
 P- 
 
 age 
 
 IS 
 
 page 
 
 
 s - age 
 
 is sage 
 
 
 
 
 
 
 
 d- 
 
 ate 
 
 is 
 
 date 
 
 
 g - ate 
 
 is gate 
 
 
 
 
 
 
 
 1 - 
 
 ate 
 
 is 
 
 late 
 
 
 m - ate 
 
 is mate 
 
 
 
 
 
 
 
 b- 
 
 ale 
 
 is 
 
 bale 
 
 • 
 
 g - ale 
 
 is gale 
 
 
 
 
 
 
 
 h- 
 
 ale 
 
 is 
 
 hale 
 
 
 m - ale 
 
 is male 
 
 
 
 
 
 
 
 c - 
 
 ane 
 
 is 
 
 cane 
 
 
 1 - ame 
 
 is lane 
 
 
 
 
 
 
 
 P- 
 
 ane 
 
 IS 
 
 pane 
 
 
 s - ane 
 
 is sane 
 
 
 
 
 A-dapt the words of each family to the music, repeating these as often as it is necessary 
 to fill the measure. 
 
^"OHE attention of Teacl:\ers and Scl:iool Officers is par- 
 1 ticuiarly invited to tl^e educational specialties arid 
 supplies announced in tl^e folloiA^ing pages, Tt^e intro- 
 duction of tliese practical illustrative l:\elps into tj:\e 
 scl^ools of tl\e country l^as already created a favorable 
 iinproverqent in rnett^ods, besides inspiring a n©"^ in- 
 terest, in giving instruction in "ttl© various brancl^es to 
 iA^l:|icl:| tt\ey relate. We respectfully invite correspon- 
 dence froin. teacl:\ers t]:\roUgl:\out tl)e country in reference 
 to our publications in tl:\is line. Teacl^ers ia^I^o iT\ay be 
 in tl\e city are cordially invited to call and ir.aKe a per- 
 sonal exanqination of t]:\ese T\evi} educational appliances, 
 
 Western Publishing House, 
 
 358 Dearborn St., CHICAGO. 
 
Original and 
 Fascinating 
 
 Geographical 
 Publications 
 
 [acme CASEl 
 
 OF THE 
 
 WESTMRN PUBLISHING HOUSE 
 
 CHICAGO, 
 Room 1102, Pontiac Building, Cor. Dearborn and Harrison STS. 
 
 *rhe 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 school-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 7VYKPS. 
 
 ADAPTED TO USE WITH ANY GEOCRAPKICAL TEXT-BOOK. 
 
 (Maps Mounted on Heavy Cloth.) 
 
 Description. Size. 
 
 1. Eastern Hemisphere .._^ „ 36x48 in 
 
 2. Western Hemisphere 36x48 ' ' 
 
 3. North America 36x48 '' 
 
 4. South America ..36x48 " 
 
 5. Europe _ .36x48 ' ' 
 
 6. Asia 36x48 ' ' 
 
 7. Africa 36x48 ' ' 
 
 8. 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 
 Ose the 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 been» 
 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 FrXBST SINGLE MAP CA.SB EVER Ji£ADB. 
 
 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 ol 
 any school-room or office. It is as easily taken from place to place as a book. Its weight 
 with mounted map is less than three pounds. 
 
professional Endorsement. 
 
 The following are some of the many educators who have endorsed or used our geographical 
 :ppliances ; 
 
 W. B. Powell, Supt. of Schools, Washington, D. C. 
 
 James P. Slade, Ex-State Supt. of Public Instruction, Illinois. 
 
 W. H. Banta, Supt. City Schools, Valparaiso, Ind. 
 
 Prof. Bradley, Supt. of Schools, Minneapolis, Minn. 
 
 J A. EsTABROOK, Supt. Public 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. 
 
 Prof. 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 
 
 WRSTB.RN PUBLiISHING HOUSR, 
 
 3S8 Dearborn St., CHICAGO. 
 
PARAGON CABINET SERIES 
 
 COMPRISING 
 
 PARAGON SCHOOL MAPS, 
 
 PARAGON CABINET OF PHYSICAL GEOGRAPHY. 
 
 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 rull 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 elsewhere); 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 may be selected); mounted and 'encased 
 same as set No. i 
 
 CABINET No. Ill includes four large maps, same as set No. 2, 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, true to nature, the wonderful phenomena of the 
 life of the sea. 
 
 4. A Geological Chart, illustrating the development of lifs on the earth, the variety and 
 succession of the strata of rocks, and the economic products of the various formations. 
 
 5. A Relief Map of the United States, the most 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. 
 
 J. Two new and original mechanisms for the explanation of the cause of day and night, 
 comparative time and the change of seasons. 
 
 4. A most 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 pUnisphere, 
 at but a fraction of the cost of these articles. 
 
 CABINET No. VI is a combination in one case of Nos. 4 and 5. 
 
 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 Study 
 
 \^,:'t:r-^f?'^'-'^'- 
 
 THIS STUDY has opened a 
 new era in teaching Geog- 
 raphy. It illustrates 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 ingenious 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 lite m all the Zones. 
 
 Fifth. — A chart illustra- 
 ting the geological phases of 
 geography. 
 
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 appliance 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 
 country, and stands to-day before the educational public with a record absolutely 
 unrivalled. 
 
YAOGY'S ANATOMICAL STUDY. 
 
 "It sarpasses everything of the kind now before the 
 
 public." J. W. BiSSELL, 
 
 President Upper Iowa University. 
 
 ' It is the finest article in use in this country." 
 Prof. C. H. French, 
 
 Morris, Illinois. 
 
 "To a correepondent who asked, 'What is the best 
 apparatus for illustrating Physiology and the effects of 
 alcohol on the system?' my reply was, Yaggy's." 
 Dr. J. H. Jackson, 
 State Saniiarixun, Danville, N. Y. 
 
 ' It needs only to be seen to be approved." 
 
 Pbof. .John Cooper, 
 Supt. Schools, Evansville, Indiana. 
 
 JUST PUBLISHED. 
 
 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}z x 14^ in. in size, thus allowing 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. 
 
 TEACHERS' 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. 5?8 Dearborn Street, CHICAGO. 
 
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