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Concerning the Improvement of Spelling :'
The complete simplification of English spelling:
1st, would rescue childhood from a year of uneducative
drudgery which coud be applied to useful study;
2nd, would enable writers, printers, typewriters, to do from
five to seven per ceiit. more work in the time;
3rd, would aid missionary effort and extend Anglo-Saxon
civilization and commerce by making it easier for
foreners t0 lern to read the English language.
Why longer delay? Begin now!
Dropping silent ug/z's and entirely useless final e's, me's, and ue's ,-
foneticizing past participles, e. g., speld ,' substituting e for short
m, —or for the affected —0ur, and f for pl: would improve the
spelling of over 3,000 common English words.
A few examples :—
Though tho I learned lernd
rhyme rime thought thot
health helth aChe . ake I
. . draught draft
Sleve sw
- _ errour error I
Scythe Slthe honour honor ‘
tongue tung island iland
merite merit dropped dropt
definite definit phrenzy frenzy
diagramme diagram I alphabet alfabet
programme program sulphur sulfur
catalogue catalog phthisick tisic
Both spellings have been used by good English writers.
The shorter one is cOrrect.
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Why not use it?
(READ THE OTHER SIDE.)
I.
Concerning the Improvement of Spelling:
The Italians have reformd their spelling.
The Hollanders are making good progress in
the same direction.
The Germans have greatly improved theirs.
The French have done most of all, but have
much yet to do.
The English—speaking peoples, whose need is
the greatest, have done the least.


With a perfected system of spelling no spelling-book is
needed; lerning to spell is simply lerning the alfabet.
The Swedes, Spaniards and Italians do not now need to
turn to a dictionary to spell words that they hear or
to pronounce words that they see.
The French, on hearing new words, cannot always be sure
of the spelling; but on seeing new words they have
no dout about the pronunciation.
The English—so irrational is their spelling—are never
sure how to write a new word when they hear it, or
to pronounce a new word when they see it.
——C0ndenst from KOOPMAN.
\HE OTHER SIDE.)
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. I , .
ifirfl'l
‘ \ ' ‘ u , ‘ v I ' ,
I, r a I i- - 1 . - a _ h '1 i ' .I .. I . \
_ , v . I v 1 ., L. . . - . I . I ~
. .,, __ I l I a I ,I . , II . I I. , - 1 vi _ . . . I1 . I . ~ - , II-
. I , . . . H . . , I,, .Ii , u . ,I I '.I I . I , v A
. w I. ~ ‘ . . i r -. . , ~ - t . - . .
i' it ~ I 0 . _ . , - o . I ~ , - _ ' 4'
A“. . - 7- . a ' v i. -. ~ i Q. in H II ‘ ' . - ' ‘1 ‘ . - ‘ , ‘ ,' i .1. ~ g 5*"; H
..._. _ . . ... .
“M ,1“, .,.,..--.._,----...'-- .._ "NM-H -- n-
a 1' 4 1 11 11. A _l _--A“A'\ '- _-___..
Stik tu yur em; fii munggrel’z hold wil slip,
But onli krobarz lus fti buldog’z lip;
Smol az he luks, rti jo fiat nevur yaldz,
Dragz daun di beloing monark ov {ti feldz.
O. W. H.
“23129563323, THE FONETIC ENGLISH ALFABE Paging“
aabddefghijklmngnooprsfithduuvwyzs


itandard spech shud be diktashun for speling. '
Speling shud indikat standard pronunsieshun.


. “1
KEY WORDS FOR VOWEL SOUNDS fig DIFTHONGS
Infield enveil affair unfurl aha consort oho cuckoo aisle out new Nhoy'
Inflld envél afar unffirl ahd konsért oho kukfl oil out nifl ‘hoi
_H1233%34 56 7 8 9101112 13141516 1 2 3 4_
e.


Every key word contains cognate vowel sounds. The circumflex on a vowel indicates
its cognate. The name of a vowel letter is its sound. To learn the vowel sounds distinctly
utter the vowel key wordsl‘g’? Letters 6 8 10 14 are not used in ordinary print.
SCRIPT FORMS OF VOWEL LETTERS
. I 1 2 3 4 5 6 7 8 9 10 11 12 13 W ‘ 14 15 16
. . 3 . _ it‘ll;
SCRIPT FORMS OF NEW CONSONANT LETTERS
The name of a consonant letterlcontainséts sound. Names: bee chee dee eff gee
(as in geese) Ree jay kay ell em en ing pee or ess ish tee iTh thee vee woo yee
zee zhee. Digrafs ch ng sh Th th zh may be used if preferred. Key words for new
consonants: durd('church) bargkirflbanking) fiip(ship) hin(thin) fien(then) asyur(azure).
' 5 " ‘15P? ‘ Y-
Mott’s Phonology and Phenotype—Text in current spelling; on facing pages in fongik
spelllng. Every sound in the English language that requires alfabetik representationidenti-
fierd, analyzed and classified.
Full instruction given for the "production of each sound. 160 pages. §§Paper 25 cents.
; Postage 4 cents. JOHN‘TM. Mo'r'r, South Haven, Michp, U. S. A.


I



ANY, PRINTERS. SOUTH HAVEN, MICHIGAN





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SLOGAN, “SOUTH HAVEN CAN”
South Haven, 78 miles from Chicago by boat, is located
on the eastern shore of Lake Michigan at the mouth of Black
River, which divides the city into North and South
sides. The location is ideal for a summer resort. Climate
delightful.
South Haven within a few hours by boat or rail from
Chicago, the metropolis of the west, has local and long dis-
tance telephone service, two telegraph lines, the American
Express, two banks, splendid mail service. This means
much to the business man who wishes to enjoy an outing with
his family, yet be in position to daily direct others, if neces-
sary, no matter where he may be located.
1
Attractions The attractions at South Haven are
many and varied: It is the center of Michigan’s Fruit Belt.
Launch rides on Black River, famed for it’s beautiful
scenery, drives through orchards of Michigan’s finest fruit
section when vines, bushes and trees are laden with fruit,




A South Haven Peach Orchard
Splendid golf grounds are within ten minutes walk from
the central part of the city. For a small fee golf privileges
of members are granted to visitors.
2
The athletic field is located on the north bank of the
harbor. Visitors seated on park seats in Oakland Park and
in the shades of it’s beautiful trees daily witness field sports
and the beautiful steamship City of South Haven and other
steamers sailing in the harbor, bringing, “new arrivals” to the
“city by the sea” where guests are royally entertained at
resorts in the city and farm homes at reasonable prices.
The dance pavilions of South Haven are fine, the sur-
roundings are all that could be desired.

“fir
_--' n ' -
'“flé’g‘ ' “'"'
mmsrsrm l filliLMémgc'lqi‘lL‘ "--'-P "
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4.




Steel Steamship City of South HaVen
South Haven beach is the one great joy spot for our
summer guests. It is a broad expanse of clear white sand, an
ideal place for children and others to play, enjoy sand baths
in the sun, grow robust and healthy. Bathing in the lake is
ideal. The shore slopes gradually, the bottom is sandy, there
are no holes. It is safe for women and children to bathe at
any time, except when the lake is rough.
as
3
Fishing from the piers, bathing, sailing, strolls on the
beach, excursions by autos and rail to many lakes within a
radious‘of ten miles where the Isaac \Valtons have fine sport
fishing and others enjoy outings and basket picnics.
Many Chicago, St. Louis, Kansas City, and Memphis
people own or rent summer cottages here, and others are re-
gular annual visitors for from two to four weeks.





Bathers on South Haven Beach
South Haven has water works, fine sewage system, a
number of deep wells, others are being sunk, from which is
expected sufficient pure water to meet the igde-
mand. In addition to this, hotels, homes and resorts'are
daily supplied, if desired, with pure spring water
bottled at the spring in sterilized bottles.
There are good roads for autoing and numerous places
of interest to visit.
South Haven has miles of brick and concerte paved
streets and broad cement sidewalks, three parks, electric
lights, gas, public hospital, public library, public rest room,
elegant drug,dry goods, jewelry. clothing, shoe, millinery,
and other stores in each of which is kept a fine assortment of
goods and at prices far less than are charged in Chicago for
identical make and quality.






Interior of Chas. E. Abell’s Drug Store
South Haven schools are second to none in the state.
Anew high school building will be built during the summer
of 1912. There are two piano factories and one pipe organ
factory in South Haven, the latter making the largest and-
finest pipe organs in the United States.
0
There are nine churches, each of which'has regular
service and attendance. Nearly every secret order hasa
lodge in South Haven. The ladies’ Scott Club owns one of
the finest buildings in the city in which the club holds its
meetings.
We have South Haven, Kalamazoo, Detroit, Grand
Rapids and Chicago daily papers, five theatres, bowling
alleys, billiard rooms, automobile, boat and horse liveries, an
automobile and boat line to Saugatuck, and fishing tackle
with live bait to make our visitors happy.
We should be pleased to have you come and see
South Haven. Courteous attention would be given you by
the Board of Trade and by citizens generally. Literature
will be sent on request illustrating a few of the resort hotels,
public buildings, etc, and all questions relative to the city or
country answered. Address
SOUTH HAVEN BOARD OF TRADE,
SOUTH HAVEN, MICHIGAN


lllllllllllIIIIIIIIIIIIIIIIllllIIIIIIIIIIIIIIIIlllllll'llllllllllllllllllllllllllulllllllllIllllllllllllllllllllllllIll Illllllllll:
The 1912 Session of the
Knights of Pythias
GRAND LODGE
Of the Domain of Mich.
Will be held in South Haven
THE DEWEY, South Haven,Mich.
MRS. E. H. SNYDER, Prop.
Beautifully located in the center of the finest residental Summer Resort
section, overlooking Lake Michigan. Nine cottages are run on hotel
plan in connection with main house. Fine bathing beach. Two blocks
from business section, railway stations and boat docks. Fine cuisine.
IllIllllllllllllllllllllllllllll lllll


Rates per Day, $2.00 Rates per Week: one in room, $10.00 to $15.00;


Jump
Two in a room, $9.00 to $15.00. Special rates to families and parties.
\II‘IIIIIIIIIIIIIIIIIIIIIIIIlllIIIIIlllllIIIllllllllllllllllllllllIII
/
6
.4 t
Prouty s Resort
Mrs. A. M. Prouty, Prop. ..
gh and Overlooking the arbor and Lake .
J
%§§§§9§999999$999
4
Location is Central,




50: 40".“
470. 40.
m i
M
M
M
if
(
.Lv.







t
i
i No Inside Rooms
Running Water in Every Room
t


Rates per Day, $1.50 to $2.50
Per Week, $8.00 to $15.00 .
120$
40$
40%
40>
4031
40$
4%
AN


South Haven - Michigan;
ig€€§§€€€€€é退€€é€ééééééééé€éé€ééééééé§ééééééééééé







THE ESTABROOK INN, South Haven, Mich. Private Beach
Enlarged and refurnished, broad verandas overlooking the beach of Lake Michigan, bathing, boating, rowing, bowling,
lawn tennis, music, dancing and other amusements. Open June to October.
Rates: $8 to $15 per week; $1.50 to $3 per day MI‘S. E. D. Estabrook, Prop.



SALUTATORY
The Progresiv Wej iz publisht to aid
the movement in pregres to so change
the current fashion in lettering English
words that the printed word shal indi-
cate to the reader its correct pronunci-
ation tho thon never before may hav
seen the word nor heard it spoken, az
do the words hat hen hid omit push
and about 400 others of the 435,000 or
more words in our language.
In the above paragraf are current,
simplified, amended, and fonetik spel-
ing and the three vowel letters added
to the alfabet to meet a necessity az was
j and u years ago. AZ newlettersj and
u folod z in the cap case and do today.
It requires sixty-six and two—thirds
per cent more labor and space to use the
speling “wedge” than for the fonetik
speling wej. In these spelings the pros
and cons of the subject are presented.
The Wej has no hobby, therefore will
use current, simplified, amended, sys-
tematic, and fonetic speling and will
also illustrate schemes for sound nota-
tion for which new letters are furnisht
if any be required. The variant spel-
ings will attract attention of objectors
who will soon discover that the current
speling is not sacred, that a change in
speling does not change the language
and that with a fonetic alfabet in the
schools an army of fonetic spellers can
be had annually. It takes years to get
a company by any other known plan.
SPOKEN WORDS
Spoken words consist of sounds only.
A chanj _ln speling does not chanj the
sounds. They remain the same howev-
er words may be speld. Progresiv or
progressive, wej or wedge is the same
in sound. A new speling chanjez the
appearance only of the word, as does a
new siut of clothes chanj the appear-
ance of a man. New speling is ohly a
new fashion. Fashions in other things
chanj, why should not a very bad and
expensiv fashion in speling, to those
who in advertizing buy space, be chanjd
when by adopting the fonetik fashion
we could save millions of dollars annu-
ally in cost of printing and at least two
years of the precious time of childhood
now required to learn to spell.

ENGLISH SPELLING
Current English speling, as a school
study, begins with the school life of the
child and continues throughout its life.
The cur-
It re-
quires much needless labor in recording
The work is never finisht.
rent fashion in speling is bad.
speech and in learning to read recorded
words. The fashion can be thanjd,
gradually or at once without injury to
any interest whatever by using a labor
saving invention at hand, The Fonetik
English Alfabet, which a child of school
age can use after a few days instruc-
tion and any adult, who can read cur-
rent English print, can use after a few
minutes investigation as the printed
word indicates its correct pronunciation
and correct speech is dictation for spel-
mg.
VIUZ 6V SKOLQRZ
Some persons are so constituted that
an unaccustomd spelling offends them.
That is a mere emotion. Others are so
constituted that an unreasonable speling
offends them. That is the protest of
reason. —Simplified Speling Board.
Fonetik spelirj rests on rezen.
Rezen rekwairz that hwot we rait or
print fiud reprezent onli, and egzaktli,
hwot we her and spek.
Skonomi rekwairz us tu rejekt yusles
Thar yus kosts untold muni.v
Alfabetik raitin, konsistentli karid
aut, iz fonetik raitir].—Max Muller.
leturz.
Fonetik spelir] indiusez akyuresi in
pronunsiefiun, and givz Cti pimpilz a bum
nolej ov di eliments ov larjgwej.< Thi
lebur ov lUI‘Illl] tu red wil konsist in
merli bekumirj familyar wid formz and
nemz ov leturz, hwid me be dun wid u
Fonetik
raitiij and printirj wil evenduali setel di
fiu dez or aurz ov instrukfiun.
orbografi and ortoepi ov evri Inglifi
wurd, andwil sev milyunz ov dolarz an-
yuali in (ii ekspens ov buks and instruk-
fiun.—Noah Webster.
(1 komplet fonetik sistem ov speliI] iz
veri dezairabel, but ai am bai no menz
surten (let it iz dezairabel tu introdims
a haf and haf sistem, sins, if establifit
it wud stand in (ii we ov a komplet sis-
tem-—Herbert Spencer.
Thi wurst plan iz tu grajuali denj di
spelirgz ov aur wurdz bai dropir] out
sum fim sailent leturz at a taim, and
dus in di kors ov meni senduriz purhaps
araiv at tru fonetik spelin. —A, Lengley.
Hwen di spelirj reform bekumz yuni-
vursal, az oi belev it wil, no gretur
blesirj in saiens wil evur be konfurd on
man—Rev. R. R. Rogers, Ingland.
Printirj in piur fonetik spelirj iz a
praim nesesiti,—Dr. Francis A. March.
Did notahwimzikal, antikweted orhog-
rafi stand in tti we, rti yunivursaliti ov
rti Irjglifi langwej wud be stil mor evi-
dent: and we uriur Yuropeanz me estem
aurselvz fordunet riat rti Irjglifi nefiun
haz not yet med rti diskuvuri.—Jacob
Grimm.
Sum de rti Gmerikan, wirt hiz karak—
turistik dairektnes and jenyus for goirj
stret tu di point, rekegnaizirj rtat Iii
wun gret obstakel in di we ov rti Inglifi
langwej az a menz ev komiunikefiun be-
twen man and man iz its spelirj, wil
tek kurej and redius rti larjgwej ov
Shakespeare and Milton tu a fonetik
sistem.---W. T. Stead, Editor, Irjgland.
Thi ordineri apelz tu etimoloji agenst
spelir] reform uturli brek daun upon eg-
zaminefiun. Fonetik, rtat tu se
truhful, notefiun iz absolmtli neseseri tu
evri stiudent ov langwej. Dr, James
A. H, Murray, University ov OxfOrd.
iz
Etimolojikal objekfiunz agenst fonet-
ik speliij or rezd onli bai ignorans and
siupurfifiialiti. Inglifi spelirj iz gud for
litel els but tu sugjest fols etimolojiz,
Etimoloji delz wilt saundz, not wiri;
leturz.---Dr. A. H. Sayce, University ov
Oxford.
Mai absorbilg dezair iz a praktikal,
wurkirJ, fonik alfabet in praimari skul-
buks at rti urliest det. Kep up a plan
JO
yet forsful and pursistent prezentefiun
ov rti fonetik skem, til doz hm do not
welkum it fial no enuf about its purpus
and progres to be ebel tu giv o purti-
nent rezen for rejektirj it, if stil rte du
rejekt it.---Prof. James Rogers, Fla.
Thi
fiudur,
Inglifi langwej haz an imens
But {tar must be hormoni be-
twen iii riten and rti spoken wurd. In
helpirj dis reform yu or o publik bene-
faktor.
kal valyu and mud neded. Charles
It iz an impruvment ov prakti-
Sumner, U. S. Senator.
Parodoksikal az it me sem, it iz nev-
urrtiles tru, o radikal reform ov Inglifi
orhogrofi iz o kensurvotiv muvment.
Cl fonetik spelilj], wuns establifit, wud
ted its on pronunsiefiun widout help
from eni uriur kwortur. Thar iz sur-
tenli nuhirj mor kontemptibel rian our
prezent spelirJ, unles it be rti rezenz yu-
euali given for klirjirj tu it. ---Thomas R.
Lounsbury, Yale University,
Fonetik publicajiunz are a necessity
to rti cause of speling reform, but rti
wurk iz mifiuneri. Not being a capital-
ist I can do no more rtan help to di best
of my ability to popularize truthful
speling. Witt finanfial aid rti Pro-
grsleiv Wej wil bi a power for gud,
COMPARISONS
tIEEAuoeeouu
iiéeauooeoufi
SIGEAUQOOOUU
eiee auoooouu'
ch ng sh Th th zh
d 13 H h rt 3
FIRST REQUISITE
To establish fonetik speling for the
English language the first requisite is
an alfabet having a letter for each
sound of the language readily recog-
nized by the ear of the ordinary man.
The Fonetik English Alfobet meets
this requirement and has been in use
It has thirty-two letters,
eight vowels and twenty-four conso-
for years.
nants. Prolongd voweI utterance is in-
dicated by a diocritic (circumflex or
macron) common to all. By this simple
system of sound notation both quality
and quantity of vowel sound is disclosed
to the reader.
With this alfabet in general use there
would be no occasion for continuance of
speling as a school study. Then the
spoken language and its representation
on the printed page would be in harmo-
ny and as that which one sees daily,
hears daily, uses daily cannot be forgot-
ten we would soon become known as a
nation of correct speakers, our children
would then read as eloquently as they
talk, and English would be the diplo-
matic language of the world.
In 1881 thi editor of Wej publisht oset
of school charts, on one of which is a
fonetic alfabet He gave credit to the
Amr. Phil. Association for framing the
alfabet and followed its suggestion to
indicate prolongd vowel sounds, and to
express difThongs. The vowel letters
are ieauaoou The macron is
used on the vowels to indicate prolongd
sounds. Difi'hongs ore exprest by their
elements, oi ou in oi. This simpel,
scientific, and practic scheme for vow-
11
el notation is in Thousands of schools.
Thi alfabet of thi Cl. F. A. was made
in 1877 by scholars who identified every
broad and clear sound, provided a sym-
bol for each, of which eleven were trans-
isional, and six digrofs for which they
said single letters would be desirable.
CURENT AND FONETIC SPELING
What is the heaviest task, alas! _
That rests upon the lab’ring class,
And holds us to the stake?
What but the wasted time in school,
On spelling without sense or rule?
All just for fashion’s sake.
Hwet iz rti heviest task, olas!
That rests upon [ti léb’rin klas,
And holdz us tu rti sték!
Hwet but rti wésted toim in skul,
On speliij wiriaut sens or rul?
61 just for fafiUn’Z sék.
SYSTEMATIC SPELLING
The letters a and o are used daily in
nearly every English publication, and
each letter has the same nine uses with-
out objection from any quarter to the
Letter (:1 is one of the
three “new” vowel letters used in pho-
use of letter a.
netic spelling; small cap u is another
“new” letter and o (a modified 0) is
the other -“new” letter. These letters,
a o u, hav bin in use for years and are
made for many fonts.
The letter a can be had for any font
by ordering type d without its stem or
by sending a 13 m stickful of type d to
o jeweler and hav the stems cut off, a
turned c (0) can be used for o if this
letter is not in the case.
In a few instances there hav bin eb-
That ev-
ery one who objects to new letters can
jections made to new letters.
take an activ port in the movement
to bring about reform in English spel-
lng and become an advocate of a singel
letter for each sound, the following
scheme for systematic speling from
type in every font er procuroble there-
for is presented.
In the feloing eit words all the vowel
sounds are heard:
unfurl
unfurl
aha
oho
affair
afar
Infield enveil
Infield enveil
oho cuckoo.
oho kukuu
Difthongs should be represented by
consort
konsQrt
their elements, oi ou in oi. as in the
foloing sentence: Troi our niu oil.
Consonant sounds not represented in
the English alfabet are represented by
ch ng Th th sh zh as in chin bang
Thin then ship azhure. Systematic spel-
ing indicates pronunciation.
A NEW SCHEME
A lengus (I) foloing a vowel indicates
prolongd sound.
ILLUSTRATION
Er riforrm in speling iz e11 that wiI
niId tu merk Ingglish thi most irzi tu
akwaiur ov thi liIding modurn lang-
gwejez, in fakt, or] that iz nirded tu
merk it mor and mor thi langgwej ov
Indird oi
hav long bilirvd that thi nirrest aproch
komurs Thrurout thi wurld.
thi hiurman rers wil evur meIk tn 0 yuI'
nivursal langgwej wil bir Ingglish prop-
urli speld.—Dr. Andrew D. White U.S.
Ambasodor to Berlin.

1
THI SQUNDZ 9V CH AND J
Thi saundz ev “ch”, and “j”, az
in “church” and “judge”, ar repre-
zented in sum dikfiuneriz, skulbuks,
and in artikelz riten bai eminent skel-
arz, az bSiIJ kempaund saundz, “t”
wift “sh” and “d” wilt “zh” (in fonet-
ik transkripfiun tfi and dz) and en 1111
Udur hand az b811] singel saundz (in
fonetik transkripfiun d and j),
“Thi akfiun taken bai filelojist, givilj
tu [ti saund ch alfabetik reprezentafiun,
refiuts fti statments frekwentli mad
and faund in dikfiuneriz and skulbuks,
Rat fiis saund iz kempaund, iz fiat 0v t
and sh (ish). Thi sensez ev fel-
in, sein, and herin, diskloz r’ti fakt flat
Iii saund ev ch in ‘church’ iz net filat
ev tsh, nor ev eni Udur kembinefiun
ev saundz, but iz az piur a kensonant
Ch iz a
palatal eksplodent; sh iz a palatal ken-
az eni in [ii Inglifi langwej.
tinyuant.
“This saund, ch, iz a surd, palatal
frikativ, kerespendilg tu Iii saund ev j
az sonant. It iz prodiust bai a kemplet
klozur av [11 mauh bak ev Iii point for
flLi produkfiun ev iii saund ev t, its kar-
aktur beir] fuli disklozd onli bai fOI‘SiIJ
frem I111 mauh nensonant breh at [ii in-
stant ev Iii eksplozun or bred ev Iii k10-
zur. , , Thi saund ev j iz a sonant,
palatal, frikativ, kerespendiIJ tu I111
saund ev d, az surd. It iz prodiust bai
plesir] iii mauh organz in pozifiun tu
prodius Iii saund (W (I, in dip, and fOI‘Sil]
frem Iii mauh sonant breh at Iii instant
ev I111 eksplozun or bred ev Iii klozur”.
—Mett’s Foneloj and Fonotaip, pp 54 56.
Rekerdz ev dez saundz, publifit in 1902,
wur med Wilt a veis rekordin aparatus,
eperated bai Dr. E. W. Scripture, ohor
ev “Elements of Experimental Phonet-
iks”, Thez rekerdz ar ilustrated and
fuli deskraibd iu an artlkel bai Mis
Winifred Scripture, publifit in Pepular
Science MunThli, Oct. 1911.
Thi feloin statements ar frem fti arti-
kel bai Mis Scripture. “Thi rekerdz
and meni Ufiurz frem {1186111 pursun
and frem Udur pursunz, Qmerikanz, fio
klsrli fiat fihi saundz “ch” and “j”
kensist ev an eklmzun felon] it, flat Iii
eksplozun iz mor grajual Ran Iii eksplo-
zun for “t” and “d”, and flat Iii eks-
ploaun iz kwait difurent in karaktur frem
I111 rUfi az dimrir] sh. Thi kenkluzun
iz unaveidabel fiat ch and j ar net kem-
paund saundz, but simpel eklusivz will;
karakturistik eksploaun.
“Thi fainal kenkluzun iz Rat ch'" and
jar tu be rekegnaizd azindividyual,
saundz kwait distinkt frem Iii saundz
tsh and dzh.”
EN AND LE
Thar kan be no silabel in hwid liar iz
no vauel saund, In leturin wurdz ed sil-
abel fiud kentan Iii vauel letur fiat rep-
rezents its vauel saund, H-e-v-n duz
not spel heven; t-r-U-b-l duz net spel
trubel,
a simbel in its ples, kolin for voisin its
In fonetik spelin evri letur iz
asaind saund. Undur dis rml pronauns
hevn, trubl, pepl, givin tu n its saund
in net, and tu 1 its saund in let,
Thi dikfiuneri re-spelinz, hev’n and
trub’l, ar admifiun ev omifiun ev Iii let-
ur rekwaird tu designet formal sped.

13
THI INGGLISH SK8M.
Thi Inglifi Simplifaid SpelirJ Sosaiiti
iz epozd tu yus ev niu leturz, but wud
giv tu ed saund a separet letur or kom-
binefiun ev leturz. Thi 161] vauelz ar
reprezented bai daigraf simbelz, dus:
ai for a in babe, aa for a in father, ee
for 161] e, ie for difhen i, 0e for 161] 0,
uu for vauel in brood, and ue for di'
diftlen in due.
Thi feloin ilustrefiun ev III Inglifi sim-
plifaid spelin iz frem di Independent.
“Sum dai,I beleev, English iz destind
tu becum the werld langwij, the veehi-
cl 0v understanding amung naishonz.
But its riez tu this pozishon, az wel az
its prezent yusfulnes iz obviusly hindred
bie the abserd speling, hwich pruuvz
such an obstacl tu our oen children,
eeven 0v naitiv born pairents. ”
Thi abuv spelin iz net kensistent. Se
0 in 0v, pozishon, our, born—5 valyuz,
a 2, e 4, i 2, u 3. This krud, kumbrus
makfiift skem haz seven vauel daigrafs
and faiv singel vauel leturz. Hwai net
aksept e a U a o e u and hav spelin fiat
wil mek IIJglifi a wurld langwej? Mer
sentiment .Fiud net autwa rezen. J and
U (j and u) ar leturz aded tu di alfa-
bet Mor ar neded, ad item at wuns.
Thi feloing iz thifonetik transkrip-
shun ev thi abuv egzampel ev Ingglish
simplifaid speling; kensonant daigrafs
ch, ng, sh, Th, th, zh ar ymzd insted ev
propozd singgel leturz:
Sum da, ai belev, Ingglish iz destind
tu bekum thi wurld langgwej, thi ve-
hikel ev undurstanding amung neshunz.
But its raiz tu this pozishun, az wel az
its prezent yusfulnes, iz ebviusli hin-
durd bai thi absurd speling hwich pruvz
such an ebstakel tn aur on children,
.even thoz ev netiv born parents.
Spelin reform rekwairz deli yus ev
fonetik spelin in {ii deli pres. Ampiu-
tefiun bai pesmel iz net 0 nesesiti in
spelin. Thar fiud be butwun danj, from
rel] tu rait. Thi skelarz ev Ingland and
Clmerika ar kreetiIJ publik sentiment in
fevur ev truhful spelin and niutralaizin
it bai yuziig mekfiift alfabetik skemz
and simplifikefiunz fiat ar net fainal. If
[Ii niu leturz ar net satisfaktori send in
dezainz and kentribyut tn III taip fund.
THI ALFCIBET KWESCHUN
In Thi Independent, Okt. 19. diediter
sez: “Absolmt fenetisizem iz [Ii aideal
ultimat em, Wid wun karaktur for wun
saund, but dis iz in [ii distans, and it
wil rekwair a niu and enlarjd alfabet
or daiakritik sainz. Thi adepfiun ev
sud an alfabet, hauevur, must provaid
for saundz laik [Ii Frend nezalz Iii J ur-
man and Arabik guturalz, and [Ii Chai-
nez tonz, and kan be prepard onli bai
an inturnafiunal kemifiun”.
In an alfabet for 111 Inglifi langwej
Ear iz no plas for a letur tu reprezent a
saund net hurd in standard Inglifi sped.
Hwen printed and spoken wurdz ar
brot intu harmoni, Inglifi wil at wuns
bekum a wurld langwej and dis spred
ev Inglifi wud efektduali dispoz ev [Ii
Frend nazalz, di Jurman and Arabik
guturalz, [Ii Chainez tonz [Ti “inturme-
diet” and “ebskiur” vauelz ev indis-
tinkt sped, efen intenfiunali ebskiurd tu
konsel ignorans ev fii kweliti ev [Ii vau-
el element dat fiud be veist, bekoz net
indiketed in kurent Inglifi spelin. I

1'4
Advocates of the immediate intro-
duction of a fonetic alfabet in public
schools believe that if it be used one
hour daily for three weeks children,
not previously taught, can then correct-
ly read any print in the letters of the
fonetic alfabet and orally spell any
word as pronounced to them and also
learn to read current print in less than
one half the time now used in the pub-
lic schools to teach children to read.
The truThfulness of their belief has
been proven time and time again.
All words used to express human
Thought are merely combinations of
vocal sounds. Hence an alfabet which
has a letter for every broad and clear
sound of our language easily recognized
by the ear of the ordinary man is a
necessity of the age.
A? child who has learned the name
and power of every letter of a fonetic
alfabet andiat sight of any letter can
give'its name can then orally spell any
word as spoken in thonz presence and
correctly pronounce any word printed
in the letters of the fonetic alfabet.
Matrisiz ar nided fer kap and smel
kap singel leturz fer di daigraf kenso-
nants, dat dar mé bi wun fent ev taip
frem hwid fonetik spelilj, kensistent in
evri rispekt, kan bi had. This iz an
imidiet nisesiti tu Win kenvurts tu aur
kéz. _
“My,” 4’.“
(1 fent ev l2 peint taip iz élso grétli
nided tu enébel di Progresiv Wej tu bi-
kum a 20 péj munhli publifikéun.
THI GUD SCIMARITAN
LIIK 10; 25-37.
25 And bihold, a surten léyur stud
up, and tempted him, SéiI], Mastur,
hwet fial ai dfi tu inherit iturnal laif?
26 Hi sed untu him, Hwet iz riten in
di 16? hau ridest dau?
27 And hi ansurin sed, Thau fialt luv
di Lerd dai Ged wid el dai hart, and
Wid él dai sol, and wid él dai streIJh,
and wid 61 dai maind; and dai néber az
daiself.
28 And hi sed untu him, Thau hast
ansurd rait; dis dfi, and dau fialt liv.
29 But hi, Wilig tu justifai himself,
sed untu Jizus, And hfi iz mai néber?
30 And Jizus ansurilj sed, C1 surten
man went daun frem Jirfisalem tn Jeri-
ko, and fel amun hivz, hwid stript him
ev hiz rément, and Wfinded him, and
diparted, livin him haf ded, ,
31 And bai dans dar kém daun a surten
prist dat we; and hwen hi se him, hi
past en di udur said.
32 And laikWaiz a Livait, hwen hi
wez at di plés, kém and lukt en him,
and past bai en di udur said.
33 But a surten Samaritan, az hi jur-
nied, kém hwar hi wez; and hwen hi s6
him. hi had kempafiun on him,
34 And went tu him, and b'aund up
hiz wfindz, peril] in eil and wain, and
set him en hiz on bist, andbret him tu
an in, and tuk kar ev him. ‘
35 And en di mere hwen hi diparted,
hi tuk out tu pens, and gév dem tu di
host, and sed untu him, Ték kar ev him;
and hwetevur dau spendeh mor, hwen
ai kum agen ai Wil ripé di.
36 Hwid nau ev diz hri, hinkest dau,
wez néber untu him dat fel amun hivz?
37 And hi sed, Hi dat .Fiod mursi en
him. Then sed Jizus untu him, Go, and
dfi dau laikWaiz.
Knowledge phthisic though 23
Nelej tizik do 12
15
FONETIK SPELING
WITH THREE NIH LETURZ
IE bieliev iet Thiem field fiest tier
I it in imp il list iTh prizm piramid
EI meintein eit vein veil feij'h seil
E met men them weld best merit
A at ant jam last laj'h haz afar (fair)
U chug shut tun jump gul just fur
C1 artistik ant sam paika haus arm
Q Int don pomp tongz bOil brOj'h fosil
Q Qgust set not hot lQn bQl Tho nQr
O provok bon old oih 10th fort sol
U put fut tu luk gud pul push diuet
UH juudishal nuun puul ruuzh fiuuz
Thi Wej haviij but wun fent ev taip
kan net at prezent publish az an atrak-
tiv magazin az thi prepaganda dimandz,
but if evri frend ev thi kéz wil donét
sumj'hirj tu prokifir a fent 0v 12 peint
Roman medurn, propozd nifi leturz kan
bi fion in a jurnal ev karaktur féThfuli
advoketiij truthful speliij for an Irjglifi
langwej.
THE ELLS WORTH
405 ERIE STREET
RATES $8 to $l2 per week
L. A. SCHOFIELD, Prop.


OBITUARY
Profeser Francis A. March daid at hiz
horn in Easton, Pa., Septembur 9, 1911,
at aj ev nerli eti-siks yerz. He wez wun
ev di grat men ev di wurld. He wez
prezident ev di Speling Reform Asosie-
fiun from its organizefiun at Phiadel-
phia, in 1876, untll hiz den. He gev
definit form tu di propozalz amung fit
lelojists for di regyulafiun and impruv~
ment ev Ingglifi speling. It wez a dep
satisfakfiun tu him in hiz deklaining'
yerz dat di muvment in hwid he had
taken sud an aktiv part and in hwid he
wez a ledur, in di fes ev 0dium and
neglekt, had at last gend di rekegnifiun
ev di wurld and mad it a signal ener ta
(1 gret;
skelar and a gud man haz departed; but
hav bin wun ev di paionerz.
hiz wurks, hiz tedingz, hiz influens, wiI
leng reman a rid inheritans for doz hhl
kar for aideaz and aidealz.
Kentribiufiunz tu di Progresiv Wej
Taip Fund ar urjentli solisited, az ar'
elso subskripfiunz fer di Progesiv Wej-
Jehn M. Mett, Treeuur ev di
Progresiv Wej Taip Fund.



Reliable Druggist
M

SOUTH HAVEN -
Proprietors of Crouse’s Hair Tonic
and Dandruff Cure . . . .
~ 8 The Rexail Store
MICHIGAN
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Fem Glen Fl'llit Farm and RQSQI'I
south haven, mlcbisan
On Lake Shore % mile north city limits. Bus meets Boats and Trains


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1'43. .
G. W. ROBISON,rop. R. F. D. No. 2, Phone 359 Terms on Application








1%‘Blocks From Lake 1 Modern Coil,“
NO INSIDE ROOMS @-
FOREST RESORT
Mrs. Elizabeth Barber, Prop.
652 Maple St- - South HavenFMichigan
Home Cooking Phone 97


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QUAKER A STREET, NEAR POSTGFFICE
:ii‘ South Haven, Mic


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<30
E. O. GOLDSMITH 8: CO.
C
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s JOBBERS and RETAILERS
CIGARS AND TQBACCOS
Daily Papers Magazines 3
AMERICAN BARBER SHOP 3
FIRST DOOR SOUTH OF POSTOFFICE ~ - SOUTH HAVEN. MICH.




When Enjoying Your Summer Vacation in
‘ South Haven, Also Enjoy Good
* “MEiATS”
We have our own refrigeration and conduct the only sanitary and up to date
market in the city. Call or Phone us your order. .
" THE PEOPLE’S MARKETS
524 PHOENIX STREET - _ - PHONE 124
PURE CRYSTAL SPRING WATER
Both plain and carbonated delivered direct from SPRING HILL FARM
daily. Bottled at the spring in clean sterilized bottles. it Spring water only used






in the manufacture of our High Grade soft drinks. Call for “Spring Hill" bottled
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Ph’pne 267 , W. I.. WERTMAN, Manager


WHEN you're in sourn HAVEN
BUY Your GROCERIES and
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Fresh Daily. :fiili -
c. E. Trunk I
Next to Post Office
214 Center St.

x ‘9? -._. I...-
<_.___


-' SIMPLER SPELLING
For the Children’s Sake, at least '


Vol. I.—N0. 1
Oak Park (Chicago), Ill.
June, 1915


Publisht Monthly (excepting July—September).
By the Simpler Spelling Society of the North Central States. Incorporated.
Co-operating with the Simplified Spelling Board.

50 CENTS A YEAR.
SIMPLER SPELLING SOCIETY
Edward F. Dunne _
Governor of Illinois
Woodbridge N. Ferris
Governor of Michigan
Calvin N. _Kendall
Commissmner of
State of New Jersey
Hon. H. W. Austin
State Senator, Illinois, Pres.
‘Oak Eli-l. last 1.; Ser-
ings Bank, National Pres.
Alpha Delta Pill Fraternity
Rev. Jenkin Lloyd Jones
Minister All Souls Church,
Director Abraham Lincoln
Center, Chicago
Brander Matthews _
Professor Dramatic Literature,
Columbia Universriy, Chair-
man Trustees, Simplihcd
Spelling Bond
Education,

PRESIDENT
Edmund J. James, LL. D.
President University of Illinois
VICE PRESIDENTS-
Samuel Avery, LL. D.
Chancellor, University of Ne-
braska
Frank L. McVey, LL. D.
President, Univcrsity of North
Dakota
Dr_ Wm. H. Maxwell
Supt. Schools, New York City
Mrs. Ella Flagg Young
Supt. Schools, Chicago
Randall J. Condon
Supt. Schools, Cincinnati
C. E. Chadsey
Supt. Schools, Detroit
Mrs. Edgar L. Hamilton
President 19th Century Club,
Oak Park, Ill.
Catherine Waugh McCulloch
Attorney, Evanston, 111.
Charles H. Grandgent
Professor RomanccLanguages,
Harvard University, Pres.
Simplified Spelling Board
John C. Shaffer
Editor Chicago Evening Post
Hamlin Garland -
Essayist and Novelist
Lorado Taft
Sculptor
L. Wilbur Messer
(jen. Sec., Y. M. C. A.,
Chicago
Henry E. Legler
Librarian, Public Library,
Chicago
‘ Levi H. Fuller
Attorney, Chicago
Edward A. Steiner
Professor Applied Christian-
ity, Grinncll College, Iowa


Our children and the millions and millions coming, are the
great unanswerable argument for simpler spelling.
Conscience and the Golden Rule require us to help them?
Do not


Dr- W. A. Evans _
Staff of Chicago Tnbune
Ch’rman and lst Vice Prcsnlcnt
A. W. Harris, LL. D.
President Northwestern Uni-
versity, ' Evanston,
Rev. Wm. E. Barton, LL. D.
Editor The Advance. Pastor
lst Cong. Church, Oak Park
E. O. Vaile
Oak Park, Ill.
BOARD OF DIRECTORS
Rt. Rev. Samuel Fallows, LL. D.
President Commission Ilalf-
Century Anniversary
Negro Freedom
Rev. R. A. White
People’s Church, Chicago
Nathaniel Butler, LL. D.
Director Co-opcrativ Work,
University of Chicago
Wm. B. Owen
President Teachers’ College,
Chicago
E. Rosseter
Dist. Supt. Schools, Chicago

Secretary and Director
E.,0. Vaile
Oak Park, Ill.
Trcsurcr
W. S. Herrick
Pres. Avenue State Bank,
Oak Park, Ill.

A TASK THAT DRIVES JOY OUT OF THE SCHOOL
In the last few weeks my little girl has been lerning to spell. The delight with which
she began the attack and the progress she made as long as the selections wer fonetic
made a striking contrast with her crestfallen, hopeless attitude after a few inglorius de-
feats. Oh, those preposterous combinations which our mother tung so richly provides
for the bewilderment of childhood! The unlogic of it all seems to hav overwhelmd the
little girl‘s bright, inquiring mind. No more do we hear those merry volleys of words
which she spelld for sheer love of the sound. She will hav 20 lern to spell, of cours
but it is not going to be the fun that she thought it. The joy of discovery and the zest
hav all gen out of it. However, we had a glimps for a few days of the plesure that
childhood might find in this acquisition if our language were only more "reasonably
writ" like the German or Italian.—L0rado Taft. '
2 SIMPLER SPELLING
Status of the Movement
Ever since the appearance in 1876 of
the brilliant essay on Spelling by Max
Mueller of Oxford University, England,
one of the most profound and eminent
language scientists yet produced, every
filologist of any rank in the world has
declared in favor of simplifying our
English spelling, of making our writing
conform to our speech;
Soon such distinguisht scolars and
statesmen as Wm. E. Gladstone, Lord
Tennyson, Charles Darwin, Bulwer Lyt—
ton, Charles Sumner, Chief Justice
White and Associate Justice Brewer,
Andrew D. White, Dr. Barnard, John
Stuart Mill, and others came out de-
cidedly in support of the reform.
Unanimous Support of Dictionary
Editors
With possibly one or two exceptions,
every editor of every dictionary ever
publisht in our country, including Noah
Webster, Dr. Porter and Dr. Harris,
editors of VVebster’s, Dr. Whitney of
the Century, and Dr. Funk and Dr.
March of the Standard, and every editor
of every dictionary publisht in England
within the last fifty years, including Sir
J. A. H. Murray, the distinguisht editor
of the greatest dictionary ever under-
taken, the New English Dictionary
(seven huge volumes so far issued,
reaching the letter P), publisht by the
University of Oxford, has been out-
spoken that we ought to write our
words as we speak them.
The National Educational Association
was the first large organization to giv
concrete endorsement to the proposi-
tion and to actually set the ball rolling.
In 1898 onithe recommendation of a
committee heded by Dr. Harris, then
U. S. Commissioner of Education, it
adopted and put into use in its printing
and correspondens the following simpli—
fied spellings, now known as the
“twelve N. E. A. words,” viz.: program,
tho, altho, thoro, thorofare, thru, thru-
out, catalog, prolog, decalog, demagog,
pedagog, which hav gained perceptible
currency, as everybody must see.
In 1902 the State Teachers Association
of Illinois took the same action and
created a Standing Committee on Sim—
plified Spelling to promote the move-
ment, occasionally voting an appropri-
ation for its use. In 1906 the Simplified
Spelling Board was establisht with
hedquarters in New York City, and now,
to co-operate with it, the Simpler Spell—
ing Society of the North Central States
has been incorporated and starts this
magazme.
' Great Change in Sentiment
Brought About
Up to the present time the most im-
portant and significant result attaind in
the propaganda has been the change in
the general attitude of the public to-
ward the question. Any one old enuf
to remember the ridicule and bitter
hostility encounterd by the merest sug-
gestion of the reform, say twenty years
ago, wil appreciate the change that has
been rought in public opinion as in-
dicated by its tolerans and approval
today of the idea of reform and even
its practis in a moderate degree.
Reports just verified show that to
date in this Central Section about fifteen
genuin universities and nearly as many
more of the “so-called,” and over sixty
colleges ar definitly committed to a
greater or less extent to this cause by
the' formal action of their faculties.
This list is ful of encouragement and
promis. Personal, responsible endors-.
ment by university and college pro—
fessors of the principles and practis of
simplifying our spelling indicates a
most signal and significant triumf of
consciens and duty over‘ prejudis and
mere sentiment in a class of citizens
3whose influens on. the progress of this
movement exceeds that of any other
class, and a class which ranks itself
as conservativ. If such a class wil
respond as they hav done to arguments
and appeals for their activ co-operation,
it leavs no dout that the rest of the
educated and cultivated portion of the
community, completing the dominating
factor in the problem, wil respond to
like efforts.
List of 100 Institutions which Endors
the Movement
In recognition of the invaluable servis
alredy renderd by those of our institu-
tions of higher lerning which hav
taken the lead in breaking the slavish
chain of our ingraind spelling habits
and inaugurating the beginning of im—
provement, the entire list of tlifése pro-
gressiv scools is here given. E
While it is greatly to be regretted
that so many of our colleges and uni-
versities remain indifferent to‘ their
opportunity to lend a hand in this hour
of need in starting this movement in
behalf 'of childhood, there is comfort in
the fact that none of them now pre-
sumes to scof at or oppose the cause,
while there is good reason to hope that
in the fall quite a number more wil
step to the front
If any error of commission or omis-


SIMPLER SPELLING 3
sion is discoverd in our list we shal be
glad to be notified. That some of these
institutions in their printing and corres-
pondens do not seem to be carrying
out the policy adopted by their faculties
is not to be chargd to any want of
good faith in their faculty action but to
some secretary’s, or editor’s, or steno-
grafer’s, or printer’s personal indifferens
or hostility to inaugurating the changes.
The self-respect of these institutions and
the local frends of the movement can
be counted on to soon apply requisit
pressure to the indifferent or recalci-
trant officials.
The following institutions by action
of their faculties hav distinctly endorst
the movement, and nearly all of them,
as the asterisks show, hav actually put
into use a greater or less number of
simplified spellings in their official
printing and correspondens. The in-
stitutions unmarked hav not gone be-
yond formal permission to students to
use_any spellings recognized by any
dlctIonary or any body of scolars, like
the Simplified Spelling Board, the
Philological Association, etc. Of cours
thls premission is granted by all the
other institutions in the list. According
to reliable reports this is also true of
most, if not all, of our Eastern and
other universities altho their faculties
may not have taken any formal action.‘
* Indicates that the institution uses in its offishal
printing and correspondens the twelv N. E. A.
simplifications listed abuv.
Indicates that the institution uses consider-
ably more than the twelv N. E. A. simpli-
fications: e.g., the State Univer'sities of
Illinois and Ohio, and Northwestern Uni-
versity, in addition to the “12 words,” use
distil, instil, fulness, fulfil, skilful, coquet,
quartet,.omelet, defense, offense, pretense,
practise, patronize, surprize, sulfur, sulfate,
etc.; Illinois Normal University and Reed
College, Oregon, and some other institutions
use a much larger number. Probably, any
of these institutions wil send a copy of its
list of simplifications on application.
*-X~
Institutions Now Endorsing Regulation of Our Spelling
UNIVERSITIES
** University of Illinois **
** University of Ohio (Colo'bus) *
* University of Minnesota *
** University of Missouri *
* University of Maine **
* University of Nebraka *
** University of North Dakota ** Friends
* University of Indiana *
** University of South Dakota *
Northwestern University
Miami University, Oxford, O.
Ohio University, Athens, O. **
Kansas City University
University of Pittsburg, Pa.
Susquehanna Universtiy, Pa.
University,
Nebraska Wesleyan Univ’y *
Dakota Wes. Univ’y, S. D.
** Municipal Univ’y, Akron, 0.
* Drake University, Iowa
State Normal University, Ill.
* James Millikin Univ’rsity, Ill.
* Baker University, Kan.
Cotner University, Neb.
Toledo University, Ohio
Hamline University, Minn.
Forest Park University, Mo.
Kan. *
**
**
*it
*it
**
i"!-
*1-
*4!-
Colorado
State Teachers College
State School of Mines
Illinois
Augustana College
Carthage College
Eureka College
Creenville College
Hedding College
Illinois College
Illinois NVoman’s College
Knox lege
Lincoln College
Lombard College
Monmouth College
Northwestern College
St. Viateur’s College
Wheaton College-
Indiana
Earlham College
Iowa
Central College
Coe College
Grinnell College
Iowa Wesleyan College
Leander Clark College
Penn College
State College of Agric.
State Teachers College
Wartburg College
Kansas
Bethany College
Bethel College
College of Emporia
McPherson College
Midland College
Southwestern College
**
**
**
**
**
*
COLLEGES
Massachusetts
Clark College
Michigan
Adrian College
Hillsdale College
Hope College
State Agric. College
State Normal College
Minnesota
Augsburg Seminary
Carleton College
Gustavus Adolphus Col-
lege
Macalester College
St. Olaf College
Missouri
Central Wesleyan College
Missouri Valley College
Normal School, Kirksville
Normal School, Warrens-
burg
Park College
Tarkio College
Westminster College
\rVilliam Jewell College
Nebraska
Bellevue College
Doane College
Grand Island College
Hastings College
Union College
New York
Adelphi College
** Chautauqua Institution
*
*
*
**
North Dakota
Fargo College _
North Dakota Agricultural
College

Ohio
Case School of Applied
Science ~
Hiram College
Muskingum College
Wittenberg College
Wooster College
Oregon
Reed College
Pennsylvania
Carnegie Inst. of Techno-
gy
Muhlenberg College
State Normal, Bloomsburg
State Normal, Edinburg
South Dakota
Redfield College
.Sioux Falls College
South Dakota State Col-
lege
Vermont
State Normal, Johnson

Washington
Washington State Supt.
of Schools has adopted
and uses in her otfis
100 simplified spellings
Wisconsin
Lawrence College
Nova Scotia _.
Provincial Normal College

SIM PLER SPELLING
Periodicals» Using the Twelv N. E. A. Simplified Spellings or More
The following lists hav not been veri- rectness.
fied by the editor, but he has reason welcome.
to feel great confidence in their cor-I
Colorado
Avalanche, Glenwood Springs
Chronicle News, Trinidad
Daily Press, Montrose
Post, Denver
Rocky Mountain News, Den.
Star-Journal, Pueblo
Times, Denver
Tribune-Republican, Greeley
Connecticut
Republican, Waterbury
Illinois
Evening Post, Chicago
Pantagrapli, Bloomington
Slar~Courier, Kewanee
_ Iowa _
Capital, Des Momes
. California _
Pacific Printer, San Francisco
Colorado
Crucible (State Teachers Col-
, lege), Greeley
Great Divide, Denver
Siftings-News, Idaho Springs
Idaho
Idaho Country Life (Univer-
sity of Idaho)
Illinois
Brann’s Iconoclast, Chicago
Manual Training Magazine,
Peoria
Normal School Quarterly,
Normal
Oak Leaves, Oak Park
Principals’ Club Reporter,
Chicago
Kanlsas
Herald, Luray
Maine
Orient, Bowdoin
Massachusetts
Quarterly Journal of Econ-
omics, Cambridge
Michigan
Livingston Tidings, Howell
DAILIES
Courier, Waterloo
Daily News, Des Moines
'Record, Cedar Falls
Republican, Cedar Rapids
Times, Cedar Rapids
Times-Republican, Marshallt'n
Daily Press, Iowa City
Kansas
World, Hiawatha
Kentucky
Herald, Louisville
Kentucky Post, Covington
Leader, Lexnigton
. Minnesota
Republican-Herald, \Vinona
Missouri '
Post, Kansas City
WEEKLIES & MONTHLIES
Missouri '
Normal School Index, Kirks-
Ville _
Our Country, Kansas City
_ Nebraska
Normalite (State
School), Peru
New Jersey
Beacon, Point Pleasant
New York
American Printer, New York
Club Notes, Lake Placid
Current Opinion, New York
Common Sense, New York
Educational Review, New York
Independent, New York City
Lilerary Digest, New York
Motion Picture Story Maga-
zine, New York City
Publishers Weekly New York
Spectator, Roosevelt, L. I.
North Dakota . _
Quarterly ReVIew, University
of North Dakota
Nova Scotia
Normal
Normal College Gazette,
Truro >
Organizations
Notis of any errors wil be


The following Societies use simplerspelling in their printing, and some of
them in their correspondens:
National Educational Associa-
tion (the “twelv words”)
Ohio State Teachers’ Associa-
tion (the “twelv word's”)
Modern Languages Association
of) America (S. S. B. Circular
23
The Movement Has
California,
Sections
Colorado
Idaho
Illinois
Iowa
Northern and Bay
American Philological Associa-
tion
American Dialect Association
Temperance society of the
Methodist Episcopal Church
Ch‘lcago Numismatic Society
(“Bulletin”) ‘
Associations of
Michigan
Minnesota
Missouri
New Jersey
hi0
Oregon
Been Endorst by the State Teachers


St'k Y’ds D’ly J'rnal, St. Joe
New Jersey
Evening Press, Asbury Park
Nova Scotia
Daily News, Truro
Herald, Halifax
Ohio
Citizen, Columbus
News-Bee, Toledo
Post, Cincinnati
Press, Akron
Press, Cleveland
Wisconsin
State Journal, Madison
Wyoming
Boomerang, Laramie
State Leader, Cheyenne
Ohio
American Israelite, Cincinnati
Greater Dayton Association
Bulletin
Phonographic Magazine, Cin-
cinnati
Oregon
Quest, Reed College, Portland
6X35
T
Battalion ( . & M. College
of Texas), College Station
Virginia
Focus (State Normal School),
Farmville
Wisconsin
American School Board Jour-
nal, _Milwaukee
Bulletin (State Normal
School), Stevens Point
Wyoming
Camera, Kemmerer
Natrona County Tribune,
Casper
Park County Enterprise, Cody
Post, Sheridan (semi-weekly)
Republican, Kemmerer ,
Wyoming Student Uniiersity
Maryland Society for the PI'O'.
tection of Children (“Manual
and Report”) ‘
Society of Municipal Engineers
of the City of New York
South Carolina
Washington
Inland Empire (Montana, Ida-
ho, Washington and Oregon)
SIM PLER SPELLING
The State Superintendents
of the following states endors the move-l
merit and some of them, e.g., Washing-
ton and Idaho, are using simpler spell—l
Arkansas Maine
Georgia Missouri
Idaho Nebraska
Iowa _ New Mexico
Louisiana Pennsylvania
ings in their offishal correspondens and
printing:
Tennessee
Vermont
Washington
Nova Scotia
The Spelling Books
The following books contain lists ofwords in simplified spelling:

CHANCELLOR, E., “VVash- I-IAAREN, J. H., “Word and MINER’S, “Business Academy
Ington Word List” Sentence Book” Speller,” etc.
SMITH, C. E., “Pitman’s
Cumulative Speller ‘ '
Correspondens
Columbia University in the City
of New York
President's Room
Dear Mr. Vaile:
In reply to. your letter of May 13, I
can only say that I was convinced long
ago, by the testimony of scholarly
students of. language and by my own
personal observation in school and
college, that the spelling of the English
language should be gradually simplified.
To do this, however, runs counter to
some of the most passionately held pre-
judices of the English-speaking world.
For this reason, I have believed it wise
policy to proceed slowly and to accus-
tom the reading and writing public
little by little to the use of a certain
number of simpler spellings.
During the past decade the movement
to simplify and improve the spelling of
the English language has made large
headway in the United States. It will
go forward steadily if the movement is
May 17. 1915
guided not only by scholarship but by
good judgment and tact.
Faithfully yours,
NICHOLAS MURRAY BUTLER.

The School Committee of the
City of Boston
May 24th, 1915
My dear Mr. Vaile: .
I have always been in sympathy with
the simplifying of English spelling. It
has been a disappointment to me that
progress has been so slow. I believe
that the effort should be directed to-
wards pnblishers and editors. The
schools must teach the children to spell
the vernacular in the way the public
demands, and not many simplifications
can be required in the schools until
those forms which are before the eye
every day in the newspapers are simpli-
fied.
Very truly yours,
I". B. DYER,
Superintendent of Public Schools.

SALUTATION
The object of the Simpler Spelling
Society of the North Central States.
recently organized, is, according to its
charter, “To encurage the progressiv
simplification of our present spelling in
harmony with the Simplified Spelling
Board, and to promote the ultimate adop—
tion of logical and consistent spelling.”
The fundamental need in executing
this purpose is funds with which to
carry on the campain of education and
persuasion in behalf of the adoption of
simpler spelling. Hence one of the
chief efforts of the Society will be to
procure contributions from those who
are interested and able to give, either
a small amount or a large one. Persons,
institutions or organizations may be-
come members, and we ernestly ask
them to do so.
There is only one condition of mem-
bership, viz: an annual contribution of
any size to the working fund of the
Society. Joining involvs no obligation
of any kind, either to continu the con-
tribution another year, or to personally
use simplifications or urge others to do
so. The contribution is merely a token
of interest in the movement, and of a
wish to help it on. If one is deeply iii-
terested he will naturally take command
of himself and his prejudises and use
or endevor to use such new spellings
as he chooses. If he is less interested
he may satisfy his sens of duty by con-
tributing to the fund, and possibly
6 SIMPLER
urging the press and younger people to
adopt the new spelling, from which he
may validly excuse himself on the score
of the obstinacy of habit in mature life.
So far as he is personally concernd it
may well be that the game would not
be worth the candle. _
In order to create a constituency
and to develop cohesion among frends
of the cans in this section, it seemd
best to merely ask for contributions
and nothing more, leaving each one
free to follow his own consciens, as
periodically reminded of the matter_by
the monthly arrival of the magaznie,
referd to later. . _
This explains the policy and necessity
of having a large and, it' is hoped, per-
manent list of regular subscribers,
whose contributions can be depended
on with at least some probability from
year to year as a base of operations in
sending out monthly a quantity of free
copies. -
Merely as a suggestion in regard to
contributions it has seemd convenient
to consider members as divided into
three classes, viz.: Those paying from
$1.00 to $15.00 a year as in the first
class; those paying from $15.00 to $50.00
a year as in the second class; those
paying from $50.00 to $1,000.00 a year
as members of the third class.
No offiser of the Society receivs a
penny of compensation, but each con-
tributes to the fund as he can. The
Secretary givs his servises free as
editor and manager, and furnishes offis
accommodations for the work. Thus,
every dollar contributed goes directly
SPELLING
to the paying for printing,
clerical help, and like items.
Heretofore, in this region, funds hav
been raisd by personal solicitation, on
a limited scale of cours, and with results
quite meager in comparison with the
needs of the case and the effort made.
These funds hav been spent in sending
out circulars as widely as possible under
the one-cent postage rate, a rate that
eats up money fast. Believing that by
means of a small and attractiv period-
ical, mailable at one cent a pound, and
available for gratuitous circulation, at
moderate expens, a larger number of
people can be reacht and fuller and
more convincing arguments put into
their hands, and with better financial
returns from voluntary contributions,
and less waste of labor and money, the
Board of Directors has authorized the
Secretary to establish and maintain in
the name of the Society and with its
funds almonthly organ of that nature,
with the understanding'and instruction
that no liability is to be incurd in ex-
cess of available funds.
This is the story of the birth of
Simpler Spelling, with its duble object
to rais money for the cans, and at the
_same time to diffuze information and
quicken interest in regard to it.
There is no commercial or private
interest of any kind in the enterprize.
There is absolutely no desire or ex-
pectation of gain or profit for any per-
son. No advertisements are desired or
can be accepted. The magazine is
purely an organ to help advance the
caus. It has no other object whatever.
postage,

What is the Gradient in
When the Deparment of Superintend-
ence N. E. A., _in 1898, called on Dr.
_Harris and his committee to determin
the simplifications that should be put
into use as the “first step,” the com-
mittee got into action at once on the
question of how many, and there was con-
siderable discussion over it, Dr. Harris
strenuously contending for a very small
number, fearing that even more than two
or three would stir up antagonism and
check the movement which then had
just begun to show a little life. The
result was a compromise on the “twelv.”
The same question now confronts the
editor of this magazine. It is launcht
in the hope that it will reach a consider-
able regular circulation, and that funds
will beprovided by frends of the move—
ment to giv it an extensive gratuitous
circulation. The practical question is
“Gradual” Simplification?
where to draw the line between too
many simplifications and fewer than
readers might prove willing to tolerate.
The important point in urging the use
of simplifications in printed matter is
to hav the eyes of the public become ac-
customed to the new forms. Our eye
habits hav got to be changed before we
can be reconciled to the new spelling.
The conscious effort to efface an old
habit and to acquire a new one is al-
ways irksome, if not painful. This ex-
plains the first impulse to revolt and
condem. But the perservering study of
one’s mental processes wil convince him
that the new forms ar repulsiv just be-
caus they at new, and compel an irk-
some and tedious readjustment in the
sensorium. With that process once
completed the new forms become more
acceptable than the old wer. That is

MR. E. o. VAILE, - " . a Oak Park, Ill. '
Dear Sir: ,
Pleas accept the enclosed $ ----------------------------------------------- .t as a contribution to the simpler spelling propaganda,
including payment of subscription to Simpler Spelling, one year at 50 cents each for the persons
named below, including myself.
If you hav notified each that he will get the magazine on your order cross thisD If you wish us to do so cross thisD
Pleas remit by M. O. or Draft, payable to W. S. Herrick, Tresurer, and forward ,to Simpler Spelling, Oak Park, Ill.
BY-LAWS, Art. 2.—-Any person, institution or organization may become a member of this Society by contributing to its funds. Those contributing
from $1.00 to $15.00 a year shall be designated “members,” thOse contributing from $15.00 to $50.00 a year shall be designated "contributing members."
those contributing from $50.00 to $1,000 a year shall be designated “sustaining members.” _










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SIMPLER SPELLING 7
SIMPLER SPELLING
Organ of the Simpler Spelling Society of the
North Central States, incorporated in the State
of Illinois as “A Corporation Not For Pecuniary
Profit.”
Simpler Spelling is issued monthly nine
months in the year, from its offis of publication,
435 N. Grove Ave., Oak Park, Ill.
E_ O. Vaile, Secretary of the
Editor.
Subscription price, 50c a year.
Make all remittances payable to
W. S. HERRICK, Tresurer,
and forward to Simpler Spelling, Oak Park, 111.
Application pending for entry as second-class
matter at the post offis at Oak Park, Ill.
Society and

about all there is in becoming recon-
ciled to the new spelling.
Some people of larger self—control, and
with greater facility of adaptation, can
read a page, without vexation, contain—
ing a number of changes in spelling
which would upset other persons, and
hinder their sensing what they read.
We do not want to have our spelling
offend anybody to that extent. We
want our pages read, and shal make
them worth it, in our judgment. At the
same time we desire to make the maga-
zine as servisable as possible in getting
readers reconciled to sensible changes,
and to ceas shying at them.
When automobiles first appeard, what
a terror they wer to every horse that
met them. How different today. The
wise driver did not keep his horse whol-
ly away from the sight-of autos, nor did
he force the horse to face them in too
close proximity. It was a gradual pro-
cess. How gradual depended on the
good horse-sense of the animal.
Of cours no wise reader, conscious
that the reform is coming and ought to-
come, indeed, “wanting it to come in
spite of my own stupid prejudis,” to use
the frank words of one of the foremost
educators of our country, would wish
these colums to eschew the new spelling
entirely. On the other hand we can not
afford to force our readers to bolt and
flee from the message we want them
to receiv.
It is not a question of the golden
- mean; it is a question of 110w strong
is the prejudis and sentimentality, and
how weak is the dominance of reason
and judgment in the majority of those
into whose hands the magazine may fall.
Or, if we may be pardond for using the
word that exactly fits, it is entirely a
matter of their “good horse-sense.”
This, of course, is a question which no
one can answer. We are obliged to
settle it pragmatically, and trust to the
good sense and forbearans of those who
may be over sensitive. 'It is to be
hoped that all readers will, in this con-
nection, study the pyschology of their
prejudis and how to master it. _
Without fixing on any definit skeme
of simplification, we hav in this number
changed “ph” into “f” in triumf, filol-
ogist, stenografer and enuf; the “11" is
left out of scools and scolars except in
proper names; “11” is left out of colum;
final “ed” is changed to “t” in distin-
guisht, publisht, markt; “e” is omitted
in the termination “ed” in attaind, ren-
derd, ingraind, encounterd, chargd;
useless or misleading final “e” is cut off
in giv, hav, ar, twelv, genuin, progressiv,
requisit, issu, receivs, endors, cours and
caus; “ice” is changed to “is” in notis,
practis, prejudis; “ence” is changed into
“ens” in consciens, correspondens, in-
fluens, and “ance” to “ans” in some
words; “a” is omitted from bed, al-
redy, lerning; one “1” is omitted from
wil, shal, ful. Other changes may be
notist, but every one is a change that
must be adopted if the reform is to
make any hedway.
These changes by no means cover all
which are sensible, and which an unpre-
judist mind should be perfectly willing
to accept. In the reading of the last
proof we find we have let appearance,
endorsement, twelve, and other ful forms
slip thru contrary to our intention. We
hav not thought it worth while to con—
sume time or money in having these
oversights corrected at this late hour.
Some opponents of the reform insist
that a child or any one else who under-
takes to reform his spelling of certain
words must never permit his pen to
write the old form. Preposterous!
When one is batteling with a strong
habit it is folly to expect him never to
strike a wrong note, in spite of himself.
Such irrational hostility does not de-
serve consideration. The're is reason 111
all things. An editor, no matter how
resolute a reformer he may be, cannot
afford to throw away too much of his
own time, or consume too much of the
printer’s time, which means money, in
having all the oversights of writer,
printer and proof-reader corrected. Lat-
itude must be allowed all along the line.
If we spell “trend” in one paragraph
and “friend” in the next, what matters
it? Our meaning is perfectly plain.
In time, when the old form fades from
our memories, and the new and rational
form is enthroned in consciousness, all
will be well. Until that time comes we
maintain that no person who is tested
should be markt off, and no writer be
criticized for failing to spell with entire
consistency according to his intention.
While this transition in spelling is tak-
ing place we must tolerate a duble
_ .341... arr.
8 SIMPLER SPELLING
standard of correctness. If “abuv” and
“above” ar both accepted as correct, how
absurd to demerlt any one who may
happen thru lapse of attention to let
the old spelling slip in where he in-
tended to use the new.

What Adequate Funds Could Do
Read the matter in this number,
particularly the list of 100 colleges and
universities which hav hoisted their
colors as believers in this reform and
its practis, a list such as every man and
woman has a right to be and must be
proud of who appreciates the great valu
and function of our institutions of
higher lerning as leaders in serving
humanity. Without the sanction and
approval of these institutions, the lower
scools and Boards of Education lackt
incentive and the authority to allow the
least improvement in our clumsy, anti-
quated and uncertain spelling, and they
had a plausible excuse for opposing im-
provement. The publishers of the daily
press and of periodicals and books, the
dictators in their field, in spite of
authors and writers, would not imperil
dividends by admitting simpler spellings
in- their colums until approved by re-
cognized authority. The recognized
authority, our dictionaries, dared to do
no more for common sense spelling than
embalm it in their appendix or in their
bottom-page garret for, discarded freaks
and'rubbish, with the apology that the
dictionary’s function is to record actual
usage, that which is, not that which
reformers, even scolars, agree ought
to be. So the endless chain was com-
plete that bound us to the past, and
kept our children, and many of us grown—
ups, as well, at the dreary, never-ending
task of “lerning to spell.”
There was but one power that could
break the chain by defying senseless
custom and following its own judgment.
That 'power was our colleges and uni-
versities. '
They have now spoken, at least enuf
of them to establish a standard about
which the intelligent in all classes of
the community can rally with confid-
ence. More of them will join the
circle and appear in the revized list to
be printed in due time. '
Of cours an increas in the list, an
approach to unanimity if possible, is of
the greatest importans. But the stand-
ing and prestige of the institutions now
on the list, coupld with the manifest
rightness and righteousness in the cans
itself, today distinctly places its op-
ponents on the defensiv, and forces
them to face the question, Why do you‘
not cut loose, at least a little bit, from
your excessiv conservatism and rever-
ens for unreasonable and baseless con-
ventionalities? \Vhy ar you not tru to
the university ideal, the bulwark of
fundamental principles even to the limit
of conservatism, but the leader in what-
ever makes for human betterment, and
the encouragement of the intellectual
life and of educated manhood?
The immediate task of the moment
is to let the people hear the word, and
to drive home the logic and the lesson
of this initial step of our higher insti-
tutions, a step the importans and influens
of which are not fully realized as yet.
To pass this word along and to im-
press it upon the people money in good
mesure is needed. Suppose this issu of
Simpler Spelling, containing this impor-
tant list with its valuable supplement,
the list of periodicals, and the two tell—
ing letters, could be scatterd broadcast
thruout the Mississipi valley, the natural
terrane of the institutions.named, and
that next month another like fertilizing
shower could descend 011 the same
region, and so on fo’r a season in a
regular follow-up series. Can any one
dout what the effect would be?
Can it be done? Where is‘the money?
Good frend, wil you not lend a hand?
If you choose you can do so (1) by
sending your name for our permanent
free list, thus insuring your receit of
the magazine regularly whether you
pay for it or not. You can work your
passage, so to speak, by spreding the
gospel which the magazine will bring
to you. (2) If you choose you can send
in your fifty cents, and thus pay for
your copy for a year (9 months). (3)
If you choose you can send in a contri—
bution anywhere from $1.00 up, and be
enrolled in either class of members
that your means and your desire prompt.
That certainly let’s you in somewhere
so that you will be in tuch and help-
ful co—operation with the frends of the
movement. If you feel inclined to join
the Society on any terms whatever, you
know the importans of action before
you forget it.

Totals from lists, pp. 3—5 foregoing:
Total number of Institutions .............. _.lO4
Total number. of teachers over ...... ..6,700
Total number of students over ...... ..97,000
Newspapers and Perlodicals .................. __8()
Aggregate Circulation over ........ ..2,060,000
BULLETIN
OF THE
SIMPLIFIED SPELLING SOCIETY.
MARCH, 1919.


TO OUR MEMBERS.
T was with much regret that we were compelled to suspend the
publication of THE PYONEER ; but it was impossible to continue
it, owing to the greatly increased cost of production and to our
diminished resources. We have found it necessary to economize,
and have devoted our attention mainly to furthering the experiments
in elementary schools. The results so far obtained are very encour-
aging, and it would-bedeplorable if we had seriously to curtail our
work in this direction at a time so rich in promise.
That is why we have prepared this BULLETIN,with its full account
of'the Annual Meeting. We want you to keep up your interest in
the movement for spelling reform, even though THE PYONEER does
not act as a regular reminder. We want you to continue to think
about it, and talk about it. We want you to make experiments, and
get others to do so : to help in improving the scheme of spelling, or
to study the problemafresh. .
We want you to help us in creating a national demand for a
better spelling; indeed, it should be more than national. All the
English-speaking world is concerned.
We want you, if you can, to send donations to help on our work;
and we should be grateful if you would let this remind you that,
maybe, your subscription is due.

REPORT OF THE ANNUAL MEETING
HELD AT UNIVERSITY COLLEGE, LONDON,
ON THURSDAY, JANUARY 2, 1919.
IDROF. GILBERT MURRAY, President of the Society, was un-
fortunately prevented by ill-health from taking the chair. He sent
the following address :
My first duty to the Simplified Spelling Society is to congratulate it,
and especially to congratulate Prof. Ripman and Miss Montagu on having
kept the cause alive during the War. \Ve have made one bold effort to
convince the Government that Simplified‘Spelling was a reform which
would materially contribute to the defeat of the Germans, or at least .
a necessary step in the future reconstruction of British society. And I do
not know that any great authority has contradicted us. .
' A


2 BULLETIN.
We have, apart from the publication of THE PYONEER and the
ordinary course of propaganda, made two steps in a forward direction.
We succeeded in getting the British Academy to appoint a special
committee to consider the reform of English spelling. I look forward
with great interest to the report of this Committee, though I am bound to
confess that, in the multiplicity of duties which have lain on everyone
during the War, it has not been able so far to make much progress in its
work. Lord Bryce, who, if I remember aright, is the chairman, has been
carrying through, in spite of his eighty years, burdens of public duty which
would try the strength of a man of half that age.
I believe myself that the Committee may prove to be of great ad-
vantage to our cause—that what the movement now needs is a scientific
investigation by a learned body commanding unquestioned authority.
True we have already among our officers and Vice-Presidents, scholars
and phoneticians of the highest rank, and our Society has in all its opera-
tions proceeded on scientific lines of inquiry, but the public are slow to
realize this. They cannot help associating our deviations from the norm in
spelling with the deviations of those who know no better. If we spell
“ rithm ” without the kg; or “indictment” without the 0, they cannot bring
themselves to believe that we do, nevertheless, know those words’ deriva-
tions, and besides, I think it is true, as commonly stated, that the public
in this country has a vigorous and well grounded distrust of the
judgment of individual learned men. “ The worst of great thinkers,”
said John Bright, “ is that they nearly always think wrong,” and that view
is widely held. But I believe that the same public which despises the
individual savant or, still more, the individual artist, has nevertheless a
considerable respect for bodies like the Royal Society or the Royal
Academy, and one may hope that a pronouncement by the British
Academy would have the effect of convincing many people that the
reform of English Spelling is considered urgent by people who are not
ignorant and are not cranks. '
In the second place, though here I doubt whether I shall be supported
by a majority in the Society, I have been gradually persuaded that the
reform of English Spelling does require a certain number of new characters.
THE PYONEER has done with the existing alphabet as well as it is possible
to do. You cannot make a better system without some new letters, and
yet the spelling of THE PYONEER is not satisfactory.
I will not try to argue this controversial point, on which I know that
some very high authorities are probably against me. But I would point out
that the signs which form our alphabet have had an extraordinarily long and
changing life and in the course of it have been most grossly overworked. It
is well known, for one thing, that they were first invented to represent con-
sonant sounds only. Professor Margoliouth is inclined, if I mistake not, to
find the origin of our alphabet in South Arabia, where observers have told
us that the pronunciation of the consonants is so intense as to affect visibly
the shape of the lips and jaw. However that may be, when the alphabet
came from Tyre and Sidon to the various Greek communities, vowel signs
had to be invented, and were provided in most cases by attributing a new
meaning to the signs for the superfluous gutturals. The smooth breathing
became A, the aspirate E, the ‘ayin O and so on; also the new signs were
different in different communities. When the Chalcidian Greek alphabet
went over to Italy there was again a changing of values among the new
letters at the end of the alphabet, and the invention of at least one new
sign. The Italian alphabet so developed spread over all western Europe,
\and has been used for the expression of many languages, different from
one another in form and phonetics, which were not even in existence when
the alphabet was first taken over in Rome; and modern phoneticians,

THE ANNUAL MEETING. 3
when they try to represent at all minutely the sounds of modern European
languages, have had to invent a new phonetic alphabet of some sixty-nine
characters. The old Phoenician alphabet, as modified by Greece and
Rome, no longer serves its purpose even approximately.
Of course we do not want a phonetic alphabet. We only want a stan-
dard spelling, which, within broad limits, shall roughly but consistently
represent the pronunciation of the word, so that one who hears the word
correctly will have no doubt how to spell it, and one who sees the word
written will have no doubt, except in the matter of accent, how to pronounce
it. I suspect that half a dozen new signs would be enough to make this
end attainable. .
The other step forward which this Society has taken during the war is
of an educational and strictly practical character, and it is one in which,
while I was at the Board of Education,I took some personal interest.
We shall have some full and detailed accounts of it at this meeting.
It consists of an experiment carried out in several selected Elementary
Schools, where the teacher or head master'was already interested in the
question, and desirous of making the experiment of teaching children to
read by the help of Simplified Spelling. The suggestion was not of course
that the children should be taught to read and write in simplified spelling
and then thrown upon the world to be persecuted as monsters of ignorance,
but that they should first be taught the act of reading on a simplified and
rational system—Le. they should first master the practice of attaching a
sound-value to a printed sign and of grouping the signs into syllables and
words and then, after a definite period, when they could already read, they
should be informed that, in current convention the representation of sounds
was not always consistent, and initiated into the conventional chaos of
English spelling. It is just a question of method, whether to learn spelling
by two stages or one; which process attains its end most easily, and which
seems best to train the child’s intelligence. The end to be attained is, of
course, still the old conventional spelling. The educational authorities
could not be expected to contemplate anything else. The Bolsheviks have
not yet invaded the Board.
I will not attempt to spoil by any premature comment the account
which is to be given us of this interesting experiment, but I can assure the
enterprising teachers who have come today to speak to us of their experi-
ence that I, like others, shall listen to their reports with the keenest
interest.
The Chair was taken by Prof. RIPMAN, who gave a review of the work
done by the Society during the last year. They welcomed Admiral Wm.
S. Sims (U.S. Navy) and David Mair, M.A., Civil Service Commissioner,
as Vice-Presidents, and James Munford, F.R.C.I., F.R.S.A., V.D.,
T. Percy Nunn, M.A., D.Sc., and Alfred Perceval Graves, M.A., F.R.S.I.,
as members of the Committee; and recorded with sorrow the death of
Miss Gavin, who had done valuable service on the Committee. The num-
ber of members was about the same as a year ago. In some respects the
activities of the Society had been restricted. Fewer lectures had been
delivered, partly because in many branches of the N.U.T. the attendance
at meetings had become too small to justify the expense. and partly be-
cause of the influenza epidemic. The output of books and pamphlets
had been reduced owing to the cost of production, but a new reader,
consisting of very simple poems and stories, was just ready, and attention
might also be drawn to a pamphlet on spelling reform addressed to the work-
ing man that had recently been issued. It was also necessary to limit the
expenditure of the Society owing to inadequate resources? They were grate-
ful to Mr. Henry Drummond, Sir George B. Hunter, K.B.E., and Mr. Gilbert
Richardson for generous donations, but, much more money could be profit-
4 BULLETIN.
ably spent, and the members of the Society were earnestly invited to support
the movement for spelling reform to the best of their power.
The Chairman, pointing out that the Society was established in 1908
with Prof. Skeat as President, Mr. \Villiam Archer as Hon. Secretary,
and Dr. Furnivall as Hon. Treasurer, proceeded to give a brief account of
the work done during the last ten years. He paid a tribute to the Secre-
taries who, in the past, had done such loyal service—in particular to Mr.
Sydney Walton and Miss Christine Just, and then thanked Miss Irene
Montagu, the present Secretary, for the excellent work she was doing. The
chief work of the Society now rested on her shoulders.
' In dealing with future developments, the Chairman said:
Before this audience I need not emphasize that the reform of our spell-
ing is important as a means of saving time for school children, and
important because it would remove a great obstacle to the spread of
English as a world language. There is no question that reform is wanted;
the only question is as to the form the reform should take. As you are
aware, we launched a petition a few years ago asking for a Royal Com-
mission on the subject; that petition has been signed by many leading men
and women. Such a conference would ask, in the first place, whether a
simplification of our spelling would be advantageous, and we have no
doubt what the answer to that question would be. Then comes the much
more difficult question of the form the simplification should take—in the
first place, what form of speech it should represent. There can be no
doubt about it that there is need of a standard. \Ve cannot look forward
to a spelling which would represent different kinds of language in different
places, one spelling representing this dialect and another that dialect. \Ve
want books that shall be read everywhere. Just as our stage does not
change its dialect according to the country in which it performs—but has the
same English speech in Dublin, Melbourne, London, and New York—~50, too,
with the written language and the spoken language that it should represent.
We require a standard of speech before we can have a really uniform and
satisfactory spelling. Then comes the question, \Nhat symbols should be
used to represent that speech P As you know, the scheme with which we
have been working uses only the existing letters. The question will arise
whether any new letters should be added. As soon as you begin to make
new letters the matter becomes apparently very simple; and we have had
no end of suggestions with regard to new letters. But there are many
considerations that have to be taken into account ; you have to ask whether
the new letters are convenient, whether they are clearly legible—even in
small type—whether their form is artistic. A great many of the sugges-
tions submitted to us fail in one or all of these particulars. I think we
may say that the details of the reform have been sufficiently discussed; it
is no longer a time for individual suggestions, no longer a time for
pushing any individual scheme. We ourselves are perfectly willing to sink
our scheme completely if an authoritative Government Commission willlay
down some scheme; a scheme which may not come up to our ideal, but
which will be generally adopted, and which will be a real simplification. I
should like to read a few words from an article received this morning. This
article appeared in that remarkable journal, the “ Glasgow Weekly Herald,”
and I would like to point out to the press representatives that it is of about a
“ Times ” column in length. I say that because, latterly, they have been a
little inclined to pat themselves on the back when they have given us a forty
line paragraph. The “Glasgow Herald ” concludes by asking: “ But how
is the reform to be_ brought about? The Reform Committee ”——a Reform
Committee that had been sitting in Scotland—“suggested that teachers
should take joint action. But that would not be possible without Govern-
ment sanction. Another method would be for the press, newspaper and
THE ANNUAL MEETING. 5
printing, to take the matter in hand ; but here again expert advice would
be necessary in regard to all the multitude of details to be determined.
\Vhfle voluntary action would be less cumbrous and more quickly effective
than public, it would still lack authority and could hardly be of more than
local, or, at most, national application. \Ve are driven back upon Govern-
ment action as on the whole the only adequate means. Either the
Prime Minister might proceed as in the appointment of the Committees on
Science and Modern Languages, or the President of the Board of Educa-
tion, the Secretary for Scotland, and the Chief Secretary for Ireland might
proceed jointly in devising the suitable machinery. The subject is admit-
tedly ripe for action, the time is opportune. We aspire to provide a
spiritual home to the world. To this end easy access to the language is a
prime requisite and an important step.”
I should like to go still further, and say that it is very important that
we should work in this matter together with the United States. (Applause)
There is the possibility now of co-operation in educational matters on a
wide scale with the United States, which one hardly dreamt of a few years
ago, when they did not look in this direction for help in educational
matters, but when it was rather their custom to seek educational salva-
tion in Germany. Views have changed. In the near future there will be
much more intercourse and interchange of ideas with our cousins across
the Atlantic, and we should do all we can to get the Governments of the
two English-speaking democracies to join hands, and try and tackle this
problem effectively. (Applause) I have put these matters before you as
succinctly as possible, and I shall attempt at the end of the meeting to deal
with any questions that may arise. Not now, for we have twenty or more
little people, who have come all the way from Battersea, to help us. They
are very young, and they must not be kept waiting.
Miss LOUISA \NALSH: I have been asked to give you a bgief outline
of the way in which we are dealing with simplified spelling at Honeywell
Road Infants’ School. After reading, with great-interest, the experience
and opinions of several teachers in Scotland, and much literature on the
subject, I strongly desired to introduce simplified spelling into my own
school, in order to see if it really were a simpler and happier method
of teaching little people to read. Two members of my staff—Miss Parker
and Miss Renwick, both experienced teachers—at once fell in with my
suggestion to try simplified spelling for a certain period, and they undertook
the work. Two other teachers—Miss Elgar and Mrs. Grant—kindly gave
up their classes for reading, in order that the experiment might be
completed in the shortest time possible. Both Miss Parker and Miss
Renwick have given two word-building lessons and two reading lessons
each morning—to one class on the orthodox method and to the other class
on the simplified spelling plan. In this way we hoped to arrive at as fair
and true a comparison as could possibly be obtained—7the classes being
composed of children of the same type, taught by the same teachers,
under similar circumstances, and in the same surroundings. Circum-
stances over which we have no'control—such as weather, health, and
attendance—must, of course, be taken into consideration when the final
balance is adjusted. The children who will come before you this evening
have received, on an average, one hundred word-building lessons of fifteen
minutes and one hundred reading lessons of twenty minutes’ duration.
The younger group—average age, six years—in charge of Miss Renwick——
are still working entirely with simplified spelling, but the older group——
average age, six and a half years—under Miss Parker’s care—have just
arrived at the transition stage; therefore, neither my teachers nor I can
yet speak definitely about the time saved by this method. But we are
fully convinced that learning to read on the Simplified Spelling plan is much
B
6 BULLETIN.
the happier experience for a little child at the beginning of its school
career; because, as each symbol always represents the same sound, the
child is not disappointed or confused by continual failure to pronounce the
printed word correctly; neither is he afraid to attempt unfamiliar words.
If Simplified Spelling could be retained throughout life, one at least of the
greatest difficulties of the school curriculum would be entirely wiped out,
and reading and spelling would become very easy subjects for the child.
' But, doubtless, such a revolution would take many years to accomplish, so
meanwhile—as the children are compelled to read English as it is printed,
and to write it as it is spelt—it is necessary to devote time to the transition
stage, which, as far as we can judge, after the few lessons that the older
children have received, gives promise of presenting fewer difficulties and
occupying less time than we anticipated.
In March and October, 1919, and again in March and October, 1920,
the results obtained in reading and spelling in these four classes will be
tested, immediately before the children are promoted to the senior school,
by an outside, impartial judge, selected by the Chief Inspector of the
London County Council Schools. After these examinations we shall be
in a position to state definitely the amount of time saved, and the
advantages gained by using simplified spelling in the lower classes of an
infant school. '
My teachers have authorized me to say that they will answer questions
after the lesson is over, and, if anyone would like to see the full classes
at work, I shall be happy to welcome them to Honeywell Road School
any Thursday morning between 11 and 12.
Miss RENWICK then gave a lesson.
Miss PARKER gave another lesson.
The CHAIRMAN : I am sure it is your desire that I should thank Miss
Walsh, he; teachers, and the little people. (Applause) Miss Thompson,
who has been carrying on a similar experiment in the Lyons Council
School, Hetton-le-Hole, County Durham, will now address you.
Miss THOMPSON : We began our experiment with simplified spelling at
the beginning of last November. I had not had any actual experience
with simplified spelling before this, but I was very much interested in
trying it and watching for the results. The class was one of fifty average
children, who had already done a little work from the Dale Primer; so
they had the advantage over beginners, in that they knew certain sounds
common to both standard and simplified spelling; and there were some
children who could not read at all. We started with the sounds, and
made out a chart for teaching these similar to the chart on pages 6 and 7
of the first Simplified Reader. Now, there were two ways by which the
children could reach the stage of reading through these sounds. One was
to take only a few of the sounds at a time—those necessary to make up
certain words—and then read little stories or little poems containing only
those words. For example, from
air ig oz
ee an ' ak
ai ad dh
00 it
we made up this little poem :—
Dhair woz a big man,
Hee had a big kan.
Hee gaiv it too Dani,
H00 gaiv it too Fani.
Fani took it and ran,
And poot it by Nan.
Nan ran bak too Dan,
Dan ran too dhe man.
THE ANNUAL MEETING. 7_
The second way was to let the children practise the whole of the sounds
till they had thoroughly mastered them, and then read any word or make
up any word. I chose the latter method, as I wanted to let the children
read books as soon as possible. The children, through games, blackboard
drill, and any other way which suggested itself, practised these till they
knew them well. This took about two weeks. Then we began syllable
building, as suggested on page 8 and the following pages of the first
Simplified Reader. In this way :—
oe 00 y ai ai
goe loo ly. aim wai
soe bloo fly naim swai
flying laim swaid
y blaim per swaid
ys blaimd per swaided
ysi mai
ysikl maid
maidz
The children simply loved the syllable building. They were interested,
and it proved of great value. The repetition of the one sound, as “ ai”
in the “ai” column, was of very great value indeed. Then we came to
the actual reading. We had stories and poems on the blackboard, using
any or all of the sounds from the chart. The children were most anxious
to find out the words. Any unknown or new word was recognized by first
finding out the sounds known by the children, and putting them in\-their
proper order. In every lesson I encouraged the children to find out the
words for themselves. One favourite game was to let each child have a
slip of paper on which was printed some little sentence, such as, “ Tel
mee hou meni sisterz eu hav at hoem; dhen eu mai goe and plai.” Or,
'“ WVhot tym did eu get up dhis morning? ” and so on, the children coming
out and telling me the answer. Each child found out his own special
little bit in this way, and found out that he could read quite alone as soon
as he could do this. The quicker children often asked for more sentences
to read, which showed they were ready for reading books. When the
child realizes that he can read alone, he knows he can enter storyland on
his own, and find to his great delight all the wonderful things which
await him there, and he is ready for as many story books as he can
get through. ‘
Then we came to actual reading from books. The children were now
ready for books, and were delighted to have simplified spelling books. On
the 22nd of November I gave the books to the children, and said they
could have a few minutes to peep at them; the majority began straight
away to build up the words and read alone. Truly Montessori up to date,
was it not? There was a decided buzz in the class room, but it was a
busy noise—a busy buzz. Several children spoke out and said, “Miss
Thompson, I can read these books,” We did not neglect the chart with
the sounds, these were still practised. The quicker children read remark-
ably well .; the slower ones could build up their words, only they
took more time. They were slower, but sure. At this point the children
began manuscript writing, which helped them considerably. They now
wrote and read exactly as they spoke. Their writing was the same as
their reading, and the children soon found this out.
The children in our district do not finish their words when speaking, so
I got “ an’ "’ for “ and,” “ bringin’ ” for “bringing,” and many others, as the
children’s written compositions show. The simplified method very much
helps the ordinary speech of the child. We have noticed a great improve-
ment in that direction.
We finished the first reader by the end of the year, and began the
B 2
8 BULLETIN.-
second reader after the school holiday in January. The quicker children
needed no help at all now, they could proceed entirely upon their own,
discover for themselves, and read unaided. A new world of interest
and stories lay now opened before them, because they were the masters of
each word by their own effort and by their own intelligence. This stage
could not have come so soon if the normal method of reading had been
followed. The lower division of the class could make their words, but
they were slower. They all seemed to have the same desire to build up
the words and, in time, one by one the majority of them reached the stage
of the upper division, and joined the division to proceed alone with their
reading. The class was now clearly divided into two sections. About two-
thirds of the class were in the upper division, and the remainder in the
lower; the former reading well and fluently from the Simplified Reader
‘ and from the blackboard, wall sheets and so on. In this section were
several children who, at the beginning of November, could not read at all.
This is worthy of notice. The lower division only needed more practice to
reach the level of the upper division in fluency and expression, and a little
more time, as they were naturally slower than the others. Included in
this section were children who had been absent from school, through
illness, &c., and had forgotten the sounds.
I very much wondered how the children would take to the ordinary
spelling, after making such excellent progress in the simplified; and,
as the children in the upper division were now quite ready for the change,
I gave them ordinary reading books—little story books, commonly
used in the top class of an Infants’ School. As the children could read,
and very fluently too, from the Simplified Readers, they at once made the
effort to do the same from a normal reader in a splendid way. I never
taught the children the conventional spelling of any single long sound, such
as a in “gate,” or i in “ ice,” or 0 in “ rose,” as I wished the experiment
to be quite a fair one ; or exceptional words such as “should,” “ brought,”
“fight,” and others. Yet the children tackled these without hesitation.
As the children in the lower division reached this stage of reading fluently
from the Simplified Reader, they were transferred to the upper division
with normal story books. The few remaining ones needed only practice
and time to reach the upper division stage.
At this stage the school closed on account of the influenza epidemic.
After the holiday the children passed up into another class, where
they continued their reading from much more difficult books. In this
class were other children who had spent more time on the ordinary
method of reading than the children who had been taught by the simplified
method, and who were found to be further behind in expression and
fluency; which proved that the Simplified Method is much the better, and
takes less time. The children learnt to read from November to June, by
first reading fluently from the Simplified Method, and then transferring to
the ordinary reading. No practice in long sounds was given, as it was to
be truly an experiment. If this were done, the method would be still more
workable.
Let me say, in conclusion, that the following advantages are very much
to the front in adopting the simplified method of reading. First, there is a
saving of time on the part of the children ; then there is less drudgery on
the part of the teacher. Next, there is more interesting work for the
children; they find they can read sooner. Then there is self-reliance in
the building up of words. Fifth comes self-expression; there is better
expression on the part of the child, for fluency comes earlier with this
method than with the ordinary. Sixth is the greater pleasure in their
work on the part of the children: this is most important. Seventh is
self-effort in reading. Then there is greater command of their language,
THE ANNUAL MEETING. 9
as the children become acquainted with more words, since there are no
exceptional words to ponder over in the Simplified Method ; next there is a
clearer and better pronunciation on the part of the children; and it im-
proves their composition, since they have at their disposal a better com-
mand of their language; and, finally, there is greater rapidity in learning
to read. Since I said good-bye to my little Simplified Spellers I have had
to proceed with the ordinary methods of reading, as my new class had
already begun with the normal method; but personally I would much
rather teach all my reading by the Simplified Method.
The CHAIRMAN : I shall now ask Miss McConnochie to come forward.
Miss McConnochie is a teacher who made the very first experiments
in Simplified Spelling in the Clepington Road School, Dundee.
Miss MCCONNOCHIE: Fully five years ago I first began to experiment
in teaching reading from Simplified Spelling methods. The lessons were '
given to a section of a class of pupils five years of age just enrolled in the
infants’ department. \Vhen the class to which these pupils belonged had
their usual reading lesson, this section of it had special tuition in another
room. I now purpose giving a short account of the methods adopted in
my experiment, and some expression of my opinion as regards the advan-
tages and disadvantages of the system. Then, after my experience of the
work during these years, I shall venture to make a few suggestions which
may be helpful to the cause in which we are interested.
To begin with the class work. I had a supply of the First Readers,
published by the Simplified Spelling Society, given me; but before starting
with these I found it expedient, by way of introduction, to have some pre-
liminary work. Lessons in the short vowel sounds and consonants were
first given. After these sounds had been mastered, the pupils had a
series of graded lessons giving them practice in sounding, reading and
recognizing words with short vowel sounds. For example, " A man had a
big dog for a pet.” These lessons were printed on sheets in Simplified
Spelling, and were based on those of a primer in use in school—a primer
which a normal child masters in the first half-year of school life. The
special class overtook the work in about four months. A comparison of
the words in this book, as they are usually printed, with the words of the
same book as they would be if printed in reformed spelling, showed that
the spelling of 75 per cent. of them is common to both systems, leaving
25 per cent. changed by Simplified Spelling rules. The next stage was the
teaching of the long vowel sounds, and here the advantage of Simplified
Spelling was very apparent. I shall illustrate this by a selected sentence:
“ May we go to sea in their grey boat, and take bait and hook for fish? ”
On analysing the long vowel sound we find that, in reformed spelling, the
long vowel sound, (cf, is represented by ai in the five words in which
it occurs.
mai may (
i dhair their , Hi
1 ,» grai grey i 5
taik take L
bait bait
ee ' we we ee
2 see see i 2
oe 1 goe go j 0e
7 1 .5 boet boat t 2
oo 1 tu to I oo
2 l hook hook L
10 BULLETIN.
Look at the ordinary spelling. These five words show five different
methods of spelling ai. The vowel sound ee has two methods of spelling
in both systems. The sound 02 is used in “goe” and “boet,” but in
“go” and “boat” two different spellings are used for the sound. The
vowel 00 has two spellings also in both systems; but even so the vowel
sounds for the eleven words can be represented by six combinations of
symbols; while in ordinary spelling eleven are necessary. At the con-
clusion of this series of lessons it was found that in the words taught the
divergence between simplified and ordinary spelling was much greater
than in the lessons based on the first primer, as only 35- per cent. con-
formed to both systems of spelling, while 65 per cent. differed from
ordinary spelling. In the usual course of events pupils take a year to
master the two books, with the short and long vowel sounds, because of
the multiplicity of symbols for each sound, and the variations in sounds of
symbols, with the resultant confusion. My experience showed me that
the work could be overtaken in four-fifths of the time—this despite the
fact that there are usually numerous interruptions through irregularity
caused by epidemics and illness. Fourteen rules for forming the long
vowel sounds, with fifteen exceptional words, would have had to be taught
—a total of twenty-nine. As opposed to these twenty-nine variations, all
the words, including the exceptions, could be grouped under five combina-
tions of words in Simplified Spelling. When this introductory work was
finished, it was found that of the total vocabulary taught 55 per cent. of
the words were spelt in conformity with both systems, leaving 45 per cent.
which differed from the spelling in ordinary use.
The children now had the “First Reader in Simplified Spelling” put
into their hands, and, with the preliminary training and the free use of
charts, met with comparatively few difficulties, though the wisdom of the
subject-matter and arrangement of this book might be questioned.
Besides the teaching of reading, a beginning was made with transcrip-
tion and spelling. To add interest to the lesson, to give scope for further
activity, and to prepare for the self-expression of the child, these lessons
in transcription and spelling were begun during the latter half of the
session. The pupils had had little or no practice in the joining of letters
in their ordinary writing lesson, so the first essential was a training to
give the necessary confidence in that. I wrote a word, “cat,” on the
blackboard; the class sounded it, and were invited to watch carefully
while I re-wrote it. Volunteers for a blackboard attempt were called for,
and one pupil made an effort to write the word. When there was any
hesitancy the word was erased, and again the class watched what was
written. When one correct copy had been made all were eager to try.
When all had succeeded another word was chosen, the effort to copy this
being more quickly successful. After various words had been written on
the blackboard, very elementary sentences were dictated and written
on slates.
As a preparation for oral spelling, the naming of the letters, as
distinguished from the sounding of them, was the next step, and when the
pupils were quite familiar with these the oral spelling was begun. Here
I thought it expedient, in view of the transition period, to select for this
oral work words that conformed to both systems of spelling. The difficulties
of the transition period had to be considered, and it seemed wise thatthese
should not be augmented unnecessarily. For written work I made use of
the vocabulary with which the children were conversant in their reading
lesson, as they simply transcribed these familiar sounds. In oral spelling,
however, to allow the child’s ear to become accustomed to em' for “ any,”
(fail for “ day,” wel for “well,” and so on, seemed likely to cause confusion
later—confusion which could be avoided. Besides, though. these words in
THE ANNUAL MEETING. 11
Simplified Spelling were neglected, there was quite enough material in their
vocabulary for practice for the first session. Now, to summarize this
session’s work: in the preliminary training, the class had mastered
' words, mostly of one syllable, with short and long vowel sounds. They
had lessons from the “First Reader,” with its much larger vocabulary.
They transcribed little phrases of easy words, and spelt orally all words
in the primers that were common to both systems. They then joined a
class which had been six months longer at school, and were able to work
with these.
Here I shall mention an interesting sequel to my first experiment.
Two and a half years after the children had started the work of the
ordinary curriculum, His Majesty’s Inspector was in school, and the
question of Simplified Spelling was under discussion. The Inspector
visited the class in which were the children who had been specially
trained. These were tested in reading, both from an ordinary reader
and from a prose lesson in the second edition of the “Ferst Reeder in
Simplifyd Speling,” not previously seen. The dh in the words “dhe,”
“ dhen,” 810., was a puzzle, but with the exception of words with that
sound, they read quite fluently. Then pupils who had never seen books
in Simplified Spelling were similarly tested, and had the same difficulty
with dh, but, strange to say, read the Simplified Spelling as fluently.
Tests in spelling were given, and, there again, the two sets of pupils seemed
to be equal in attainments. Until that day the teacher of the class did not
know that in the first part of their school career her pupils had been taught
under different systems.
To proceed to my criticism of simplified spelling as a means of teaching
reading—it has certainly great possibilities and advantages. In the first
place, the saving of time is very considerable. The pupils learn the short
vowel sounds, the consonants, and the nine combinations of vowels which
make up the sum of the long vowel sounds. That preliminary work
completed, and the initial difficulty of putting the sounds together to form
words overcome, the work proceeds smoothly. The pupils have absolute
confidence in their symbols, and this faith is not disturbed by the
unexpected appearance of exceptional words, multiplicity of symbols for
one sound or of sounds for one symbol. There is increased fluency in
reading, as there is no hesitancy, and it is found that quite ambitious
words can be introduced into the reading lesson. The advantage resulting
from this is that the child is enabled to possess an enlarged vocabulary,
an aid to self-expression both orally and in writing. As teachers in
elementary schools know, pupils from poorer homes come to school with
a very limited vocabulary indeed; and much of that even may have to be
unlearned. In fact, they have almost to learn a new language, and any
method which is helpful in this matter is very valuable. The system also
admits of more time being spent on drill in phonic work, resulting in
greater purity of sound and clearness of articulation.
Against these advantages, however, there is the consideration of the
transition period. During their junior year in the Infant Department the
pupils have worked on with all confidence in their symbols; but, at the
beginning of the senior year, when a start is made with ordinary reading,
this confidence is rudely disturbed. I shall illustrate this from the first
paragraph of their new reader :—“I must tell you how we went, on a fine
day last year, to see a farm. \Ve left town at ten, and got to the farm
by noon.” Had the children been taught in the ordinary way, 010 as in
how and town would have been the only unfamiliar sound. But, after
the course of simplified spelling, the following are strange :—Tell, you,
how, fine, day, year, to, town, the. Nine new words instead of two, and
this in the first paragraph only ! Is it any wonder that the teacher quails
12 BULLETIN.
at the prospect of a daily reading lesson, and wonders if any appreciable
progress can be made ? As to the pupils, may it not seen to them that
reading has somehow become a hopeless muddle, and that the foundation
of their small educational fabric has altogether given way? In speaking
of these disadvantages of the transition period I really put forward a
strong plea for simplified spelling, as this shows the difficulties and incon-
sistencies of our present system. But, until the simplified spelling is a
national one, the transition period has to be considered, and my own
example shows that the difficulties of it are not negligible. 7When these
have been overcome, the benefit and value of the thorough training in
phonics is apparent ; but the question which educational experts have to
decide is whether the advantages of the system outweigh the disadvantages
involved in the transition period.
Should Simplified Spelling become national, then the saving of time
and labour, as I have tried to show, would be very great; but, failing that
realization, there might be at least some modification of our present
spelling. In our schools we can understand what this would mean; but
can we realize the incalculable benefit of it in the other great British-
speaking country, America? In the schools of theEastern States of that
country there is usually a fair proportion of emigrant children from various
European States, and for these a special class in English has to be formed.
With a simplified or modified spelling, the drudgery of these language
lessons would be eased, and the pupils would be able to take part in the
school work much more quickly. ’
Now, might I be allowed to make a few suggestions which might be
helpful in this matter under discussion P In the teaching of ordinary
reading, our endeavour is to have primers and readers graded in such a
manner that the difficulties are taken up in some kind of sequence. We
also have charts of, sounds and words for practice work, and little readers
for unseen work. In the “ Ferst Reeder in Simplifyd Speling,” there are
charts which could usefully be printed on large sheets for simultaneous
class-work; but my contention is that we should not expect a pupil of five
years to master the sounds, and then to start off with such a medley of them
as there is in the first poem—viz., short and long vowel sounds, double
consonants, and even two-syllable words. Probably the child would soon
repeat the poem, as the rhythm would appeal to him, but it-would be a
chant, not reading. If there were collaboration between experienced infant
teachers and the Simplified Spelling authorities, with a view to obtaining
_ a series of primers thoroughly well graded, and suitable for use in infant
schools,* not only would an appeal for experimental work carry more weight,
but the whole scheme could be arranged on sound educational lines.
I have attempted to give some idea of the difficulties of the transition
period, and let me repeat that this is a very serious obstacle to those inter-
ested in education. In discussion of this matter with Infant Room teach-
ers, as well as those engaged in junior and senior work, there is always the
same objection, “ What is the use of teaching children to read in Simplified
Spelling when so much of the work has to be undone? ” Until Simplified
Spelling has become national, it is desirable, if not necessary, that the
change from one system to the other should be made as easy as possible.
This could only be done by having a second series of readers, in which
these changes are made gradually. Not only have we to consider this
transition period in school, but, should Simplified Spelling establish itself
as a national reform, there would be a transition period for a generation.
In view of this possibility, and as a preparation for it, it would be well to

* The Society has now issued a. very easy first reader, “ jinglz and Storiz,"
written by Mr. Ezra Sykes, of Leeds.
THE ANNUAL MEETING. 13
have unanimity in our schemes. In the “ Times Educational Supplement ”
of November 21, Dr. Hayward writes : “ Teachers and administrators,
assisted by psychologists, should ascertain, within the limits of present
knowledge, the best methods of conveying the efficiency subjects—should
decide between Simplified Spelling and non-simplified spelling, decimal
system, and non-decimal system, look-and-say method and phonetic
method, and other rivalries which go on merrily today as in the days of
my youth.” Dr. Fisher, in the same “ Supplement,” assures us that the
Board of Education is anxious to encourage experiment. Might not the
experiment in this particular case be carried out in the practising school of
some training college? In an ordinary school pupils have to reach a
certain standard of attainment to enable them to profit by the curriculum
of the school. In a practising school there would not be the same strict
adherence to schemes of work, and one teacher might carry out the
experiment and transition, the latter being deferred to a later period in the
child’s career than we can afford to do.
In industry, in the office, in the home, we welcome and utilize any
labour-saving apparatus. Are we displaying too much optimism in hoping
that simplified spelling may yet be adopted as a measure of reform to
make matters educational easier for the pupil of the future? I have had
much pleasure in experimenting with this system of teaching reading,
and would takethis opportunity of expressing to the Society my thanks for
their help in giving supplies of readers and pamphlets, for their courtesy,
and for the warm interest shown in any work attempted.
Mr. A. P. GRAVES: As an old educational hand—in fact, for twenty-
five years employed as an Inspector in schools—I naturally devoted a good
deal of my time to the question of spelling reform. In the old days we
had the alphabetical method, when you spelt “ cat” c-a-t, which I think
might be more correctly pronounced “ sate.” However, we passed from
that stage eventually; and then we got rathe'r afield. \Ve got a mixture of
all sorts—phonetic system, phonic system,_the eclectic and the look-and-
say systems—and, under capable teachers, a good deal was done in dif-
ferent directions. But one began to feel that something should be done,
and the first, to my mind, definite thing that was done in the right direction
withinrecent years was Miss Dale’s system of teaching, which was mainly
a phonic system, and in which I know she took a great deal of trouble in
the matter of learning phonetics, and in consulting experts like Prof. Ripman
and others. Her system was undoubtedly best for the time : it began with
the phonetic basis that there is in the English language, and passed on to
difficult words. But the system now suggested appears to me not only
simpler, but more definitely scientific, if you adopt the reform which is
suggested as a temporary measure; at any rate, the reformed system of
spelling on such lines as we have had shown us this afternoon by two or
three very capable teachers, and, what is more, exemplified very practically
by those children. I think it is rather remarkable how these little children
of six years of age have come forward. Mind you, they are only learning,
and the way in which they have done their work here—natural and un-
conscious as it was—is a very clear proof to us all that the system has a
great deal in it, and that, if it is only given fair play in the schools, it is
likely to prevail. There are difficulties. In Scotland the head teacher of
a school is generally head master, and the different departments are more
or less subject to his advice. It is not so in Ireland. The infant mistress
is independent of the girls’ school, and the girls’ school is independent of
the boys’ school; and, although there are Easter Conferences in which
teachers get together and try to harmonize methods, so that there is no
confusion in the systems of teaching and educational methods, still the
thing hasnot got into fair working order yet.
14 BULLETIN.
I have made inquiries at that very school that we saw exemplified to—
day, the Honeywell Road School, which was in my old district; and found
that there is no guarantee that that system would be carried up from the
infants’ into the girls’ and boys’ schools, so as to give it fair play. That is
not, to my mind, satisfactory. If a system is to be carried out, it should
work on from one school into another, naturally, and with all the advan-
tages that have been gained below. For example, the definite way of
speaking—the distinct pronunciation, the true intonation, which really is
very much wanted in our schools—all that comes up from the infants’
school, and is more or less disordered when you get into the upper depart-
ments. It is always my experience that the little children, instead of being
taken up by their own teachers from the lower schools, are put under other
teachers. Further, they come into contact with rougher children from the
streets, and a good deal of charm of expression and utterance goes. The
unconsciousness of childhood also goes, instead of being kept up, as it
should be, in the upper departments. I am quite convinced that this
system should be given a fair trial, as a temporary system at any rate. I
do not think it is perfect. Prof. Ripman has explained that there are
vowel and other sounds not completely met by the system; but, apart
from that, I think it might be accepted as a temporary system, and I hope
that the Government, who are ready to accept experiments, will try this
system, after the experiments in Dundee, Durham, and here in Battersea,
on a larger scale. That should be done, and, as suggested by the teacher
from the Scotch School, you should get reading books really thoroughly
suited to these young children. The reading books I have seen so far
appear to be good, but not in every respect what is wanted. If you can
get books of that type, really of the right kind, you will find the children
get on in a way that will surprise you. I also agree with the teacher who
has just addressed us, that it is a pity that you have to go into the transition.
stage so young.
It seems to me almost monstrous that, after learning one system, the-
children, before they are seven, should be at once turned round and
taught another system. (Applause) Thirdly, this system should be-
allowed to persevere and continue until the children are seven, eight, or
even nine. Then it would get fair play, and you would be able to get out
a series of books which would be much more interesting, much more
heartening, and altogether would promote reading of the very best type.
Finally, I would say of this system: \Vhilst the people of the upper
class—and all educated people, of course—have learned to read upon
the old system, some of them with great difficulty, and while some of
them have learned to spell, and others have not learned to spell—-
(laughter)~—we all can learn to spell upon the new system. It did not
take me more than half an hour to learn it, and I am sure that any of
you would have found the same thing. Why should not we, in order to
encourage this, write letters in this system ? It would be an amusing way
to communicate with your friends at a distance. They might think it
strange at first, but perhaps, if you explained it to them, they would.
take it up.
Any encouragement that you give to this system is an encouragement
to the democracy, to what we call the lower class; though I do not like
to use the term, because the democracy are really the classes that are
going to govern us. And the better education we give them, and the more
rapidly we can teach them to read, the better. (Hear, hear.) You can
learn to read by this system two years sooner,I am confident. Is not
that an enormous gain? In the school courses of children from five or
six years of age to fourteen you can give them two years’ start in
reading; so that when they get into the continuation class they will be
THE ANNUAL MEETING. 15>v
able to read books that will'give them the utmost good—the best
romances, history, science; they will be able to read the best books, and
read them well; whereas under the old system, Mr. Lowe said that even
the sixth standard boy could not read to give him any satisfaction.
Under the phonic system and Miss Dale’s system—and I am sure we
should get it from this plan—I have heard children of six or seven read
delightfully. I am sure from what we see of some of the little ones
to-day that with six months’ practice they would read charmingly.
The CHAIRMAN: Before we proceed to a general discussion, it is
desirable we should express our thanks to those who have contributed to-
the meeting to-day, to Miss Walsh and her teachers, to Miss Thompson,
Miss McConnochie, and Mr. Graves. (Applause)
MUFTI M. SADIQ: Those whose mother-tongue is English cannot,
perhaps, feel the unreasonableness of the English spelling as we do whose-
language is not English. That we must learn English either for politics,
trade, science, or for many other reasons, is now a settled question. We
have to learn it, and we must learn it. But what a difficulty there is in
its spellings. The present way of its spelling requires us to learn each
and every word of the English language as a separate letter. And I
assure you that when we have mastered all the meanings of the English
words we have still very often to consult the dictionaries for the sake of
the pronunciation and spelling only. In our Indian languages we write
as we read. When a child has learnt the letters and the vowel points
he can read any book. An Indian mind cannot even understand this
difficulty. Once in the Court of the Maharajah of Cashmere a Doctor
recommended some medicine to His Highness, who asked his Prime
Minister—an LL.D. of some English University—to put down the name
of the medicine on a paper. The Prime Minister, taking his pen in his
hand, looked at the Doctor and asked, “Spelling, please?” All the
Indian courtiers burst into laughter. “ Look at the learned man,” they
remarked, “ who has passed so many years in English Universities, yet
cannot write an English word without asking for its spelling.”
The name of my place Qadian, in India, so famous for being the birth-
place'of the Prophet Ahmad, begins with a Q, which stands for our
guttural sound of k. Now, in the English language there is no Q without
a 11 after it ; but if I read it with a u it reads Quadian, which is not right.
In the same way my name ends with a q, but my English correspondents
always read that q as g or 2, because it has no it after it. and therefore
I have often to give an N.B. at the end of my letters that my name ends
with the letter q, and not g.
A friend of mine, with whom I was in correspondence for some time,
came to see me.
“ Hallo, my friend 1 ” said I; “ are you coming all the way from
Dul-wich?” She laughed and said: “You Indians all pronounce it
wrong. It is not Dulwich, but Dulij.”
“ Oh, I see! ” said I. “Thank you very much for the correction, but
it is no fault of the Indians that your way of spelling is so irregular.”
Oh! English is a beautiful language, for its easy grammar, its vast
vocabulary, its grand literature, its large scope of prevalence over the
world; but its present spelling, I assure you, ladies and gentlemen, is a
Chinese wall to the foreigners. I beg of the generosity of the English
nation to break that wall down to facilitate our admission.
Miss CLARA GRANT (Devons Road Infants’ School): IfeelI should
like to put one or two points on the other side. The question of national
reconstruction of spelling seems to be almost impossible, because of the
difficulty of scrapping the enormous amount of English print in existence:
and I doubt if that will ever be seriously advocated now. The last lady
16 BULLETIN.
speaker pointed out the difficulty of the transition stage where one uses
simplified spelling for temporary purposes. It seems to me that there are
one or two rather important aspects of the case that we have overlooked,
we teachers. I speak as one who has been teaching young children for
thirty or forty years. In the first place, it sounds a little startling, but I
believe we shall find we have made a mistake in mixing up phonetics with
reading and writing. I believe we shall use phonetics for getting correct
speech and articulation. We shall face the fact that the English language
is made up of a lot of very curious and arbitrary combinations of symbols,
and that these are not nearly so uninteresting as we have thought. We
have overlooked letters too long.
I have thought about the nursery child, who often picks up an enormous
amount of reading without teaching. Like all children, he has various
ways of learning most things. I doubt if you can confine any child to one
way. He is partly visual, partly aural, partly vocal. He is very largely
manual, and learns by handling and writing things; but, above all others,
he learns by doing, and the great drawback to an artificial and new kind _
of spelling is that it means that the child is confined during his learning
years to a particular kind of primer. Therefore he is cut off from the
books he would get in his own life. I think the nursery child learns by
letters very largely. If we notice, the nursery child gets toy books, toy
bricks, and so on. He gets interested in A B C as real personalities,
puts them together and forms Words. To subject a child in very early
years to a complete new spelling means that all these various avenues of
knowledge are confused. He learns by visualizing, and has to forget it,
repeats one thing and has to change it. The one method, I think, that
children do not naturally take up is the logical method. The young child
does not naturally get his words logically, and I could not help feeling this
afternoon that there was too much emphasis on the mechanism of the word
to make it a living lesson. I think we should not be so horribly afraid
of being old-fashioned, and letting children learn their letters. We
should give them plenty of reading. Toy books should be revolutionized.
Picture books and prize books, with their five-year-old pictures and ten-
year-old matter, should be made simpler. When a little older, I should
like to see the immense richness of origin in our words, the literature and
many things bound up in the history of our words. \Ve should destroy
all that if we revolutionized spelling. (Interruption. Cries of “ No, no,
no ; never; absurd,” &c.) I believe the children will be thoroughly
interested in learning the curious little combinations. We have not tried
the real study of words by children. It is a most fascinating study; I
cannot help feeling that they would really be interested.
Mr. BURGESS: I am a newcomer. I do not know what is the aim of
the method—whether it is intended as a transition method for schools, or
intended to revolutionize English spelling on the methods explained on the
chart. My criticism must be somewhat wide of the mark, because I do
not know exactly the object. It appears to me that it is assumed that all
this reading is to be done in the school, and not with the aid of the
parents. Of course, as we all know, well-to-do children have toy-books in
abundance, and they read the letters that are put underneath those
pictures in a way most up-to-date and interesting. The thing is whether
you are going to tackle these books as well. On the other hand, if appar-
atus under the new régime of the Board of Education becomes very
plentiful in schools, it is quite open to question whether these books in
large quantities, such as children have as toys—whether they would be
multiplied to that extent in board schools. That would make a great deal
of difference in the state of affairs. \Vhere a school is limited to a very
small amount of books or pictures, it is bound to tell ; when the teacher is
THE ANNUAL MEETING. 17
bound to rely on her own efforts, and cannot rely on any home co-opera-
tion. But, as I say, I am speaking somewhat in the dark. Otherwise it
seems to me that this is a method for reading letters only, and it is quite
unconnected with the thing. Of course we have been taught now for
many years that it is quite bad to dissociate the symbol from the thing.
Those children we saw at the beginning could say “moment,” but prob-
ably knew nothing about what a moment was. They could speak about a
word and read it, but evidently it did not strike them that_ it meant any-
thing. For the last twenty or thirty years we have been trying to say that
that is very bad education.
A MEMBER OF THE AUDIENCE: Suppose you spelt“ moement ” with-
out the c—“ m-o-m-e-n-t.” What difference would that make? You say
that to spell “ m-o-e-m-e-n-t ” is bad—~—
Mr. BURGESS: No, I did not say it was bad; I said the child said
‘moment,” but from the way the child said “moment ” it probably did
not know what the moment was.
The MEMBER: Suppose you spelt it “ m-o-m-e-n-t.” \Vould the child
then understand what the word meant?
Mr. BURGESS: No. I mean that the child could read the letters—
probably could read a page at a time with equal facility, without knowing
what it meant.
The CHAIRMAN : I think you are introducing a matter which is entirely
outside the point. The point was that any word, whether understood or
not, could be read readily.
Miss GRANT : Could not we decide, as they have done in America, on
a certain number of words which we would allow to be optional ?
The CHAIRMAN: It varies very much according to whether you take
the "first, second, or third American list. \Ve are entirely in favour of that.
Anything to get away from the present spelling; anything to shake the
authority of the present system. All the spelling mistakes you make in
your letters—not that you ever do that—(laughter)—but every mistake
that any educated person makes is a nail in the coffin of the present
spelling.
A LADY MEMBER OF THE AUDIENCE: Iwish to protest against the
modern way of not pronouncing the words as written, especially such
words as “ Dulwich.” There is no reason we should not pronounce in
the older way. I think we are rapidly drifting away from the original
meaning.
Miss FOGERTY : May I say, in regard to the question of the meaning
of words. particularly in regard to those children who have learned to read
in nurseries and at home, that they habitually know a very much larger
number of words by ear than by eye. They meet those words in ordinary
spelling with a shock of surprise, which takes from them all sense of what
they are reading at all. (Hear, hear.) The average boy or girl of that
class at about seventeen is the most disgraceful reader in the land.
I have to grade about a thousand of them every year, and if I were to
begin to tell you my list of mistakes ! I remember one particularly perfect
one from a passage of Thackeray: “ Ethel came in with a sacred face to
our purple group.” This should have been, “ Ethel came in with a scared
face to our pale group.” The explanation was that “ pale ” and “ purple ”
came from the same box, and that “scared” written was unusual, while
“ sacred ” written was familiar. There was the result. They never read-
by any symbol; they read entirely by a system of scrambled guess-work.
Through utter lack of confidence in any system of symbols you get
paralysis. As to the system of endeavouring to speak what is printed, at
what period ? In the eighteenth century dictionary-makers invented their
spelling as they went along. In Shakespeare’s time people spelt as they
‘
'18 BULLETIN.
pleased; in modern times we have to deal with the printer, and no one
else. \Vhere would speaking as we spell lead us in words ending in
“ t-i-o-n,” or the word “ Psyche ” ? It is simply an assumption that
spelling as it exists in England has a shadow of authority. It has not the
faintest. It has no quality to recommend it. It is illogical and imbecile ;
but we know it, and it is rather troublesome to reform it. I believe that,
in practice, if the simplified method could be carried a little later, there
would be no necessity for. any transition period whatever. I think you can
satisfy yourself of that by testing a page of the books. I have tested it
with my own students trained in speech, and they read simplified spelling
quite as 'easily as ordinary spelling. One of the problems we shall have
to fight out before we can get a satisfactory standard of simplified spelling
is a standard pronunciation of English speech.
ANOTHER LADY: Has there been any list issued yet of the changes
intended to be introduced into modern journalism ?
Major COTTER: Is it proposed at all to give names to the letters and
combinations of letters proposed to be used to represent sounds in Simpli-
fied Spelling ? People often pronounce consonants in a certain way, and
they say that conveys the sound they wish to represent. One gentleman
mentioned the word “ c-a-t.” He said it should be “ sate ” if there was
any logic at all. Very rightly, simply because the first consonant was 0,
the vowel a, and the other consonant was t. So consequently that was a
guide; but some of the names of our letters are not much guide. The
name of y, for example, is not much good in helping one to give it any
particular sound. It is of great importance that the Society should con-
sider the question of how to name the letters of the alphabet. I should
like to see an international alphabet taught. Then we should be able to
pronounce such words as we have had to deal with in Poland and Russia.
In the beginning of the War we had an impossible name, “ Przemysl,” and
we were all puzzled how to pronounce it. If we had had that word put
into italics, and afterwards spelt as it could be in an international alphabet,
that would have been a great help.
The CHAIRMAN: I will try to reply to the various remarks, taking the
last point first. The question of an international alphabet is an extra-
ordinarily difficult one. We are very far away from it. For scientific
purposes we have one that is all right ; but, when it comes to practical use
by individual nations, you are up against very great difficulties. To put it
very simply, if you are going to have an international alphabet you must
consider what sounds are in use in the world; and to common sounds you
must give common symbols, and to rare sounds rare symbols. That is
taking the world as a whole. As soon as you come to apply it to an
individual nation, you have to recognize that that individual nation has
sounds common enough in its own speech, but rare in another speech.
They are peculiar to that nation’s language. You would be condemning
the individual nation to have unusual symbols—queer, awkward symbols
—and that is a very real difficulty. Moreover, if you are going to have
anything at all practicable, you must be content with a broad notation.
We use in our school work an international alphabet, not with the scientific
accuracy required for real scientific work; with a broad notation which
makes no difference, for example, between English and French Z. It gives
the same symbol to Z in our “ table ” and in French table, which are two
entirely different sounds. In practice it does not matter, but it is not
really international: it is a compromise. You must have a compromise,
and when you set about that you see it is not really an international
alphabet. There are very great difficulties in the way; as soon as you
try to transfer it to popular use you are up against the greatest difiiculty.
Undoubtedly the names of the letters have changed in a very curious
THE ANNUAL MEETING. 19
way in English, and it is surely essential that the name of a letter should
contain the sound of that letter. In the case of vowels the thing is straight-
forward, but in the case of consonants we have a sort of tradition in many
languages—which is exemplified in the names of m and n and b and d—
of prefixing or adding a sound. It would be well to have the same sound
prefixed or added to all the consonants, and 0 would serve the purpose.
A list of changes to be adopted in journalism has been worked out in
America, and adopted by a very large number of newspapers and
magazines there, and by a very large number of educational institutions,
colleges, and universities. If you will apply at our office we shall be
glad to show the lists adopted in America. So far the Americans have con-
fined themselves almost entirely to dropping superfluous letters. These
simplifications are very valuable and important, but, unfortunately, they
do not carry you very far. The difficulty in English arises out of the
fact that the Romans had only five vowel letters; when we come to the
representation of long vowels we are all at sea, and we have the greatest
variety there—which is the great trouble in our English spelling.
I was very glad to hear what Miss Fogerty said, and that she
answered the suggestion made before that we should speak as we spell.
If we are to do that we must make sure the spelling is all right ; but it is
all wrong. Moreover, how are we to pronounce vowel sounds ? It is all
very well to say that we should say “ Dulwich ”———that_,is easy enough;
but how are you to make the distinction between an in “ speak ” and ea
in “speech ” ? There are many cases like that. If you are to speak as
you spell, it is no good having the same pronunciation for ee and ea.
'“ Speak as you spell” must have some meaning. In some cases the
result would be entirely wrong; for example, s-c-e-n-t is connected with
the French sent'ir, and so in many other cases. One could go on for a
very long time in that way, and find a great deal of trouble. Take, again,
where we have fortunately made simplifications, in the case of consonant
groups. It is a real advantage not to. have to say “ k-nife ” and " g-naw.”
It is a real advantage not to say “ autum-n.” As soon as you start being
(consistent about this idea of speaking as you spell you get landed in the
very greatest difficulties.
I should like to recommend Mr. Burgess to apply to our secretary for some
of our literature, and even Miss Grant would be benefited by reading some
of the answers we have ready to objections that have been raised. Most of
these depend on the fact that we haiie not got simplified spelling yet. One
is quite prepared to find work of this kind uphill: transition is always
a difficulty. “The children will not be able to make use of their toy-
books.” Of course not—at present; but if we had this system recognized,
we should have toy-books in simplified spelling. Publishers would tumble
over one another in their desire to meet the demand. “ It would lead to
scrapping books.” \Vhy ? Many books would not be worth reprinting in
decent spelling, but they would be of interest still. Why scrap them?
Everybody could read the old spelling. You would feel a repulsion
towards the horrid thing, but you would get over that. You can read
Shakespeare in the old spelling of his day. You might as well say that
you cannot recognize the early Victorians as human beings because they
wore such outrageous costumes. You manage to recognize them all the
same.
As to the question of mixing up phonetics with reading and writing, I am
afraid I am entirely in disagreement with Miss Grant there; I think the
essential thing is to teach good speech in our schools. It is our duty to
send children forth into the world able to speak well. Something more
could have been done than actually has been done with the children we
heard to-day. They have still some of the London sounds in rather a
20 BULLETIN.
marked way; that means they want a little more phonetic work. and I am-
going to see whether I cannot help them. There is no reason why any
child should leave the infants’ school speaking not merely well, but
beautifully, clearly, and distinctly. It can be done, but only done by
scientific phonetic work, and, if you have that work, the basis of good
speech, and spelling that represents good speech, the transition is such a
little thing. You have probably all read the Montessori book. There you
have little children in Rome, coming from quite poor homes, and learning
to read and write. It comes naturally. Why? Because they know their
sounds, they are told the equivalent letter for each sound, and then they
make it up for themselves. It is a rational, straightforward process.
There is not the abomination of the look-and-say.
“ Logical” is a vague term, but I myself am inclined to think that the
child likes what is logical. I do not think the child likes unreasonable
things. (Hear, hear.) My experience from my own children, and I do not
like to think them exceptionally rational—(laughter)——is that I find they
are annoyed at things that do not come out properly; and that when I tell
my children that black is white they rebel. Perhaps they have some of
the spirit of the reformer in them. They may be, perhaps, a little more
inclined for sounds than other children; I remember one of them at two
and a-half standing in the middle of the nursery practising her r’s, because
she had lost them for a little bit. That may be abnormal, but I am quite
convinced that the average child likes something reasonable; and nothing
will make me believe that it is good for children at the outset of school
life to be faced by something so grossly irrational as spelling. That they
should be corrected when they write “ r-u-f,” and told the proper way to
spell it is “ r-o-u-g-h,” does not seem a right way to set about it. I agree
that children should have plenty of reading. I hope plenty of books will be
available, but there is no reason why those books should not be in Simplified
Spelling. You cannot attack Simplified Spelling because it has not done
these things. \Vhat we maintain is that children who begin with Simpli-
fied Spelling enjoy their work; that they get on more quickly; that the
transition is not a great difficulty—it is a shock, of course, but not an in-
superable difficulty; and that they learn the ordinary spelling as well as
the other in a very reasonable time. That is taking it from the point of
view of infant-school children only.
But when it comes to the consideration of the subject in its larger
aspects, I think you will realize that there are other and very important
considerations which we have to bear in mind. I think it is rough on our
children to expect them to do all this uneducational memorizing; but it is
a criminal offence and a blunder to expect it of people of alien race. It
is entirely in our interests that the greatest number of people, especially
in the Indian Empire, should learn to read and speak English. If we can
remove any such obstacle as is presented by our conventional spelling we
should do our best. I beg to thank you, on behalf of the Simplified
Spelling Society, for listening so attentively and so long on the subject we
have at heart. We hope those not already on our side will have heard
something to bring them over. (Applause)

RECENT PUBLICATIONS.
IN spite of many difficulties, we have succeeded in issuing recently :—
A Sekond Reeder in Simplifyd speling. This little book has been
compiled by Mr. Robert Jackson, of Dundee, and follows on The Ferst
Reeder, for which we are also indebted to him. It contains fifty pages of
prose and verse, and costs 6d.
SUNDRY NoTEs. 21
Jinglz and Storiz in Simplifycl speling. Mr. Ezra Sykes, of Leeds,
has produced this delightful book for the little ones: just the kind of thing
to appeal to the six-year-old. It costs 6d.
A Reform that Pays. A reprint of Dr. Macan’s admirable preface to
“ Breaking the Spell,” with the addition of matter that renders the leaflet
very suitable for purposes of propaganda. Please write for a coPy.
Experiments with Simplified SPelling. A very interesting account
of what has been achieved, which, together with the report of the annual
meeting in this BULLETIN, forms a great encouragement to further
effort. It contains particulars of what has been done at Dundee, Leeds,
Hetton-le-Hole (Durham), and Birmingham. Please write for a copy.
Insist upon it: a Word to ’Workers. This is a popularly written
appeal, intended more particularly for the working man. It puts the case
simply, but forcibly. Please write for a copy.
We also have some very neat new labels for use with your correspond-
ence—~to explain to friends your reasons for using certain simplified forms
and to arouse their interest in spelling reform. Please write for a
supply.
“DH” AND “TH?
T has been urged by Mr. Robert jackson and others to whose opinion
we attach much weight that, in the teaching of young children, it is
desirable to have a different spelling for the voiced th as in “this,” and
the voiceless th as in “ thing ”———-a distinction parallel to that of 'u and f, of
z and s, or of zh and sh. \Ve have accordingly used dh for the voiced
sound in books intended for young children. We are aware that it has
been the custom of some teachers to ignore this distinction, and frequently
such spellings as “ dhis, dhat, dhe ” have caused surprise, and even dis-
pleasure. The question has been raised whether it would not be diplomatic
to depart from phonetic consistency in this respect and use th for both
sounds. It is a matter in which we are anxious to test the feelings of our
members; and we shall therefore deem it a favour if you will send us
your opinion on a postcard.


SUNDRY NOTES
Peace by English.
Have you heard of this League? Its object is to make English the
world language, read by every civilized man, and used for all
correspondence.
That is bound to appeal to you.
So write to Mr. H. L. Borgman, Stadskanaal, Vledderveen, Holland.
An English-speaking Union.
With the object of drawing English-speaking people closer together in
a bond of comradeship, the “ English-speaking Union ” has been formed.
This is its aim : -
“ Believing that the peace of the world and the progress of man-
kind depend very largely upon the English-speaking democracies, we
pledge ourselves to promote by every means in our power a good
understanding between the peoples of the British Commonwealth
and the United States of America.”
The address of the Hon. Secretary is: General Buildings, Aldwych,
London, \V.C.2.
22 BULLETIN.
Dr. G. 8. Hunter.
Our valued member of Committee, in the course of a letter, says:
“The prejudice we meet against phonetic spelling is very curious. It
looks as if the ordinary Englishman had neither a reasonable mind nor
any sense of humour to see the absurdity of the conventional spelling.
Anything very bad that is a year old is better than anything very good
that is new.”
Roosevelt.
He was a brave, outspoken man, who hated shams. He took up the
very first list, of 300 words, proposed by the American Simplified Spelling
Board, and recommended the use of the simpler spellings suggested. And
his last message was : “ We have room for only one language in the
United States, and that is the English language.” The War has brought
that home to many Americans, and they have sufficient common sense to
see that Simplified Spelling will hasten the day when every American is
English in speech.
Cardinal Newman.
“ I have a pen,” wrote Cardinal Newman, “ which writes so badly that
it reacts upon my composition and my spelling. How odd this is l but it
is true. I think best while I write. I cannot in the same way think while
I speak.”
In the early part of his career he omitted u from “honour,” and
usually favoured tho’ and thro’.
Descartes.
This great Frenchman of the seventeenth century was a spelling
reformer. In her “Life of Descartes ” Miss Haldane says : “ One subject
that always interested Descartes was that of spelling, which was not, of
course, in those days fixed and stereotyped as it later on became. What-
ever his own usage might be, he considered that it would be eminently
desirable to make spelling consist with pronunciation.”
The Weighty Words. of a Director of Education.
Mr. P. Sharp, Director of Education, Newcastle-on-Tyne, says: “If
simplified spelling is to be accepted in the country, I should want all
schools to start with it to-morrow. I think the time spent in teaching
our system of spelling is wicked waste. By the acceptance of simplified
spelling and the metric system, the saving of school life would be
tremendous.”
How it Strikes a Pioneer of Shorthand.
Mr. J. D. Sloan, in a message on Reconstruction, writes: “ I believe
in simplified spelling. I am a member of the SSS: I subscribe to it,
and never miss an opportunity of saying a word or writing a word in its
advocacy.” Some simplified spellings have been introduced in the Key
to Business Letters in Sloan-Duployan Phonography.
The Thin End of the Wedge.
Mr. Sidni Bond and Mr. Henry Drummond are veterans in the good
cause. They now use notepaper headed as follows :—
Please spell the following eight words as below. If we never get any
further the gain wil be great. If 'we make another advance that advance
wil be rendered easier, because these eight words wil then require no
change.
giv ov wil thru
liv hav shal tu
SUNDRY NOTES. 23
An Awful Eye-rime.
In a recent poem, Mr. John Galsworthy makes “slaughter ” rime with
“laughter.” This is the sort of crime to which decent people are led by
our spelling.
Still Uncertain.
Harassed Shopman (to Dear Old Gentleman) : “ Now then, what’s for
you ? Hurry up, please! What do you want? ”
Dear Old Gentleman: “N-n-nothing, thank you; I d-d-don’t require
anything. B-b~but I’m interested in the subject of p-p-pronunciation.
C-c-can you t-t-tell me if most of your c-c-customers pronounce ‘ m-m-mar-
garine’ with a hard or a soft g P ”
The Troublesome “ th.”
First Stoker (writing home to his mother, gets into difficulties with his
spelling) : “ Hi l mate, how d’yer spell ‘ fort ’? ”
Second Stoker : “ F-o-r-t.”
First Stoker: “ No-o-o. I don’t mean th’ fort yer fights wiv ; 1 means
th’ fort yer finks abart.”

NEW OFFICERS OF THE SOCIETY.
I Vice-Presidents.
David Mair, M.A., Civil Service Commissioner.
Admiral Wm. S. Sims, United States Navy.
Committee.
Alfred Perceval Graves, M.A., F.R.S.L., Red Branch House, Lauriston
Road, Wimbledon, S.W.
A. E. Hayes, F.R.S.A.,_ General Secretary, The English Language Union,
13 Priory Gardens, Highgate, N.6.
Principal James Munford, F.R.C.I., F.R.S.A., V.D., Kensington College,
Bayswater, W.
Vice-Principal T. Percy Nunn, M.A., D.Sc., London Day Training
College, Southampton Row, W.C. ‘
NEW MEMBERS.
Honorary Members.
Mr. Kipling Common, Law Society, 113 Chancery Lane, \V.C.2.
Canon H. K. Moore, St. Patrick’s, Kildare Place, Dublin, Ireland.
Percival Sharp, Director of Education, Newcastle-on-Tyne.
Sir Bertram IIViIndle, President of University College, Cork, Ireland.
' Life Members.
Godfrey Dewey, Lake Placid Club, Essex Co., New York, U.S.A.
The Rev. J. O. F. Murray, Master of Selwyn College, Cambridge.
A. E. Reid, Eversley School, Bognor, Sussex.
J. W. Young, Hatchley Sta, Ontario, Canada.
Annual Members.
Dr. A. Biedermarm, Leonhardstrasse 12, Basel.
The Rev. G. M. Cox, 746 Waterloo Street, London, Ontario, Canada.
Vice-Principal J. Craigie Fraser, Dutton’s Business College, 92 and 93
Great Russell Street, W.C.I.
Prof. J. Gibson Hume, University of Toronto, Toronto, Canada.
Captain Keith S. M. Scott, 6 Osborne Road, Newcastle-on-Tyne. I _
Principal J. D. Sloan, Sloan-Duployan Shorthand and Busmess Trainlng
College, Ramsgatc. _
Prof. Duncan M. Y. Sommervillc, Victoria University College, VVelhngton,
New Zealand.
Mrs. M. H. Charles, Loughrigg, Craig \Valk, Windermere.
24
BULLETIN.
Mrs. Isabel Fraser, Dutton’s Business College, 92 and 93 Great Russell
Street, W.C.I. .
' Mrs. J. Iles, Plough Road Infants’ School, Battersea, S.W.II.
Miss C. G. Baker, 26 Prospect Road, St. Albans, Herts.
Miss W. E. Bell, Blandford, Ripley Road, West Worthi-ng.
Miss A. E. Cavell, Ripple School, 71121 Dover.
Miss M. L. Dailey, 97 Elspeth Road, S.W.II.
Miss E. Derrif, 5 Oak Villas, Cliffe View Road, Shefiield.
Miss Margaret Dobson, The Training College, Lincoln.
Miss L. Dunston, 4 The Broadway, West Worthing.
Miss E. Edgington, 5 Oak Villas, Cliffe View Road, Sheffield.
Miss E. M. Goddard, 14 Sugden Road, VVorthing.
Miss A. R. Haag, 45 Synette Avenue, Clapham Common, S.\V.4. '
Miss Violet A. Hyth, St. Michael’s School, East Grinstead.
Miss C. Kelso, Collegiate Institute, London, Ontario, Canada.
Miss Kidder, Infants’ School, Eastry, 5.0., Kent. I
Miss Maxwell, 53 Abbey Road, St. John’s Wood, N.
Miss E. Newton, 9A Borneo Street, Putney, S.W. 1
Miss Laura Walsh, Honeywell Road School Infants’ Department, Batter-
sea, S.W. '
Mufti Muhammad Sadiq, 4 Star Street, Edgware Road, “7.2.
Mr. William Baird, Parkhead Public School, Glasgow.
Mr. B. Gerald Bellew, Drumin (in Dysart Parish), Dunleer.
Mr. H. V. Borley, North End, Hampstead, N.W.3.
Mr. Alex. Bothwell, 28 Uffington Road, West Norwood, S.E.27.
Mr. Israel Bramson, 84 Christian Street, Stepney, E.I.
Mr. G. C. Brown, College for the Higher Education of the
Worcester. .
H. G. Buckle, 3 Dews Road, Salisbury.
J. Burnard, The Redlands, 66 Bath Road, Worcester.
Geo. G. Chisholm, 12 Hallhead Road, Edinburgh.
G. H. Curtis, High School, Traverse City, Mich., U.S.A.
N. C. Daruwalla, M.A., Grammar School, Gillingham, Dorset.
R. J. Garfield Dutton, Killarney, Ocean Avenue, Skegness.
H. G. Green, 99 Cromer Road, Worcester.
Alfred E. Hayes, I3 P-ri'ory Gardens, Highgate, N.6.
Harold Heap, 9 Canterbury Road, Worthing.
F. H. Hillard, Royal Grammar School, Worcester.
J. B. Jolly, A.M.I.M.E., 9 High Street, Chorley, Lanes.
P. H. L’Estrange, The College, Malvern.
P. M. Macintyre, Auchengower, Brackland Road, Callander, Perth-
shire. '
Masasuke Masutomi, General Secretary, Y.M.C.A., Kanda, Tokio,
1.3 )an. '
5.1 M. Mohsin, P.O. Bhitaura O. & R. Railway, Upper India.
R. G. Procter, King Edward VII School, Sheffield.
Harry Rait, 93 Bishop’s Gate, E.C.
Paul Rowland, c/o American Y.M.C.A., 47 Russ-ell Square, W.C.I.
H. F. Rutter, Beavor House, St. Peter’s Road, Hammersmith, V\/.6.
Geo. F. Short, 17 Northcourt Road, VVorthing.
F. Thorpe, -Ophir, Brighton Road, Worthing.
Leon L. Tyler, Supt. of Schools, Traverse City, Michigan, U.S.A.
Varanasi Kameswara Row, Sub-Magistrate’s Ofiice, Nassapur, Kistna
Dt., Madras Presidency, South India.
Mr. Albert Waugh, Wood View, Pool, Leeds.
Wm. B. West, For-eland View, London Road, Deal.
Blind,
Mr.
Mr.
Mr.
Mr.
Mr.
Mr.
Mr.
Mr.
Mr.
Mr.
Mr.
Mr.
Mr.
Mr.
Mr.
Mr.
Mr.
Mr.
Mr.
Mr.
Mr.
Mr.
Mr.
I Mr. John West, 12 Acton Street, Bradford, Yprks.
Mr. J. S. \Vhitfield, 4 Thomas Street, Hetton-le-Hole, S.O.
Mr. A. W. Woolgar, Sussex Road School, W'orthing.

Printed by C. F. Honosou t;- Sov, 2 Newton Street. Rigsway, \V.C. 2.
BULLETIN
OF THE
Simplified Spelling Society
APRIL, 1920


WE IVANT YOUR HELP
HE Simplified Spelling Society is now in its twelfth year.
It was founded in I908, with Professor Skeat as its first Presi-
dent, Dr. Furnivall as its Hon. Treasurer, and Mr. William
Archer as its Hon. Secretary, a position he still holds. During these
twelve years it has done much spadework, inquiring into the
methods by which a rational spelling could be secured, and
spreading among the general public a knowledge of its aims.
In pursuing its manifold activities the Society has received much
help from its members, both in propaganda and in discussion and
advice. After some years, largely taken up by the consideration
of schemes of spelling, in the pages of the Pioneer, and by means of
lectures, we have now concentrated our attention on the use of
Simplified Spelling in education, as the “ quick and happy way ”
to acquiring a knowledge of the present spelling. The Board of
Education has sanctioned experiments in elementary schools, and
the pages of this Bulletin and the one issued last year testify to the
marked success attending our efforts.
Never have the prospects been brighter : and we must not relax
our efforts. But to carry on the work We need your help—~above all
things, pecuniary help. In our early years we had subventions,
amounting in all to £ 6,000, from Mr. Carnegie ; and more recently
we have had generous help, to the extent of over £500, from Sir
George Hunter, who has also given us the great benefit of his
advice on our committee. Our position, however, is precarious
unless we receive further help from our members ; and we trust
that this appeal will meet with a ready response. Many subscrip-
tions are due. Will you send us a cheque or postal order as soon
as you can?
But first read through this Bulletin, from cover to cover, for that
will convince you, more than anything else, that now is the time
at which we particularly want your help.
I
lv
BULLETIN
REPORT OF THE ANNUAL MEETING
HELD AT UNIVERSITY COLLEGE, LONDON,
ON THURSDAY, JANUARY 1, 1920.
The Chair was taken by Mr. William Archer, Hon. Secretary, who explained
that urgent business in connection with the League of Nations made it im-
possible for the President, Professor Gilbert Murray, to attend the meeting,
as had been his intention. He said that there was very little to say as to the
year’s work of the Simplified Spelling Society, because it had been almost
entirely devoted to the experiments in teaching, the result of which they were
to see that evening. They had been compelled to interrupt the appearance of
The Pioneer on account of the extreme dearness of production of such work.
A certain amount of lecturing had been done by Professor Ripman ; but
most of their work had been concentrated upon these experiments in teaching.
Mr. Archer then called upon Miss Walsh to explain the method of teaching and
to give them the demonstration to which they were all looking forward.
A Notable Experiment.
Miss WALSH, Headmistress of the Infants’ Department of the Honeywell
Road L.C.C. School, said : In addition to the children that we brought last
year, we have this year brought a group of younger children, Miss Huntley’s
little people, average age six years five months. They began learning to
read by the simplified spelling method last April. They had no previous
knowledge of reading, on account of another experiment being taken with this
section. I think, when they read, you will be pleased with the progress they
have made during six months of school work.
The next group, Miss Renwick’s pupils, average age seven years, you met
last New Year’s Day. Then they were reading only in simplified spelling.
Since that date they have passed through the transition stage from the simpli-
fied to the orthodox and are now reading any suitable normal reader. If they
do their best this afternoon, you will think that they, too, have accomplished
much during nine months of their school life. The transition stage, we are
happy to say, presented fewer difficulties and occupied much less time than we
had anticipated. Of course, changes are always troublesome, but if the incon-
sistencies of the present day spelling are properly graded and classified, and
presented to the children clearly and gradually, in conjunction with the known
symbols of simplified spelling, these difficulties are soon overcome. The fact
that the conventional spelling has to be acquired certainly does waste time ;
therefore the advisability of adopting simplified spelling must be evident to all
engaged in the work of teaching. But the transition stage is not all drudgery,
for it is a well—known fact that mystery has a fascination for children, and it
must be a mystery to the children why in conventional reading several com-
binations of symbols are necessary to represent the same sound, while in
simplified spelling one is sufficient, and why in normal reading one symbol
should have several sounds, while in simplified it only has one. The only
explanation I can give to the children is that their fathers and grandfathers
used these combinations, and so We must at present learn to do the same.
To recognize these changes by comparing the simplified and the orthodox in
the printed word is not so difficult, but the waste of valuable time appears in
the dictation lessons. The children for some time forget which of the com-
binations to use in certain words, and so the spelling lesson has to be repeated
frequently ; in the end the child with a good visual memory takes a higher
position than the more intelligent child.
The third set of children is Miss Parker’s grOup, average age seven years five
months. These had last Christmas mastered many of the changes from the
simplified to the orthodox, and they read for you sentences from the black-
board, This year they will rise to higher levels, and I hope that the results of

THE ANNUAL MEETING 3
any tests you may give them this afternoon will prove conclusively the
advantages of learning to read on the simplified spelling plan.
During the year we have had many visitors at Honeywell Road to see the
working of this method, visitors from all parts of the world ; and of course
many objections have been raised against altering our written language. But
I have never heard one that is not completely and satisfactorily answered in
one or other of the leaflets published by your Society.
The Quick and Happy Way.
At your last Annual Meeting, I said that my teachers and I were fully con-
vinced that simplified spelling was the happiest and easiest method of intro-
ducing reading to little children. This year our added experience gives us
the right to state that we have also found that it is the most rapid method of
producing satisfactory results in conventional reading. we consider that
learning to read on the simplified spelling plan, including the time devoted to
the transition stage, takes eight or nine months less time to accomplish than
learning to read by any of the usual methods. If the Board of Education
would sanction the adoption of simplified spelling, or even recognize it as
optional, what a. relief, what a saving of valuable time, labour, energy and
patience it would be to the rising generations and their teachers ! That trouble-
some subject of spelling would be entirely abolished from the senior school’s
list of daily tasks, and the time thus saved set free to perfect some more im-
portant subject. If simplified spelling were universally adopted by the British,
spelling and the mechanical art of reading could easily be mastered by the
average child in three years ; the clever children would—like Madame Mon-
tessori’s children—simply “ explode into reading and spelling ” ; and the dull
child could be far better equipped in these two subjects than he is to-day.
A Con vincing Demonstration.
Miss Huntley’s children, average age six years five months, each read aloud
a portion of a little story, without the slightest hesitation, reading with intelli-
gence and with manifest interest and enjoyment. It was explained that the
children belonged to a class of sixty children.
Miss Renwick’s class, average age seven years, had given a demonstration
at last year’s meeting. Miss Renwick explained that at present the children
were in the middle of Alice in Wonderland. She had left them free to choose
where they would begin to read that afternoon, and they had selected page 69
from the top of the page. That was as far as they themselves had read, and
they were anxious to get on with the story. Here again each child read a
portion aloud in turn, obviously understanding and enjoying the humour.
Professor Ripman stated that these children, too, formed part of a class of
sixty, and reminded the audience that they had only been learning for nine
months. A member of the audience asked one little girl to open her book at
page 80 and read from there ; she did so, and read for a short time without a
mistake. _
The most advanced group, under Miss Parker, read matter, prose and poetry,
from a Standard III Reader that they had never seen before. They were
afterwards asked by different members of the audience to spell the following
words, and did so without a mistake :
nothing beautiful Marjorie
margarine chair cough
laughter slaughter tough
plough dough bought
couplet rhyme wrought-iron
taught wring zephyr
eau-de-cologne phantom cousin
fanc srwar
b
4 BULLETIN
Doubt having been expressed as to whether they remembered the simplified
spelling, members of the audience were asked to test them, and they showed
that they had not forgotten it. From the repeated applause of a critical
audience it was clear that the demonstration made a profound impression.
Mr. ARCHER: I think it would be hard to imagine a more conclusive demon-
stration of the advantages of teaching from simplified spelling than the whole
of what we have heard, but especially, perhaps, the last, since these children
have only been learning at all for one year and nine months, yet they have
passed through simplified spelling to a very remarkable power of spelling in the
conventional method.
Dr. MACAN (Master of University College, Oxford) : 1 am afraid no speaker
can compete with the entertainment which we have just enjoyed. Anything
that could be said in commentary would fall very flat after.that text. The text
is more eloquent than anything that the commentator could offer upon it.
I believe that this is the second occasion upon which the Society has been
favoured with such a demonstration of the practical advantages of simplified
spelling. I was not, unfortunately, able to be present at our last Annual Meet-
ing at which a similar exhibition took place. Two years ago our meeting was
terminated abruptly by the scare of an air-raid, as is duly reported in what i.
am afraid is for the time being the last issue of The Pioneer-but I hope that
there, too, we may look for a resurrection.
I cannot help in self-defence just noticing en jmssant how history is made. It
is there stated that the meeting was brought to a somewhat hasty conclusion
in the absence of the Chairman. 1 must enter a gentle correction. The
Chairman was not absent, but had moved to the front row of chairs in order
better to hear the admirable speeches delivered. I remember well that Mr.
Ripman came in and said, " Ladies and gentlemen, you really must clear out
of this,” and made other pertinent remarks. They took me rather by surprise ;
but the meeting broke up in calm and orderly fashion, and the Chairman
was among the last persons to leave the room. All that, however, is now hardly
to the point : only it serves to remind us that no scare is likely to disturb our
meeting to-night, and that for practical purposes, whatever may be the tech-
nicalities of diplomacy, the war is over and we may address ourselves to the
questions of peace. Having won the war, let us win the peace.
J‘ome Lessons of the War.
It is natural to ask in the situation, what the war has done, or the peace
might be expected to do, for the English language, and for that aspect of it in
which we are so deeply interested, namely, the simplification and reform of its
spelling. There are two among a host of lessons which the war has bequeathed
to which I should like to draw attention, from the point of view of this Society.
The Need of Better Education.
Certainly we are all agreed—the fact that we had here yesterday the Minister
of Education is itself proof of it—that the war has done something for educa-
tion, that it has emphasized the need of improving and extending our education
in every way. We have been endowed with an Education Bill of the most
far-reaching character, the policy of which will take years and years to realize.
The education of the people, primary, secondary and University, is all more or
less in the melting pot, to come out, we hope, in the course of the next few
years on a much higher plane, vastly improved in scope and methods and so
forth. Adult education, too, has acquired a new significance and a. new purpose.
That is all very obviously related to the war.
Well, I need not here enlarge in this company upon the importance and
significance for education, particularly no doubt for the education of the people,
of simplifying the spelling, of making it easy for every child in the country
THE ANNUAL MEETING 5
to learn to read and to write. That battle, as far as mere reason can settle it,
has been won long ago. The weight of the argument is entirely upon our side,
and the difficulty is only to shovel away the mass of prejudice and apathy with
which we are faced. But such demonstrations as we have had this afternoon
are most encouraging to us all. There is the practical proof. “ The proof of
the pudding is in the eating." Reformed spelling is making way in the schools.
English as Everyman’s Language.
There is another aspect of the war and its consequences for the English
language, which has also a very important bearing upon the question of phon-
etic spelling, of simplified, rational, easy spelling instead of impossible or diffi-
cult spelling of the English language. The war has left us as a legacy, the
vision, the hope, of a League of Nations. It has also very largely added to the
responsibilities and the extent of the British Empire ; there are more people
than ever to whom it will be important to acquire a control of the English
language. I see in this publication To-mow'ow, which was put round in our
places, a letter from a schoolmaster in India drawing attention to this very
point and suggesting that it is the mission of the English language to be, as he
says, the auxiliary or secondary language for every nation of the world.
(Applause) And that is really not an absurdity. To my mind it is not
national or international prejudices that stand in the way of that consumma-
tion so much as the irrational spelling of the English language and the enor-
mous difficulties which it offers, not merely to the child but to the adult
foreigner. From those two points of view, I cannot help feeling that the war
has a very important lesson for us, and in some ways, also a very encouraging
one.
The Spoken and the Written Language.
I ventured to say that the argument on paper, the argument on the platform,
has been won long ago. I am not going to attempt, here this afternoon, to
review the pros and cons of the case for a reform of spelling. But the enemy,
the opponents, the stick-in-the-muds, or whatever we like to call them, have
still got more or less of a kick left in them. We have not quite converted them.
Many of them are coming along, but there is still what I might call a reasoned,
or partially reasoned, opposition to the case for spelling reform. The years
during the war have revealed opposition even in a quarter from which we
should least have expected it. “ Et tu, Brute! ” Dr.—not Brutus but—-
Bradley, the present Editor of the great Oxford English Dictionary, read a
paper at the International Historical Congress in April, 1913, just a year before
the war, “ on the relations between spoken and written language, with special
reference to English.” That paper was originally printed in the proceedings
of the British Academy, Vol. VI. It was such a success that, when I wanted
a copy of it some time ago, it was out of print. It has been reprinted this year.
There was a demand for it partly, I suppose, because it supplied a quiverful
of points to our opponents, and the poor simplified spelling reformer may feel
after reading it, almost like St. Sebastian, simply riddled with arrows. From
the successor of Sir James Murray, who was one of our most eminent supporters
——well, it comes with rather a shock from that quarter. It is the more remark-
able because there has hardly been a professed and competent philologist or
scholar in English who has been hostile to the reform of English spelling;
Dr. Bradley occupies an almost unique position, and no doubt his authority
gives great weight to any objections which he may urge against the reform of
English spelling.
I am not going to attempt to deal in any detail with the arguments contained
in this pamphlet. It is an interesting pamphlet, well worth reading, and I
hope everyone here will read it. It was dealt with very faithfully in two
6 BULLETIN
valuable articles by Professor A. D. Wild in 111 odern Language Teaching, the
official organ of the Modern Language Association, for june and July, 1916.
I should like to commend not merely the pamphlet, but the counterblast, to
the present company.
A Bracing Douche.
The effect of the pamphlet as a whole is depressing. It pours a jet of cold
water down the back of the would-be spelling reformer. It is a very unpleasant
douche—at least when it takes you by surprise as it did me : but, of course,
the effect of a douche sometimes is rather bracing, and when you have re-
covered your breath a little from the first shock of Dr. Bradley’s pamphlet and
begin to read it as carefully as Mr. Wild has done—or, I daresay, as carefully
as Professor Ripman and Dr. Nunn have done, or even, I venture to say
humbly, as carefully as I have read it—you begin to discover that it is not
really a quiverful of arrows, it is rather of the nature of a boomerang; it
returns upon its author and leaves him in a somewhat dilapidated and melan-
choly condition.
Dr. Bradley’s Argument.
His main argument, if I may put it very briefly, is practically this : “ Do
not bother y0ur heads about simplified spelling—there is a little dig in passing
at the Simplified Spelling Society—much less about phonetic spelling. You
cannot expect practically anything but the faintest, mildest little reforms, and
it is better to content yourself with them. As you will never get the English
language adequately reformed, you may console yourself by this reflection:
that really the written and printed language has from a scientific point of
view, from the point of view of the student of language as such, very little to do
with the oral language, the language as spoken. They are two entirely different
things. Time was when this was not so, but they have come to be two entirely
different things and they discharge two entirely different functions, because
speech deals with sound and conversation and so forth, but the written language
does not deal with sound at all. The written language dispenses altogether
with any necessary reference to sound, to speech, and goes, or may be made to
go, or may be supposed to go, or believed to go, straight to the meaning, so
that the printed word or the written word does not suggest, need not suggest,
ought not to suggest, do not cultivate your minds so that it should suggest to
you, the sound of the word, but only think, when you see the printed page, of
the meaning, do not think of the sound, and then you will be quite consoled,
because you will find that the printed language discharges its purpose quite
satisfactorily, perhaps even better, or almost better, than if the spelling were
phonetic, seeing that—particularly in relation to homophones, to that extra-
ordinary and unfortunately large number of words in English which sound the
same though they are spelt differently, like knight and night, or son and sun,
and so forth—the difference of spelling is a positive advantage. When you
hear the words you do not know whether son or sun, night or knight is meant ;
whereas if you see them printed, you know at once and cannot make any
mistake.”
En passant, may I draw your attention to a careful pamphlet on English
Homophones, by Dr. Bridges, the Poet Laureate, the second tract of the Society
for Pure English, which deals more fully than any other work with which I am
acquainted, with that class of words. He classifies all the homophones in the
English language, in fact he makes a great many Words homophones which I
should try to distinguish in my own pronunciation. But, to resume, this is
Dr. Bradley’s point. He says : “ Console yourselves with the reflection that
while you are reading, you are doing one thing ; and when you are talking,
you are doing something quite different.“
THE ANNUAL MEETING 7
And the Anstder.
In reply to that one simply says : But would not the printed language, with
the possible exception of these homophones, be just as good if its spelling were
simplified, or even completely phonetized P
According to him an expert reader does not think when he is reading about
the sound of the word. The word suggests to him only the meaning. He reads
not letter by letter, nor even word by word ; the more expert he is, the larger
number of words he takes in at a glance, and the larger meaning therefore he
gets by a momentary vision. All that advantage would remain, and more than
remain, I should argue, if the language was phonetically spelt, because you
would not need to think of the sound of the words any more than you do at
present. I should say, secondly, that he very much exaggerates the extent to
which we drop in silent reading all reference to the sounds of the words. I
have no doubt that people vary very much in the extent to which they remem-
ber, or have at all in their consciousness or subconsciousness, the sound of the
words they are reading. As Dr. Bradley himself admits, in the reading of
poets and in the reading of anything like good prose, it is really important to
be conscious of the sound. Otherwise you lose the charm, you lose half, or
more than half, what the author intended to give you. He admits that;
therefore I would say in regard to this argument of his that it is really conceived
simply and solely in the interests of the scientific reader, the highly trained
scholar, and the man who can take in the meaning of a sentence at a glance.
\Vhen one boils the pamphlet down and asks, What is the real advantage of
the mis-spelling or orthodox spelling of English? it all comes down to this
question of the homophones, to the question of there being in English an
exceptionally large number of words, that is, pairs of words, or even triplets
or quartets of words, which have the same sound to the ear, but are spelt,
in the orthodox spelling, differently.
The Homophone Bogey.
But this advantage is not important, as one can see very easily, I think,
because it admittedly does not hold good in speech. I mean, the difficulty
arises in speech, and yet the context corrects any little misunderstanding, or
prevents or anticipates it. And if the context does that in speech, the con-
text does it much more easily in print, just for the very reason which Dr.
Bradley himself kindly supplies—~that you do not read word by word, but
several words at a time, and the context therefore saves you from any confu-
sion even when homophones are all phonetically spelt.
I would make concessions if necessary ; we are not pedantically wedded to a
particular scheme. If it were necessary in any cases to distinguish homophones,
I should allow you to number them. Any difficulty could easily be got round
by a little concession of that kind, but probably it would not be necessary.
Moreover, there are many consolations even in regard to the homophones.
For example, even if the homophones were made a little more obscure by
phonetic spelling, you would get rid of what may be called the homographs,
which are also very annoying, i.e., the words which are written in the same
way—like bow—but mean quite different things and are pronounced differently.
One is quite in the dark as to their meaning and pronunciation unless one takes
the context into account. There are other consolations which Dr. Bradley
himself concedes to us. He admits that, for example, the homophones have a
tendency, especially when they are phonetically spelt, to eliminate each other,
or the best homophone survives. He actually blesses phonetic spelling because
he says that the different spelling of homophones tends to preserve them,
whereas it would be better for the English language if they were got rid of.
Good Results of Rational Jpelling.
He also notices that phonetic spelling would stabilize pronunciation, so that
fresh homophones would not arise, at any rate would not arise to the extent
8 BULLETIN
that they otherwise do. He also recognizes that the effect of phonetic spelling
would be to get rid of a great many alien words—chiefly used in science and
by rather pedantic scholars—and to re-base the language more and more upon
its native foundations and sources, which surely would be a great gain. He
does not deal at all with one of the two aspects of this question, to which I
referred at the beginning of my remarks. He makes practically no observation
in regard to what I might call the ecumenical aspect of English—English as a
world-wide language, more than an Imperial thing because it embraces America,
because many nations—japan and others—are coming, and will more and more
come, to use it as the second string to their bow. The only reference he makes
is to an international language, for science. He says nothing about commerce,
diplomacy, and so forth. He does make one admission in regard to education,
which proves to my mind the inadequate nature of his whole position. Dr.
Bradley really——may I say it ?——sins against the light. He is a scholar, one of
our very first English scholars, but he is a scholar of the studio ; he does not
go out into the highways and byways ; he does not, I should think, go into the
elementary schools very much. Still, he is candid according to his lights,
and I would read you one paragraph from his pamphlet which, to my mind at
any rate, gives away his position, as an opponent of spelling reform, because,
so far as I am concerned, my interest in this matter, my supreme interest in it,
is that we might have an educated nation : is that every child and every adult
in the country should be able to read and write our own language freely, and
more than freely—I would say correctly, classically. This is the paragraph :
The Jupreme Consideration.
“ The preceding discussion has entirely ignored one consideration that
is of the utmost importance. There is no doubt that those unphonetic
features of our spelling which have their practical value for the educated
adult do add enormously to the difficulty of learning to read and write.
The waste of time in education caused by the want of consistent relation
between the written and the spoken word, is a serious evil, which. urgently
calls for a remedy. After all, it is the interest of the learner, not that of
the person who has mastered all the difficulties, that has the first claim to
consideration.”
Yes, it is the interest of children, such as those exemplary children to whom
we listened just now, not of adults and the experts of the Oxford Dictionary,
that we ought to have most at heart. (Applause)
I have said the war has drawn our attention to various aspects of this
question. More generally speaking, one might say the war has also shaken
us all up and made us feel that this is a time when we take stock of our resources
in various directions, and are prepared to make experiments and advances.
I do trust that we shall draw that moral from the war, and all put our backs,
according to our best opportunities and abilities, into the cause of reforming
the spelling of the English language, in the interests of national education and
of international friendship.
Mr. ALFRED E. HAYES (Founder of the English Language Union) : I shall
try, at this late hour, to say what I have to say as briefly as possible, although of
course, it is a subject which would very easily lend itself to more elaborate
treatment. There are two claims which the advocates of Spelling Reform
make most use of in their propaganda. The first is that spelling reform will
remove a great burden from the school child ; and the second is, that it will
“materially assist in making English the world-speech. Authorities of great
eminence are quoted in favour of both claims. Lord Bryce is mentioned as
advocating spelling reform because it would assist in making English the
international medium of thought. Professors Skeat, Sayce, and many other
eminent authorities are constantly quoted as advocates of spelling reform
because there is that ultimate possibility that it may assist in the world-use of
THE ANNUAL MEETING 9
the English language. Everyone would not accept that the spread of the
English tongue would be an international advantage. It would be, perhaps,
disputed by Frenchmen, Germans and others. As a Headmaster I am very
much interested in the first claim, the claim represented so splendidly here
by these little children, and I have begun an experiment in my own school.
But I am a new convert to that aspect of the advantages of spelling reform.
I am a much older convert to the necessity for English spelling reform as a
means of spreading the English language. I am an advocate for the extension
of the use of the English speech, not because I am an Englishman, but because
I like to look facts in the face.
Looking Facts in the Face.
We have, as you know, a very strong, a very pertinacious, a very tenacious
and determined advocacy of an artificial language, Esperanto. That advocacy
has gone on now for over ten years. I should myself probably be, as an old
social reformer, as an ardent aspirant for the unification of mankind, I should
probably be a convert to that artificial system, if it were not for disadvantages
and limitations which, I think, are insuperable. But it does not matter
whether we believe that Esperanto is better than English as an international
language, whether a dead language is better than a living language: what
matters is that English is already a world speech, that for every one that the
most ingenious and determined methods of propaganda can convert to any
artificial language, for every one of those there must be born in foreign countries
alone thousands of children who are destined by mere economic conditions to
learn the English tongue. It is the fact, the great fact, of this language
question, that the question is settled. It is not any longer a matter for dispute.
No amount of advocacy of any artificial language will get over the tremendous
fact that English is already a great world language, that it is the most inter-
national language in existence. My attitude has been simply that of practical
common sense, and though I could not pretend to divest myself of every sort
of patriotic emotion, I am not going to plead guilty to being led by merely the
spirit of patriotism to do what I can to extend the English language. I am
much more concerned in the ideals of the League of Nations ; I am much more
concerned to see men brought together ; I am much more concerned to see
the thought of man made universal, made accessible to everybody throughout
the world by one medium.
I have talked on this subject, for instance upon the pooling of scientific
results, with men like the distinguished oceanographer, Professor Helland-
Hansen, in Bergen, and other representatives of science and of literature in
various foreign countries, and they all ask for the same thing—for one inter-
national medium, through which the thought of the world can be poured. It
is a practical question. Esperanto has existed for more than ten years. It
has been succeeded, as all artificial languages have been succeeded, by a num-
ber of other improvements, or claimants to the position taken up : Esperanto
has now itself a Reformed Esperanto, Ido, which is the child of the more
scientific promoters of an artificial language. Esperanto, or any other arti-
ficial language, can only make comparatively slow progress unless you get the
whole of the Governments of the world to agree that it shall be adopted.
But we must accept the living fact that the English tongue is already a great
world-speech.
Our Duty to Our Own Language.
If that is so, a very solemn duty rests upon us, who are native speakers of
the language, and that is to do all we possibly can to assist those who do not
speak our tongue to learn it. So far the people of England have very strangely
neglected their duty to their own language and their duty to foreign peoples
who desire to learn it. “ L’Alliance Francaise ” has existed for many years.
IO BULLETIN
It is still most active and zealous in fostering the foreign study of the French
language. Many English people seem to think that we should be guilty of
some spirit of aggression if we did the same for our tongue as the French have,
without blame, done for many years. The Germans for many years had an
organization in Berlin which spent £ 70,000 a year upon propaganda through
schools. I remember reading in a Portuguese journal that in Portugal four
thousand of the best of the youth of that country were being educated in German
schools provided for the Portuguese by German money. The Government of
England has so far done nothing whatever for the study of English abroad.
Seventeen years ago, when I was in Copenhagen, I read in a Danish journal
that Mr. Andrew Carnegie had just given £10,000 to the study of English in
Sweden. I have never heard of an Englishman giving a thousand pounds to
the study of English abroad. I believe I am the first man that has ever raised
a penny in this country from voluntary subscriptions for the promotion of the
study of English in foreign lands, and that shows a strange want of imagination.
Practical Propaganda.
When I went to Denmark in 1903 to study the school system of that country
as Travelling Scholar of the London School Authority, I was much struck by
the imperfect nature of the English teaching. Some remarks which I happened
to make in conversation led ultimately to the Danish State’s Course which I
now every summer lead there for the Danish teachers of English. I go over
with a small University staff, and the Government of Denmark selects twenty-
five men and women from the Danish Secondary Schools. We shut them up
with the English staff in a large boarding-school in a remote place in Denmark,
away from temptations to use their own language. we run up, for fun, the
Union jack, and I say: “ You are no longer in Denmark. You are in England,
and Danish is absolutely forbidden.” During the whole of the course they
speak no other language but ours. It is not, of course, for me to dwell upon
the success of that course as having anything to do with personal attributes,
but the mere fact that the Danish Government doubled the grant in two years,
that the teachers of German immediately cried out for a grant that they might
adopt the same plan, and that as soon as the war was over we were asked to
resume our work, is proof that the Danish Government think they get value
for their money.
\Vhat struck me in that course was this. I had there twenty-five men and
women, who were the educators of the middle-class youth of Denmark. If I
continued for several years, I should have each year twenty-five more educated,
cultivated men and women, who would go back to their schools in every corner
of the country and convey to their children—the vocal, influential section of
the community—the spirit, enthusiasm, knowledge, the correction of misunder-
standings which we had given to them at the course. It seemed to me a simple,
yet a magnificent weapon for removing misunderstanding between Denmark
and Britain, and so it has been used for now sixteen years. I am assured that
the efforts made have not been wasted.
Great Possibilities.
I could not there help having a vision. There were the teachers of the
youth of that country, accessible by a simple piece of machinery to the best
British influences. Why should not we have such a means of influencing the
teachers of all the countries of Europe as we had in Denmark P It was merely
a question of the simplest organization. I did last year approach the Norwe-
gian Minister, and he immediately opened up negotiations with the Education
Authorities in Norway. The result was that this spring I went over to
Norway on a mission to the Government, for which the Minister had prepared
the way, and now we shall have a similar course in Norway. just as we have
spread our sense of English culture in Denmark, so I hope, we shall do in
THE ANNUAL MEETING II
Norway. It is a process that could be multiplied in every corner of the world.
We from England could not do it all, but I wish in the near future that we may
have throughout the whole of the world all the people—at least all those
people who are engaged in teaching the English language abroad—~united in
one common bond. Imagine what good could be done for the at-one-ment of
man if all the teachers of youth, merely all those who are teaching English in
foreign countries and in English-speaking countries too, could be brought into
touch with one another, influence one another, modify one another’s anti-
pathies, and remove international misunderstandings. Think what a simple,
yet what a potent instrument it is for future progress.
The League of Nations must be built upon the thought of men ; the thought
of men must be led by wise and simple measures; I put before you this plan :
that we shall first endeavour to unite throughout the world all those who use
the English tongue, whether they be foreigners or not. I might keep you a
long time quoting from the statements of people who have had experience
abroad, engaged in international work of some kind or another, to show you
that it is a fact that the use of English is taking its natural course. It is
destined to be the international medium of thought. Mr. Barnes, for instance,
has just come back from the International Labour Conference in America,
and he says : “ Another remarkable feature of the Conference was the extent
to which English was spoken by the delegates. In the case of such Far
Eastern countries as India, japan, China, Siam and Persia, all their delegates
spoke English, most of them fluently. This simplified the proceedings immedi-
ately. Only one delegate, an Italian workers’ representative, used his native
tongue.” That is in this week’s press. I ask you, are we not justified, in
advocating simplified spelling, in putting forward the claim that it will pave the
way to the use of English as an international language P We who believe in
the League of Nations and all that it must mean for humanity, must give our
hearts and minds to the realization of that divine destiny of the English
tongue, that it shall be the living medium for the at-one-ment of men.
The Poet Laureate's Pamphlet.
Mr. WALTER RIPMAN: The Poet Laureate has recently published Tract
No. II of the Society for Pure English, “On English Homophones.” Its
main purpose is to show that the English language contains an excessive
number of what are more usually called homonyms, that this amounts to a
serious nuisance, and that phoneticians are perverse folk to whom the blame
for this and various other sins must mainly be imputed.
The subject of homonyms has also been discussed in Dr. Bradley’s “ Spoken
and Written English,” an address delivered in 1913 and recently reprinted by
the Oxford University Press. The interest aroused in this question has
undoubtedly been stimulated by the movement for a rational spelling, which
would give the same form to many words that have at present a different
spelling, but the same pronunciation.
The Homophone Dogey Again.
Dr. Bridges starts off with what appears to me a quite unjustifiable limita-
tion of the term “ homophone ” to cases where the forms, differentiated in
spelling, but not in sound, have different derivations. According to this,
“ week ” and “ weak ” are homophones, but not “ draught ” and “ draft.”
Even if our philologers were certain as to the derivation of all words, as they
confessedly are not, in practice the distinction is a matter of no concern. If
it were important for words of different origin to be spelt differently, then we
ought to have five different spellings of “ fleet ” and as many of “ flue ” ; but
it is not important. There is no more reason, from the practical point of view
(that of conveying meaning) for having different spellings for “ week " and
“ weak ” than there is for having different spellings for " dropping ” an aitch
12 BULLETIN
U
or “ dropping a postcard. All civilized languages contain a large number
of words used with more than one meaning, as the inspection of any dictionary
will show. It is only in badly spelt languages like ours that “ homonyms "
become noticeable ; and again it is only if words are regarded as possessing
an independant existence that the presence of homonyms in a language appears
to be a grave drawback. But words do not exist in isolation. They appear
in sentences, and their meaning is conditioned by their context. If two
meanings of the same sound-group (i.e. word as spoken) are so closely alike
that they give rise to ambiguity, one of those meanings disappears. When the
meanings are sufficiently varied they appear in contexts so different that no
difficulty arises. It would be difficult to form a sentence containing the
sound-group written “ week ’g’ or “ weak ” in which there would be uncertainty
whether we meant “ seven days ” or “ not strong ” ; or a sentence containing
“ fleet “ in which we could not tell whether it meant “ a number of ships ” or
“ swift.” How many cases are there in the spoken language where the
meaning of a word is not clear ? If there were many, the opponents of spell-
ing reform would have quoted them ; the paucity of such cases is proved by
their always falling back on the man who calls out, on gazing on (shall we say P)
the Crystal Palace : “ \Vhat a wonderful sight (site) i ” When we cannot be
quite sure which he means.
Dr. Bridges’ Homophones Examined.
If we bear this in mind, we shall be in a better position to criticize the
strange list of homophones which Dr. Bridges has extracted from the Pro-
nonncz'ng Dictionary of Jones and Michaelis,* in which the words are arranged
according to their sounds, appearing first in the phonetic transcription, and
then in the ordinary spelling. We find these lists are swelled by words belong-
ing to such different spheres that the equating of them seems almost absurd.
Of what importance, for instance, is the identity of sound of “ doubt,” “ your, ”
“room” with the obsolete “ dout,” “ ure,” “rheum”? or the identity of
sound of“ maul ” and“ mahl” (stick) or “par” and “ (faux) pas? ” or of “rabbit ”
and “ leach ” with ” rabbet ” (carpentery) or “ leech ” (side of a sail) P or of
“ peach,” “ muff ” and " fluke ” in their ordinary and their slang meanings P
There are, however, cases which come under a different category, where
“ southern English speech ” is regarded as responsible ; legitimate instances
are what we may call :
(a) 1' words : pairs such as “ stalk ” and " stork,” “ lawn ” and " lorn,”
“ alms ” and " arms,” “ law” and “lore.”
(b) wh words : pairs such as “ way ” and “ whey,
” wet ” and “whet.”
H H
wit ” and “ whit,”
Here Southern English has long dropped the 1/ between a vowel and a con-
sonant, and finally (except when the next word begins with a vowel and follows
without a pause), and has dropped the initial h of all wh words. Simplified
spelling retains both; and its adoption would certainly lead to their restoration,
for which a good deal is to be said—quite apart from the question of homonyms.
But there are many other cases in Dr. Bridge’s lists for which the blame
cannot well be fastened on Southern English, for instance :

(a) ea ee pairs : “ beat, beet ” ; “ beach, beech ” ; “ dear, deer ” ;
“ feat, feet ” ; etc.
(b) a-e—ai pairs : “ bate, bait”; “ ale, ail ” ; “ fare, fair” ; “ gate, gait”;
etc.
(0) ai—ei pairs : “ faint, feint ” ; “ vain, vein ” ; “ rain, rein ” ; etc.
(at) other pairs, such as “ all, awl ” ; “ hall, haul ” ; “ row, roe ” ; etc.
* The Prononncing Dictionary, by Mr. Daniel Jones, published by Dent, in which words appear in
the conventional spelling first, shows in many respects a marked advance on the earlier VOlume.
THE ANNUAL MEETING 13»
Lastly we have the obscured vowels in unstressed syllables : such pairs as
“ altar ” and “ alter," “ idol ” and “ idle,” “ bridal ” and “ bridle," “ humor-
)I
ous and “humerus.”
Distinctions Without a Difference.
These Dr. Bridges gives as homophones, but in a further list of words
“ the homophony of which is rightly questioned by many speakers ” he gives
“ seller ” and “ cellar,” “ pedal " and “ peddle,” “ marshal ” and “ martial.”
We rub our eyes in bewilderment: we are free to pronounce “alter” and
“ altar ” alike, but we must make a difference in pronouncing “ seller ” and
“ cellar” ! Unfortunately we are nowhere told how we are to pronounce these
and similar words. What is worse, when we put the straight question we are
told that it is a distinction too fine for phonetic analysis, and we are told to
listen to careful speakers who make the distinction. If only we could find
these careful speakers! Yet Dr. Bridges says they are “many.” If only
there were some general rule! Yet it appears they do not distinguish between
“ bridal ” and “ bridle,” while “ questioning the homophony ” of “ pedal ”
and “peddle.” So apparently our only hope is to get them to say all such pairs
over to us, so that we may learn to do what they and Dr. Bridges consider
correct.
Physician, Heal Thyself.
Unfortunately, Dr. Bridges himself is not a model of the pure speech he
desiderates; he says, “I still speak the bad Southern English that I learnt as
a child and at school.” I have had the privilege of listening to him, not in
private conversation, but at a meeting of the English Association ; and, as
far as a mere phonetician is able to judge, his speech is no better and no worse
than that of the average Southern English gentleman. In particular, there is
nothing unusual in his pronunciation of the unstressed vowels.
E r . . . er.
In his attacks on the wicked phoneticians, and especially Mr. Daniel Jones,
he makes much capital out of the use of the special symbol (a) for the “ neutral
vowel,” and to get all the fun he can out of it, he represents it by er. He puts
before his horrified readers such words as " parersite ” for “ parasite ” and
“ orrerter ” for “ orator,” of which the proper phonetic transcription is
“ orata.” Anybody reading these er monstrosities of course stresses the er,
with ludicrous results. We do not, however, treat the Poet Laureate’s er’s
in this way, for instance when he rhymes :
“The farms are all astir
And every labourer ”
And we Wonder whether he really means us to read “ delicate ” in
“Her petals yellow, delicate”
as a perfect rhyme to “ late,” two lines earlier. Also, we should like to know
how he himself would read:
“And pendant branches trail their foliage fine”
especially as regards the italicized syllables.
The Poet Laureate might answer that as a poet he can do as he pleases ;
and that if he chooses to rhyme (as he does) “ greener ” and “ seen her,"
“ foretells " and “ syllables,” “ beautiful” and “dull,” glow ” and “ two ”
he uses the well recognized licence of a poet.
14 BULLETIN
An Appeal to the Poet Laureate.
But I maintain that if you press for purity of speech, you ought to practise
it yourself, whether you express yourself in speech or in poetry, which lives at
its best when the words are spoken. And, if you consider that the average
speech of educated people nowadays is corrupted and wish to improve it, it is
no good to content yourself with tilting at the phoneticians ; you must offer
constructive criticism. If the phonetic transcriptions now used for teaching
the pronunciation of English at home and abroad call for reconsideration, let
us know what standard should be adopted. The Poet Laureate is probably
as much opposed to pedantic or affected as to slipshod speech ; he appreciates,
from his admirable craftsmanship in verse, the importance of the unstressed
as well as of the stressed syllable. He knows “ many speakers " whose
judgment on questions of pronunciation he respects—I mean the people who
distinguish between “ cellar” and " seller,” “marshal” and “ martial," He
cannot fail to recognize that for the purposes of social intercourse, for public
speaking (the stage, the pulpit, the law court), for the reading aloud of fine
literature, for teaching our own children as well as the foreigner, we need a
generally accepted form of good speech. If the southern form of English as
spoken by educated men and women calls for emendation, will he and the
Society for Pure English not give warm support to the persistent demand of
the Simplified Spelling Society for a Conference on Standard Speech P
What is Good English Jpeech .9
I confess frankly, that in making this appeal I am not representing all
phoneticians. The attitude of some towards this question differs from mine.
In the preface to the Michaelis-Jones Dictionary, my friend Daniel Jones still
speaks of “ the beauty of our speech ” ; nowadays he avoids such expressions,
and will have nothing to do with the standard speech problem. I believe
that it is one we must face. The younger generation is bound to be taught
some kind of speech, different in many cases—and often to a considerable
degree—from their home speech ; and we are bound to tell our teachers what
form of English the children should learn. We cannot leave it all to chance ;
we cannot expect the teachers to test independently the speech of “ many
speakers.” At present the only extensive records of speech represent Southern
English speech, and the only pronouncing dictionary that counts, does so too.
These are calculated to be regarded as standards, and to exercise very great
influence on our teachers and those committed to their charge. WVith com-
pulsory education and phonetically trained teachers the pronunciation of
English can be modified to a very marked degree. This is the time to deal with
the whole question.
A standard speech exists even now, though it is rather ill defined. Shake-
speare is acted in London, Edinburgh, and Dublin, in Montreal, Melbourne.
and New York, and the same pronunciation is regarded as appropriate and
expected, quite apart from the speech commonly spoken in these towns. It is
presumably held to be a good form of English speech. When a dialect speaker
modifies his speech in order to be generally better understood, the effect of his
changes is to bring it into closer agreement with this same form of speech. It
has greater vogue than any other for social intercourse and public speaking.
Strong and True Words.
If it requires improvement, let us improve it ; and then let us have a spelling
that represents it. And here we return once more to Dr. Bridges, this time in a
spirit of unalloyed admiration ; for in his tract on English homophones he has
written fine words that imply the need of a rational spelling. He speaks of
our duty to rescue English children from “ the blighting fog through which
their tender minds are now forced to struggle on the first threshold of life," and
THE ANNUAL MEETING 15
adds : " This is no exaggeration. Let a humane teacher think what an infant’s
mind is, the delicate bud of intelligence opening on the world, eager to adjust
its awakening wonder to the realities of life, absolutely simple, truthful, and
receptive, reaching out its tender faculties like the sensitive antennae of a new-
born insect, that feel forth upon the unknown with the faultless instinct of
eternal mind—one has only to imagine that condition to realize that the most
ingenious malignity could hardly contrive anything to offer it so perplexing,
cramping, and discouraging as the unintelligible and unreasonable absurdities
of English literary spelling. That it somehow generally wrestles through is
only a demonstration of the wrong that is done to it ; and I would say, better
leave it alone to find its own way, better teach it nothing at all, than worry
it with the incomprehensible, indefensible confusion of such nonsense.”
What the Press said about the Demonstration .'
see page 18.
Schools where they teach in the quick and happy way .'
see page I8.
Readers in Simplified SPelling .‘
see page I7.
Our Publications .'
see page 24.
WE WANT YOUR HELP.
16 BULLETIN
NEW OFFICERS OF THE SOCIETY
Miss Laura Walsh.
NEW MEMBERS.
Life Members.
Mrs. Jennie Herbert, 909, Hotel St. Francis, San Francisco, California, U.c.A.
Miss Ida Wyatt, 425. Witton Road, Aston Manor, Birmingham.
Mr. William D. Brearley, Bleak House, Oakes Road, Huddersfield.
Mr. Albert Herbert, 909, Hotel St. Francis, San Francisco, California, U.S.A.
Mr. John Randall, Mogollan, N. MeXico, U.S.A.
Mr. W. H. Shockley, 959, Waverley Street, Palo Alto, California, U.S.A.
A nnuat ill embers.
The Rev. Hy. Reed N geayiya, President of Ethopian Church, South Africa,
Mancefield, Johannesburg, South Africa.
The Rev. Watson Stratton, Riby Vicarage, nr. Stallingborough, N. Lincolnshire.
Capt. J. V. Mason, 72, Bramblebury Road, Plumstead, SE. 15.
Mrs. E. A. Bagnall, 75, Cromford Road, Wandsworth, S.W. 18.
Mrs. E. E. Stevenson, 18, Risbygate Street, Bury St. Edmunds.
Miss Helen K. Ball, 44, Brodrick Road, S.W. 17.
Miss K. E. Fitch, St. James's Girls’ School, Bury St. Edmunds.
Miss M. Hall, Standish G. School, Wigan, Lancs.
Miss H. J. King, Eastgate Infants’ School, Bury St. Edmunds.
Miss E. Leggett, 119, Queen‘s Road, Bury St. Edmunds.
Miss Lord, Eversley, Northwood, Park Hanley.
Miss Margaret Mackle, 25, Francis Street, Tottenham Court Road, W.
MiSS B. M. Smith, Gipsy Road, L.C.C., SE, 27.
Miss K. M. Taylor, 9, York Road, Bury St. Edmunds.
Mr. Arthur Gilbert Bagnall, 75, Cromford Road, \Vandsworth, S.W. 18.
Mr. William T. Bourne, Brighton Hydro, Blackpool.
Mr. J. Broadbent, 56, Holdenhurst Avenue, N. 12.
Mr. Henry G. Buckle, 3, Dews Road, Salisbury.
Mr. J. A. Buckton, 43, Tadman Street, Hessle Road, Hull.
Mr. J. M. Coe, 24, Albert Street, Bury St. Edmunds.
Mr. John Cubbon, 10324, II 5 Street, Edmonton, Alberta, Canada.
Mr. A. A. Davis, 104, West 13th Street, New York City, U.S.A.
Mr. John Davidson Dickie, Schoolhouse, Hopeman, Morayshire.
Mr. James L. Euba, PO. Box 77, Lagos, Nigeria, West Africa.
Mr. Frederick Giles Gibbs, 159, Collingwood Street, Nelson, New Zealand.
Mr. J. P. Griffis, The Retreat, Upper Curdridge, Botley, Hants.
Mr. P. B. Hacker, I70, Waller Road, SE. 14.
Mr. James Hampton, Clifton Sumner, Christchurch, New Zealand.
Mr. Richard Fitz Henry, Berkeley, California, U.S.A.
Mr. G. F. Hunt, Ranlesden, Bury St. Edmunds.
Mr. A. E. McCurdy, 52, Brougham Street, Belfast, Ireland.
Mr. W. A. Macdonald, 22, Lisle Street, Leicester Square, W.C.
Mr. P. M. Macintyre, Auchengower, Brackland Road, Callander, Perthshire.
Mr. J. W. Mann, Beech Grove, Menston, Yorks.
Mr. \Villiam Scott, Kingsland School, Peebles.
Mr. F. Senton, 14, Virginia Road, March, Huddersfield.
Mr. Elmer G. Still, Livermore, California, U.S.A.
Mr. H. V. Storey, 3, Bartholomew Road, NW. 5.
Mr. W. R. Thomson, c/o WV. 'W. Thomson, Sommerville, Stepps, Glasgow.
Mr. W. Wijga, 41, Buys Ballotstraat, Utrecht, Holland.
Mr. R. E. Zachrisson, Ph.D., Riddareg 60, Stockholm, Sweden.
BULLETIN 17
SUNDRY NOTES
WE \VANT YOUR HELP.——Subscriptions are due, some are over-
due. We have reached a critical point in our work. Experiments
with Simplified Spelling are meeting with remarkable success : we
want to make the results widely known. We want to print more
books and pamphlets, and the printers want more money for their
work. We could do so much more if we had the means! Now is
the time.
Don’t wait for another reminder.
WE WANT YOUR HELP.-——We are asking for a Conference on
Spelling Reform with representatives from all sections of the
English-speaking world. We want them to settle a good spelling
that represents good speech. Have you considered how important
this is? Think about it, talk about it ; sign our Petition and get
others to sign it. Now is the time.
Clear Speech and Clean Spelling.
WE \VANT YOUR HELP.—-Couldn’t you start an experiment with
Simplified Spelling P Those who have done so say it is the quickest
and happiest approach to the Old Spelling. The Board of Educa—
tion sanctions these experiments; we supply books and advice.
No waste of time, no temper and no tears : surely it is worth a
trial! Now is the time.
Let Them Smile while They Learn.
THE QUICK AND HAPPY WAY.—These are the books that are
being used by those who save time and temper :
jinglz and Storiz in Simpltfyd Spelling. Containing delightful
original stories and poems suitable for children of five years
of age. 27 pp.
A F erst Reeder in SimPltfyd SPelltng. Printed in large clear
type and containing sound chart, poems, and prose. 48 pp.
A Sekond Reeder in Simplifyd SPelling. Includes poems and
short stories. 54 pp.
Each little book costs only sixpence net ; but if you start an
experiment, we let you have them for even less.
18 BULLETIN
THIS IS \VHERE THEY ARE TEACHING
IN THE QUICK AND HAPPY WAY
LONDONZ Honeywell Road School, Battersea, S.W. ; St. Kathar-
ine’s College, Infants’ Department; Holy Trinity Church of
England School, Hartland Road, Camden Town, N.W. ',
Cork Street Experimental School, Peckham, S.E.
MANCHESTER: Southall Street School. (Another school is about.
to experiment, but the name is not to hand yet.)
LEEDS: York Road Council School.
BIRMINGHAM: Halesowen Grammar School, Halesowen.
HULL: Thomas Stratten Street Infants’ School.
HARTLEPOOL: Lynnfield Infants’ School, West Hartlepool.
KESWIcK: St. John’s Infants’ School.
CHESHIRE: Mossley Church of England School, Congleton-
HEREFORDI Schoolhouse, Lingen, Brampton Brian.
DURHAM : Hetton Lyons School.
SCOTLAND :
DztndeewMorgan Academy; Clepington Road School.
Ayr—Tarbolton Public School.
Bridge of Allan Public School.
Why not be a Pioneer too ?
OUR DEMONSTRATION IN JANUARY: CHILDREN WHO
BEGAN WITH SIMPLIFIED SPELLING.
WHAT THE PRESS SAID:
“ A wonderfully interesting item in the day’s programme was the-
display by the Simplified Spelling Society.”—Morning Post.
“ A great saving of time was proved indisputably.”—Daily
Express.
“ One class, after nine months’ teaching, easily read Alice in
W0nderland.”~—The Star.
“ Many men and women present at the demonstration tried the
children with ‘ posers.’ Every time the child scored. The children
obviously thoroughly enjoyed the questioning ,' they were always
sure of their answers, and came triumphantly through the ordeal.”
The Globe.
“ The keen interest and excellent articulation displayed by these-
tots were much admired.”-—Newcastle Illustrated Chronicle.

(By the way, have you seen that pamphlet of ours, giving Some
Press Opinions on Simplified Spelling?)
SUNDRY NOTES 19
IT IS BEGINNING TO TELL—We had stalls at the Conference of
Educational Associations in London and Southport. Our displays
of books, pamphlets and charts attracted much attention. Every
year more people approach our stalls with sympathy and under-
standing. Every year brings us fewer who sneer or scoff.
Some narrow-minded folk stand aloof.
They say we are attacking our beautiful language.
Makes you smile, doesn’t it ?
SPELLING \VASTE.—Much is heard in these days of Conservation.
No other phase of it should appeal more strongly to teachers than
conservation of the children’s educational opportunities. The
spelling waste is carefully estimated at about one and three-fifths
years. Taking time from their real education to make children
adept in threading their way through a net of verbal entanglements
or specially selected spelling-traps is the opposite of conservation.
Much labour and precious time are wasted in drilling into the memory
countless and inexplicable contradictions of reason, e.g.: Put it
in honourable but leave it out of honorary, tack me on programme
but keep it off ePigram, join the e’s in proceed but keep them apart
in recede, you must put a p in either receit or deceit but not in both,
eig is right (P) in deign but wrong in disdain. This is not education,
but THE NEGATION of COMMON SENSE. “Dictionaries do not pre-
tend to give the right spelling of words, but only the prevailing
fashion of the day.” A fashion in spelling is highly desirable, but
it ought to CONFORM To REASON. Teachers may naturally be ex-
pected to be leaders of the forces endeavouring to make it so con-
form.—-Prof. J. DEARNESS.
Zlefake them use their reason, and you win.

POSERS FOR OPPONENTS.—
Why full and fill, but fulfil?
Why sole and solely, but whole and wholly ?
Why rude, but root? Why root, but fruit?
Why humour, but humorous ?
Why leg, but prologue ?
Why scent, from French sentir?
Why sPrightly, from sprite P
20 BULLETIN
THE TEACHING OF UNREASON.—The methods of school educa-
tion have improved greatly, and tend increasingly to strengthen the
children’s minds. But to this general statement there is one deplor-
able exception in English-speaking countries. In learning by rote
the vagaries of English spelling, as misleading historically as they
are tedious in practice, no constructive faculty is strengthened. A
rational system of spelling might set the equivalent of at least a
year’s work in elementary schools free for drawing, and for studies
of nature : these would-sow germs of the faculties of observation
and reasoning ; and thus prepare the mind in elastic youth for the
work and responsibilities of after life. The divergence of pro-
nunciation from spelling presses on all classes of the population :
but it is most oppressive to those classes whose school-term is
short—From “ Trade and Industry,” by ALFRED MARSHALL.
formerly Professor of Political Economy in the University of Cambridge.
If the difficulty of the old spelling is a recommendation, then why not
teach children to write—with their feet?
WRITE RIGHT RITE AND RAIN REIGN REIN.—Doctors Bradley
and Bridges are both great men—and they are both greatly con-
cerned about homonyms. If these worry you too, you will find
consolation in the account of our Annual Meeting, where the
writings of both are faithfully dealt with. Don’t forget to note
what the Poet Laureate says about the wickedness of the present
spelling. You may disagree with him as regards homophones and
some other things—but as to the need for spelling reform you will
see he is sound to the core.
-I f, read aloud, what you write makes sense,
Homonyms are of no consequence.
BAD SPELLERS, BUT GooD JUDGES—I have found that men who
have had the very best education, and for Whom accuracy has been
an essential of success in life, have been wanting in spelling power.
Some years ago I kept as a curiosity writings by three very eminent
judges who misspelled. I think that significant, because an eminent
Judge is obviously a man not only of the highest education and
intellectual power, but a man who must have considered accuracy
all through his career as being of the greatest importance. If accuracy
is to be tested by spelling, these men distinctly failed, for—in the
very slight specimens I happened to have of their writings—I
found a number of spelling mistakes.—-HENRY DRUMMOND.
SUNDRY NOTES 21
SOUND 55x51: rnon AN M.P.—“ Simplified Spelling rests on
reason, economy, authority.” With that statement I entirely agree.
I think it is very desirable that children in schools should be taught
the system._ It would be most helpful to them in future years. I
note with pleasure that such practical authorities as Dr. Macnamara,
M.P., and Mr. F. W. Goldstone, M.P., advocate the reform.
As regards the objection : “it would obscure the derivation of
words,” my opinion on such a point would carry no weight. But
even if such an objection be valid, while I should regret the result,
I would not like this to stand in the way of a beneficent reform. I
have myself been a keen student of etymology from my early man-
hood, and have dug as far as I could into the roots of our composite
language. When I see among the supporters of the change so many
eminent scholars, I conclude that there is little force, if any, in the
objection mentioned—Mr. T HOS. BURT, M.P.
A ll ctymologists favonr sPelling reform.
ENGLISH rm; Cornxc WORLD LANGUAGE—A remarkable
feature of the International Labour Conference at Washington was
the extent to which English was spoken by the delegates. In the
case of India, Japan, China, Siam and Persia, all their delegates
spoke in English, many of them fluently. This simplified proceed—
ings immensely. There was no language difficulty, so to speak.
This widespread knowledge and use of English is a hopeful sign
that our language is becoming the diplomatic as well as the com-
mercial language of the world—Mr. BARNES.
The Board of the Peace Congress for the North recently reported
that in reply to its inquiry twelve out of nineteen university pro-
fessors were opposed to any artificial language, and voted for English
as the international tongue. Of the remainder, two were for
French, one for German, one for Esperanto, and three for Ido . . .
Practical utility alone will guide the choice of an international
speech, and every day brings fresh proof that the choice is virtually
no longer in doubt . . . A reform which must be carried through
if we are to make easy the world-use of English is a SIMPLIFICATION
or OUR WRETCHED ORTHOGRAPHY. It is a most serious hindrance
to the foreigner, and is, indeed, the one valid criticism that can be
brought against the choice of English as the international speech.
—-Mr. E. A. HAYEs,‘Fonnder 0f the English Language Union, in an
Address before the Royal Society of Arts.
By the way, do you belong to the English Language Union?
If you don’t, you ought to.
Find out all about it. Send at once a post card to the Secretary,
E.L.U., 57 and 58, Chancery Lane, London, W.C. 2.
22 BULLETIN
A rational sPellzTng would speed the spread of English.

ENGLISH ABROAD—A British N.C.(). trains the Russian boys,
drills them, and lectures to them. All orders are given in English,
and it is amazing how quickly they assimilate the language—From
a Correspondent in Archangel.
The study of English has never been so popular in Italy as at
present. A visitor among Italian middle-class families is more than
likely to find the children practising the English tongue.~——Dr.
ERNESTO GRILLO.
Prof. Didier has published a magazine called English-sibeaking
Belgium. (He devoted space to the work of our Society in its very
first issue.)
Prof. R. E. Zachrisson, the well-known Swedish scholar, writing
of Simplified Spelling, says : “ It is to be hoped that the English
Government Will see the advantages of the reform and not hesitate
in removing one of the chief obstacles for English to become the
universal language.”
In Persia, English is now being learnt everywhere.
In the occupied parts of France, the Germans wanted their
language to be learnt. The French retaliated by learning English
with redoubled keenness.
In Germany itself the learning of English is universal. It is a
German who says : “ Not because English stands higher than other
languages has it the birthright as a common speech. No; but
because through the needs of life itself it has become the medium
of understanding in the greater part of the world.”
They don’t mince words the other side of the globe.
FROM Down" UNDER.—~—A sensible spelling would do more to
prolong the working life of man than a reduced death-rate or an
increased birth-rate. The old concern which, in its early form, the
_ Philistines invented, or the Phoenicians, and which Cadmus sent to
" Greece—or else Greece took it to Cadmus—and which has been
patched ever since, and fitted on by violence to languages which
were too large for it, after the manner of a dwarf’s bell-topper on
the head of a giant, is the great waster of time and energy. It costs
more than the Trust, the grabbing landowner, the capitalist, and
the burglar all combined. Hardly one word in the English language
spells according to the sound of the letters. Every word has to
be learnt separately. Pronunciation was given us to conceal the
spelling, or the other way about—Lures EDMOND, in the “ Sydney
Bulletin. ”
SUNDRY NOTES 23
Every little helps.
Every time an educated man makes a spelling mistake, he is helping
0n the good cause.
SWEET ARE THE UsEs OF ADVERTISEMENT.—HaV€ you noticed
the wily ways of the publicity man? When he wants to make an
article attractive he turns to—Simplified Spelling. It isn’t always
simplified in the very best way, but we won’t quarrel with him for
that. He invites you to wear Tuff hose and Phit-Eesi boots ; to
use a Skootamota to save them; if something goes wrong with
your tyres, there is the Ever-loc Tire patch; if you are tired of
barbers, you can cut your own hair with Ucan; if you want to
kill insects on your fruit trees, behold! there is the Kata-killa;
for perfect hygiene in the home you use the Onliwon system ; you
cannot resist dates that are Sunkist. Need we remind the mere
man of the Keen Kutter razor and the Uneeda cigar? Or the fair
sex of the Nubone corset ? Or the baby of the Kiddie-Koop crib?
Do all you can to make People realize how wickedly perverse the old
spelling is.
In the interests of etymology we ought to spell as we pronounce.
To spell words as they USED to be pronounced is not etymological,
but antiquarian.
What is more precious than the education time of our children?
Have we a right to waste it?
When a child has made a spelling mistake, ask yourself .' Which
is to blame—the child or the spelling? -
WE WANT YOUR HELP.
24 BULLETIN
THEY GET RIGHT THERE—They do, these pamphlets of ours.
If you have not seen them, send a post card to the Secretary, 8.5.5.,
44, Great Russell Street, London, W.C. I. If you have none left,
send for some more.

If you want to convince a teacher, Show him—
Lifting the Burden from the School Child, or
Experiments with Simplified SPelling, or
T0 .~Teachers,
and let him ponder.
If you want to convince a Montessorian, ask him—
Why does the English child not “explode into reading and
writing P ”
If you want to convince a business man, one of these will do it-
Sibelling Reform .' its Benefits to Commerce:
The Commercial Advantages of Simplified Spelling, and
A Business Man’s Views.
If you want to convince a working man, insist upon his reading—
Insist uton it.
If you want to convince any person capable of thinking, give him
as the first dose—
A Reform that Pays.
Further treatment : Gently but firmly make him read——
Breaking the Spell.
If he still swears by, and not at, the conventional spelling, open
his eyes with—
A Brief History of English SPell-ing.
If he still does not realize the advantages or continues to raise
objections, straighten out the kink with our~—
Advantages and Objections pamphlets.
THEY COST YOU NOTHING, and THEY GET RIGHT THERE!
WE WANT YOUR HELP.
GARDEN CITY PRESS, LETCIHYOR'I'II, HERTS.
-? _. f, ,' Mflo
Que We
Simplified
S p e 1;] 1' n g
Publishb 1991
By the Author
WM. H. HURST,
3115 Madison St. CHESAGQ.
Copyrighted 1901, by WM. H. HURST,
CHICAGO.
SIMPLIFIED SPELLING.
Why is it that any one with a grammar school educa-
tion can write accurately every number from one to one
million or many millions, and no one with a university
education, or any other education, can write correctly the
one hundred thousand words (more or less) in the English
language? It is not because of the greater number of let-
ters, because the twenty-six letters soon become as familiar
as the ten digits.
Letters and numbers are both written symbols. Letters
stand for phonetic sounds and numbers for certain collec-
tions of units. Furthermore the position occupied by
numbers in relation to the units place alters their value in a
ten-fold ratio. Letters require no arrangement of this
kind, but always retain their original value. In theory one
is about as simple as the other.
The reason why the one can be learnt so readily, and
the other never mastered is because one is strictly accurate
and the other departs considerably from the theory. Each
digit stands for one number and each number is represented
by one digit. 8 stands for eight always, and never for any-
thing else; and eight is always represented by 8 and in no
other way in the Arabic notation. This is not the case with
the letters. A stands for several sounds, as in at, mate, all
far, any, what. The sound of h is represented by h, e, g
and x.
It is this duplication that makes spelling difiicult. When
a word is heard it is impossible to name the letters cus-
tomarily used in spelling it without having previously learnt
them for the word in question. This necessitates learning
every word separately, and therein lies the difficulty.
Two ways of simplifying spelling have been advocated.
One is to provide a complete phonetic alphabet and spell
every word phonetically. Although this plan is ideal, the
many new characters required and the great amount of
changing necessary in the spelling have prevented it from
becoming popular.
The other plan is the practical one which has been car-
ried out to a limited extent from time to time. It consists
in changing one or more words at a time tO conform more
nearly to the spelling of other words similarly spelt. This
plan, however, is too slow. It is a long time before every-
body adopts the new spelling. The language changes
faster than the spelling. And the spelling never was per-
fect at any time. Should along list of changes he made
each word of the revised spelling would have to be learnt
in the same way as the old word, and the memory would
be burdened almost as much as before. And persons who
have taken the time to learn separately each one of the
words they use in writing hesitate about performing that
2
arduous task a second time. It is also difiicult to agree on
what changes are the most important or the most expedient.
In the plan set forth in the following pages these two
methods have been united to some extent. The latter
practical method of changing the spelling in a few words at
a time has been followed, but in such a way as to accomp-
lish the former ideal result of phonetic spelling. To ac-
complish this result the elementary sounds are taken up one
at a time and phonetically represented by changing those
forms of spelling which are not phonetic. As a number of
consonants are already entirely phonetic excepting in a very
few words, considerable progress can be made toward
phonetic spelling by making changes in comparatively few
words.
SpellinO.
Spelling is the art of representing the phonetic sounds of
speech by characters which are written or printed or in
some way made visible.
The characters are arbitrary; that is to say the character
has no resemblance to the sound. Thus the letter v has
nothing about it to in any way indicate what sound it repre-
sents. This relationship must be learned by tradition.
A strictly accurate phonetic representation of the language
would require two things:
first: that each elementary sound of speech be repre-
sented by a separate character, and
Second: That each character should represent but one
elementary sound of speech.
Although this is true in a general way throughout
English spelling, yet there is not a single elementary sound
and corresponding letter phonetically represented without
some few exceptions.
V.
Vcomes the nearest to this ideal representation of any
elementary sound and letter in the language.
First: The letter v is used to represent no other sound
whatever.
Second: The elementary sound 12 is always represented
by the letter 11 except in two or three words, namely, qf
nephew, Step/zen.
If these three words were spelt 0v, Steven, nevew or
nefew, v would then be represented phonetically through-
out the entire language.
V is never doubled.
M.
M is another consonant that is almost perfectly repre-
sented.
First: The consonant sound in is represented by the
letter 7” throughout the language.
Second: The letter nz is used to represent the sound m
solely.
In one word, seldom used, we find a “silent” m—mne-
nzonie (nenzonz'e.) In another word a peculiar use is some-
times made of double iiz—-pr'qg'i'ainrlze. This word is also
spelt program according to Webster and other good
authorities.
Therefore no changes are necessary in the case of m.
The only thing needful is to omit the letter when “silent”
which occurs in two instances. In all other cases 711 fills all
the requirements of a phonetic character except that it is
doubled to help indicate that the vowel immediately pre-
ceding it is a short vowel in accordance with the following
rule:
DOUBLE CONSONANTS.
RULE—When a one syllable word or a word accented on
the last syllable ends in a single consonant preceoded by a
single vowel the consonant is doubled in adding a suffix be-
ginning with a vowel, as hop, hopping, run, running, etc.
This is done in order to indicate that the vowel is short. as
hoping would have the long 0 sound.
Consonants are doubled after short vowels quite fre-
quently throughout the language as in immense, afliet, ap-
point, battle, etc. Many such consonants would be better
written singly, but it will be more convenient to consider
them all together later on when they may all be written
singly.
B.
B is the third and last consonant which is represented
phonetically throughout the entire language.
First: The consonant sound b is represented by the letter
6 solely. ‘
Second: The letter b is used to represent this one sound
exclusively.
B is “silent” in several one syilable words as doubt, debt,
lamb, limbq‘anzb, plumb. These inconsistencies have been
brought about by changes in speech which have not been
followed in spelling. ‘
Ebb is the only word, in common use, ending in b where
the letter is doubled.
As with 712, all that is necessary to perfect the consonant
b is to drop the “silent” bs. There may possibly be as
many as twenty or twenty-five words containing a
“silent” b.
B has been lost in these words through the operation of
a definite philological law.
LAW—When two momentary or explosive consonants
(p, t, k, or b, d, g) occur together in primitive words, the
initial consonant will usually be lost in time and only the
final explosive retained, as in cupboard (cubbard), debt (def),
doubt (dent) [Idpt (tempt) forms an exception. P is in-
troduced and held here because the lips are closed for in
and must be opened for t and that very operation forms It
in speech. When in is followed by b in the same syllable
the b is dropped in speech on account of the similarity of
the two consonants, as lamb (lain), dumb (dam)
REMARKS—It has been shown that by changing the
spelling of three Words under '0 and dropping the “silent”
letters in two words under m and about twenty words under
b three perfectly phonetic consonants are obtained as a re-
sult—barring doubling in some cases. As there are only
twenty-two consonants required in the language this would
make about one-seventh or thirteen per cent. of the whole.
Each of these changes is complete in itself and does not
7
necessitate any other change in the word, as the revised
word accords fully with the analogy of spelling, as [am and
ham, line and him, dent and stout, det and let.
These changes would be final. There would be no need
of any further changes so far as these three consonants
were concerned until the language changed.
This idea can be extended gradually, if desired, to in-
clude as many consonants as convenient, and before leav-
ing the subject it may be advisable to considerfand 1).
These two consonants are closely related to v and b and
complete the list of labial consonants (omitting
F.
Fis generally but not always phonetically represented.
First: The letterfrepresents the soundf solely, being
used for no other sound except in the one word of which
has already been considered under 21.
Second: The consonant soundf although nearly always
represented by the letterf, is quite frequently represented
by the digraph ph and occasionally by the digraph gh as in
Phrase (frase), triumph (triurnf ), graphic (grafic), sulphur
(sulfur), cough (couf ), tough (lttf), laugh
ph.
Ph is a Latin digraph used in that laguage to take the
place of the Greek letter phi in words adopted from
the Greek. Phi is a Greek letter which had the power of
s
f; but this letter and some others were omitted from the
Latin alphabet because the sounds for which they stood
were lacking in the Latin language. Later, when the
Romans adopted Greek words containing the letter phi
into their language, instead of appropriating the Greek
letter they used the digraph ph.
Neither p, h norfhas any connection with the Greek
letter phi, but each is derived from a different Greek letter.
Cicero and other writers state that the Greekf (phi) had
a different sound from the Latinf, but do not state just
what the difference was. In the latter end of the Empire
this difference was lost or ignored, and it never existed in
English.
Frepresents the same or nearly the same sound in Eng
lish that phi did in Greek.
So long as there is in English a good phonetic character
for the consonantfthere appears to be no need of copying
the short-comings of the Latin alphabet in spelling words
derived from the Greek even when coming through the
Latin.
gh.
The digraph g'h was at one time used to represent a gut-
tural sound which has entirely disappeared from the Eng-
lish language. In a few instances this sound has
changed tof but the letters have not been changed to cor-
respond.
Gh is one of the most objectionable features of English
spelling, and by making f phonetic it would be partly
eliminated.
As gh is “silent” in all other cases, it could be entirely
dropped from spelling, if desired, when f is made
phonetic. Where gh has a diacritical value e could be uni-
formly substituted as might (miet), caught (caut), light
(liet), nzght (niet), Sight (siet.)
ff.
Another peculiarity about the letterfis that it is doubled
at the end of all one syllable words which are written with
a single vowel followed by the consonant f only. as 7111f”,
cuffl pufi shf‘. L andfare the only letters doubled in
this manner.
To makefperfectly phonetic it would be necessary to
change ph and gh tof when so pronounced. It would also
be desirable to write f singly at the end of all words.
Other instances of doubling can be taken up later.
P.
The consonant sound p is always represented by the let-
ter P would be perfectly phonetic were it not for the
use of this letter in the digraph ph to represent the sound
off as stated in the preceding paragraph. By changing
this digraph tof, p would be made phonetic.
IO
“Silent” p occurs in a few words as cupéoard,}$salm,
pnezmzatz'c, etc.
REMARKS—The foregoing list includes all the labial con-
sonants excepting 10. They constitute about twenty-three
per cent., or nearly one-fourth of all the consonant sounds
in the language.
It would be a very great step toward phonetic spelling if
this large percentage of consonants were perfectly phonetic.
This can be accomplished by simplifying the spelling of a
comparatively few words as shown above. It would not be
necessary to memorize a list of respelt words in order to
follow out this plan. It would only be necessary to recall
the five consonants above mentioned and write them
phonetically. omitting them in spelling when they are
“silent.”
By starting with the consonants most nearly correct it
makes the whole task easier, simpler and more comprehen-
sive. Not only are the largest results obtained by the least
alterations, but each step taken makes some other less difi'i-
cult. Thus when '0 is simplified,f, p and /z are made less
complicated. And by perfectingfip is made completely
phonetic and la and g are considerably relieved. Thus
most of the consonants when reached will be so nearly
phonetic that they will require no more alterations than the
ones above.
This plan has been carefully followed out and found to
be applicable to the entire language.
Some idea of the extent of the changes made in English
spelling in the last two hundred years may be gained by
comparing the spelling in the following lines written by
Bishop Edmund Redyngton, A. D. 1665, for a dial at Ad-
dington, Kent:
Amyddst ye filowres
I tell ye houres.
Tyme wanes awaye
As filowres decaye.
Beyond ye tombe
Ffreshe fflowrets bloome.
Soe man shall ryse
Above ye skyes.


December (9“ i i
Imree/ 15y ‘T/ze Sz'nzp/fied Spelling Society,
44, Greal Reuse/Z Street, London, W.C.


A SCHEME OF
SIMPLIFIED SPELLING,
Briefly Descriéea'.
THE PURPOSE OF SIMPLIFIED SPELLING.
HE following scheme of Simplified Spelling is an attempt to
introduce regularity into the spelling of the English language.
The present spelling has numberless redundant letters and also uses
many different ways of representing the same sound. The 11 in
doubt, the k in knee are redundant. The sound of e in go is also
written 0e (in me), 0a (in road), 0 . . e (in rule), aw (in raw), ew
(in sew), 00 (in broac/1),cu (in seul), oug/z (in though), etc., and as
similar diversity of representation occurs inthe case of all the
so-called long vowels, there is no simple rule to guide the learner in
determining which of the different forms is appropriate in any
particular word. As a consequence, the spelling of each word has
to be memorised, which entails an enormous waste of time and effort.
The process of learning the present spelling is harmful also because
it implants faulty ideas as to the nature of the spoken language.
Correct spelling has come to be regarded as more important than
clear and pleasing speech.
The aim of any attempt to improve the present spelling must be
to enable the learner to spell a word correctly when he has heard it:
1, correctly pronounced; in other words, every sound should at once
fin?! suggest the proper representation of that sound. From this point of
view the underlying principle is the same as in a rigidly phonetic


alphabet; but the scheme here suggested differs from such an
alphabet in that it is based on the present spelling. Thus ou is the
representation proposed for the diphthong in noun (now also written
ow, as in new, and oug/z, as in [mug/2); but the first part of this
diphthong is neither the o in not nor that in go, the nearest sound
being that of a in father. A phonetic spelling would probably
require something like em as the representation of this diphthong; in
other cases it would require the use of new symbols or of diacritics
(that is, marks not forming part of the letters, as ’ A V).
The introduction into the alphabet of new symbols or of
any considerable number of diacritics would radically change
the appearance of the written and printed language; it would
necessitate the “scrapping” of our present fonts of type, lino-
type machines, and typewriters, to say nothing of changes in the
system of communicating by telegraph, in signalling, &c. ; it would
be a serious obstacle to the general adoption of an improved spelling.
ADVANTAGES OF THE SCHEME.
The suggested scheme of simplified spelling is given below, with
some explanatory notes. It is claimed for this scheme that—
I. It would save our children much time and effort now spent
in mere memorising, which is of no intrinsic educational value.
2. It is easy to read and to write for one accustomed to the
present spelling.
3. It would be easy for a child who had learnt it to read books
in the present spelling.
4. It would not necessitate the use of any new letters, and could
therefore be printed without any difliculty.
5. It would be helpful towards an appreciation of the spoken
language, and, by facilitating the training of the ear and the vocal
organs, would lead to better speech in the mother tongue.
6. It Would greatly lighten the work of many British subjects
in India, South Africa, and elsewhere, as well as of the foreigner
desirous of learning our language, would induce mere to make
themselves familiar with it, and would remove the chief obstacle to
the use of English as the. instrument of international communication.

2

THE SIMPLIFIED SPELLING IN BRIEF

CONSONANT SOUNDS
bet pet Clip tip got Cdt
met net sing N.B. linger, thine
Win whim Van fan this thing
So Zest vizhon Sheen jest Cheer
yes hapy liv rest

VOWEL SO U N DS
glad best lily sOng bud good volyum
faather far maid fair laud lord
leed liet loed 'bUlln dyuety
seing dial going juel dyual
We mi thO thru dyLl
joi mount curl sister



EXPLANATORY NOTES.
From the above table it will be gathered that the repre-
sentation of the consonant sounds and the short 'uowels is attended
by few difliculties. ‘
t is the value of the present (I in many past participles (such as
picked). It is clear that the last sound of picked is the same as
in strict, and that t is the appropriate letter in both cases.
e is suggested for the first sound of cat wherever it occurs.
A learner cannot conclude from the sounds of the words cat, kitten,
cook where he should use c and where h. He hears the same first
sound in hit and in quit, and should represent it in the same way in
both cases. The sounds in torts and tax are the same and should be
spelt in the same way.

f takes the place of p11. There is no more justification for
pit in phantom than in fancy.
th may continue to be used for the first sound in thing and also for
the first sound in this (for which some have suggested dh). No
inconvenience results from the use of one symbol for both sounds.
z, s are used whenever the sounds z and s are heard. In the
present spelling the letter s often has the sound ofz (as in lose, ease,
(logs). Nothing in the sounds of the words enables a learner to
know that s is the spelling of the sound in case, but z in freeze.
Similarly, the letter c in the present spelling often has the value'of s,
and there is nothing (except the memorising of individual words) to
show that, for instance, s is to be used in sit and c in city; in any
scheme of improved spelling this use of the letterc must consequently
be given up. As was stated above, the letter c will be associated
exclusively with the sound which it has in cat; and though at the
first glance one accustomed to the present spelling is tempted to give
the s value to the proposed spelling c in such words as locing (= locking)
or taicen (=taken), the new habit is quickly formed. For the learner
uniformity in the value of c is a great simplification.
sh, as in shut, is at present written in many ways (sugar,
chandelier, partial, special, ocean, dimension, passion).
zh is not at present in use, but its value is obvious. The sound
occurs mainly in words where a vowel precedes -sion (as in vision)
and -sure (as in leisure).
ch is used with the value it has in such. The present spelling
often prefixes a superfluous t (as in hutch).
j, as in jet, is at present also spelled g (as in gem), ge (as in age),
(lge (as in edge). The learner cannot tell from the sound thatj is to
be used in jet but g in gem.
y is used as a consonant (as in yet), and finally as a vowel (as in
pity), but not elsewhere (as in the present spelling ofphysic, cycle).
The long rvowels and diphthongs show much greater variety in the
present spelling than the majority of the consonants and short
vowels. In decidingupon the most satisfactory representation of
these sounds various alternatives were considered, particularly the
method exemplified by late, cede, "wide, rocle, rule. The conclusion
4

arrived at was that it is important that the symbols adopted should be
self-contained, that is, that their value should not alter according as
another letter occurred or did not occur in a later part of the word.
This is also the motive for giving up the present method (which is,
however, not consistently applied) of indicating the shortness of
vowel by doubling the next consonant. The suggested scheme renders
such doubling unnecessary. To one accustomed to the present
spelling the absence of doubling is, at the first glance, a little
confusing; but he will soon acquire the habit of reading later as
latter, biger as bigger, leting as letting.
an is a rare combination in the present spelling, but its value is
clear. It is impossible to use a for this purpose, as it serves to
designate the short sound. In calm, half, etc., the l is redundant:
merely to omit the lwould give cam, pam, which would naturally be
pronounced to rhyme with lamb.
ee, ie, oe are spellings which at once suggest the value attached to
them.
uu is a new combination, on the analogy of no, and
represents the long vowel sound in true, food.
ee, ie, oe, uu may be reduced to c, i, o, u before another vowel,
and (ii) at the end of a word. This, however, is merely a
suggested measure of economy; it would not be incorrect to
retain the digraph.
yue is used for the sounds common to you, union, eulogy, tube, few,
view, beauty. Here, too, a reduction to yu is possible before another
vowel, and finally. yu is also used in unstressed positions, thus:
signatyur.
ur is used for the sound heard in stressed positions, e.g. in hurt,
clirt, absurd, concur, bird, word, curb, herb.
er is used for the sound common in unstressed positions,
e.g, in enter, centre.
A few additional points may be noted :
It is not proposed to change the spelling of proper names or of
manifestly foreign words (e.g., menu, cle'but).
Prefixes and suffixes are spelled uniformly, in spite of varying
pronunciation and, in some cases, a resulting redundancy of letters.
5

Thus pro- is written in pronoun as well as in produce, although the
pronunciation of the prefix is not the same in these words; and
inter is written in interrupt, although only one r is heard.
Some words are not pronounced in the same way by all speakers.
In such cases variant spellings are permitted. Thus one who
pronounces no 11 in humour would be free to write yuemor ,- schedule
would be written scedyul by those who pronounce the first letters as
in school. Again, those who make no distinction in length between
the vowels in good and mood, would be free to write oo in both cases ;
on the other hand the distinction made by some in the pronunciation
of or might be represented by or and oer. ‘
PARTIAL ADOPTION OF THE SCHEME
FOR PROVISIONAL USE.
Some friends of the movement for simplified spelling may wish to
give it their support by adopting in their letters (and perhaps in
print) certain obvious simplifications which are in accordance with
the suggested scheme, preferring to wait until the scheme is more
widely known before they adopt it in its complete form. The
following rules are suggested for provisional use :
1. Drop silent letters when this does not involve a change of
pronunciation; e.g. write dout for doubt, activ for active, dcyfnit for
definite, program for programme, pich for pitch, but not brit for bright.
(Do not adopt brite, which is contrary to the spelling ie suggested for
this diphthong in the scheme.)
2. Where a consonant is doubled in a simple word (not in a
compound), drop one letter, when this does not involve a change in
pronunciation, e.g. write batl for battle, teror for terror, begining for
beginning,’ but keep the two letters in coattail, lamppost, interrupt,
batted, latter. (The forms bated, later in the present spelling do not
have this value, and confusion would arise.)
3. Write t in place of the ending ed of many verbs, whenever
t represents the pronunciation ; e.g. past for passed, prest for pressed.
4. Substituteffor ph.
6

The appended passages will give some idea of the form of
simplified spelling here advocated. The reader will have nodifiiculty
in making it out ; but it is inevitable that many words will seem to
him strange and even uncouth. Familiarity with the present spelling
renders us blind to its very grave deficiencies; unfamiliarity with a
new spelling should not prevent the reader from giving it his serious
attention. He cannot fail to realise that habit will soon render the
words in their new form familiar. The first shock will be forgotten
and a repeated consideration will render more easy a rational
appreciation of the great advantages to be derived from _ a consiste nt
scheme of simplified spelling.
PASSAGES INi SIMPLIFIED SPELLING.
In the urlier part ov the sicsteenth sentyury, a nyu iedea caim
intu English speling which haz raut sad havoc and disaaster, viz., the
noeshon that a wurd aut not tu be spelt acording tu its sound, but
~acording tu its etimolojy and derivaishon; and this speeshus but
sensles noeshon woz atendcd with the wurst consccwensez. For
wun thing, the derivaishonz asiend wer freecwently rong: and
then a speling woz adopted which woz niether fonetic nor
etimolojical, but bad boeth waiz. And this iz the sistem which
haz ever sins gon from bad tu wurs, and haz landed us in the
prezent stait of caios.
The fact iz that moest peepl fail tu graasp the wun leeding
prinsipl, viZ., that it iz the spoccen wurd that realy materz.
Rieting woz invented for the purpos ov reprezenting the sound,
and iz oenly yuesful so far az it duZ so. The soel tru juj iz
the eer. Yet we actyualy bi the i; we actyualy go bi the
looc ov the thing, and consider whether the wurd loocs liec
Latin or Greec. If it duz so, we caul it good, in defians ov
truuth and lojic,
W. W, SKEAT.

Sum dai, I beleev, English iz destind tu becum the wurld
langwij, the veehicl ov understanding amung naishonz. But its
“riez .tu this pozishon, az wel az its prezent internashonal yuesfulnes,
iz obviusly hinderd hi the absurd speling, which pruuvz such an
obstacl tu our oen children, eeven thoez ov naitivborn pairents.
No mater hou hiely traind a manz reezoning pouer mai be, he
can not lurn tu spel English bi analojy. Our speling iz arbitrery
and not baist on reezon. Co'mbinaishonz ov the saim leterz
reprezent wiedly diferent soundz.
Thinc ov the saiving in tiem and efort if our children cood
lurn the soundz 0v the leterz and, yuezing thecz soundz as a baisis,
instantly pronouns eny wurd when riten or spel eny wurd when
pronounst. ,
Thine hou much mor cwicly the foriner wood fiend our
literatyur oepen tu him, be aibl tu get at furst hand a nolej ov the
real purpos ov our guvernr‘ient, a real understanding ov our peepl.
ANDREW CARNEGIE.
Whot iz mor seerius iz . . . . . the actyual mischif dun bi
subjecting yung miendz tu the ilojical and teedius drujery ov
lerning tu reed English az spelt at prezent. Everything thai hav
tu lurn in reeding (or pronunsiaishon) and speling iz irashonal ; wun
ruul contradicts the uther, and eech staitment haz tu be acsepted
simply on authority, and with a compleet disregard ov aul thoez
rashonal instincts which li dormant in the chield, and aut tu be
awaicend by every ciend ov helthy ecsersiez. The cwestion, then,
that wil hav tu be aanserd suuner or laiter iz this: “Can this
unsistematic sistem ov speling English be aloud tu go on for ever .P ”
12 every English chield, az compaird with uther children, tu be
mulcted in tu or thre yeerz ov hiz lief in order tu lurn it P
I du not beleev or thine that such a stait ov thingz wil be aloud tu
go on for ever, particyularly az a remedy iz at hand. I consider that
the suuner it iz taicen in hand the beter.
MAX MULLER.
December l9ll ' v M,
ISSUED BY THE


SIMPLIFIED SPELLING SOCIETY,
44, Great Russell Street, London, W.C.
TO TEACHERS.
“CLEAR SPEECH AND CLEAN SPELLING.”
SSUMING that you have made yourself generally acquainted with
the scheme set forth in the accompanying “SCHEME 0F SIMPLIFIED
SPELLING BRIEFLY DESCRIBED,” we venture to supplement it with
some remarks specially addressed to the teaching profession.
Your thought 0n laying down the “ Brief Statement” may perhaps
have been something like this: “Yes, it would no doubt be a great
' advantage if we could get rid of the absurd anomalies of our spelling:
it would no doubt save a great deal of time and unprofitable labour:
but what chance is there that people will ever accept so ugly and
uncouth a method of representing the language? ”
It is quite true that at first glance Rational Spelling seems ugly.
But there is no inherent beauty in Irrational Spelling, no inherent
ugliness in Rational Spelling. It is a mere matter of habit. The mind
instinctively resents a breach of established custom, and represents the
uneasiness 'it feels as an offence to its sense of beauty. Rational
Spelling has, indeed, the sort of beauty which may be claimed for
any instrument which is well adapted to its uses. This beauty
Irrational Spelling can never possess.
You know, of course, that “uncouth” originally meant simply
“unknown, unfamiliar.” That is the sense, and the only sense, in



which Rational Spelling is uncouth. If you had been accustomed
to write tho, enuf; naibor, frend, siv, peepl, filosofer, how monstrously
uncouth you would have thought such forms as though, enough, neig -
hour, friend, sieve, people, philosopher! Any proposal for their adoption
would have seemed insane.
It lies with you to render Rational Spelling every day less “uncouth”
by familiarizing yourself with it, and inducing others to do the same.
The 8.8.5. will supply you with literature to that end. An hour’s
practice will enable you not only to read Rational Spelling as easily
as conventional spelling, but to use it in writing with perfect freedom.
It may take days or even weeks, however, before the sense of uncouth-
ness entirely wears off.
“But,” you may say, “whatever the advantages of Rational
Spelling, we are not free to teach it until educational authorities and
examining boards are prepared to accept it.” We reply that it is the
business of the SSS. to organize opinion in favour of this vastly impor-
tant reform, and to bring it to bear on educational authorities, many
of whom are already with us. When once the teachers—who specially
stand to gain by reform—are solid in its favour the battle will be more
than half won.
To return for a moment to the question of beauty and fitness; it
may perhaps seem to you that some of the notations adopted for the
long vowels are ugly in the sense of being cumbrous. It is true that a
notation which represented each sound by a single character would be
much more elegant and economical. But this would involve the
addition of more than a dozen new characters to the alphabet.
Printers, publishers, the makers of type-writers, etc., would naturally
rebel.
Some people urge the adoption of two or three new symbols, and
no more. This would involve almost as great practical difficulties,
without the advantages of consistency and elegance.
Others say: “Why not differentiate the vowels by means of
accents, as in French and other languages?” Again the practical
difficulties are immense, and behind them lie two not unimportant
reasons. (I) All detached marks are a hindrance and an annoyance
in writing. Any “uncouthness” that can be charged against this
system of Rational Spelling would be heightened by the added sense
of foreignness. Besides, though the use of accents might help us
with the vowels, it would leave us as far as ever from a rational
notation for the consonants.

_.*>.-i!~ e-‘ a
All these proposals, possibilities, and difficulties were very fully
considered before the present scheme took shape. We do not say that
this scheme offers an ideal solution of the problem. We are quite
prepared to find that practical experience may suggest improvements
in it. But in putting it forward we lay down two propositions :—
(I) That reform within the limits of the present alphabet
ought to have a fair trial before the introduction of
new characters or accents is attempted.
(2) That the present scheme—though doubtless open to
amendment here and there—comes reasonably near to
solving the problem of simplification in as practical a
way as possible.
Some teachers may feel that even Rational Spelling, as set forth
in the “Scheme,” Will offer grave difficulties to pupils whose pro-
nunciation is grossly defective. It is true that “clear speech” must
be practised before the full advantage of “clean spelling” can be
attained; but what an argument this is for the adoption of a rational
system! Think of the day when every correction of spelling shall
be at the same time a correction of pronunciation! Is it not worth
while to take some trouble, and even endure some ridicule, in order
to attain that consummation?




The Herald.

DEVOTED TO PRONUNCIATION AND AMENDED SPELING.

VOL II, 52.
TORONTO, CANADA, Apr—.June, 1912.
N5102.


AWAKE PUBLIC OPINION
Toronto has a“Club for Study of Social
Sienee” hus president said lately
“we need reminders that tho‘t. and study of
social principls ar esential tn and shud precede
action. Lak of such tho‘t and study stultifies
much aparently successful action. No legislation
in advance of public opinion is operativ. Yu may
pas laws tu apoint inspectors or inflict penalties,
but nothing wil really hapn unless legislation is
bakt. by public opinion.
“We exist; for enlightenment and formation
of public opinion—first within the Club, then in
an ever-widening circ] outside. By our success
in directing tho't intu right; chanels, and in dig-
ing out. such chanels in the somewhat arid soil
of the public mind our existence is justified."
These pages hav the same two ends:—
first. tho‘t and study of principls; second,
awakening of public opinion. Ar yu,
reader, nzing them tu farther these two
ends by subscribing for and circulating
hese leaflets? Or ar yu one hu talks and
oes nothing as scored in this paragraf?
.N They hu sit bak, rite and talk, without noing
3!, ar living hindrances tn the progres of truth,
. C. BUBGES in Chicago Record Herald.

A LONDON CONFERENCE
rom 4th tu 12th September last a Brit-
American Conference on Simplified
ling was held in London. Five (Thom-
si‘ight, Grandgent, Hempl, Matthews)
"1 for America; five (Edwards, Jev-
Jones, Gilbert Murray, Ripprnan) for
an, with Mr Wm Archer (sec’y of SS
y)‘ as secretary, with a. vote. Most time
'. tu discuss an old-letter scheme pro-
:d by the Rritishers, which they mod—
.I a litl,as givu elsewhere. The Amer-
ns tho’t “long” vowels shud hav dlfer-
ials 01' markt. letters; but. they had no
ernativ scheme prepared.
So far then ther is radical disagreement
tu New Speling, tho they can and do
see tu an amount of Amended Speling.
' important was manifest agreement
:ept “long” vowels as monofthongs.
'rotiations continue with a view tu a
agreement after wide discussion.

AN OLD-LETTER SCHEME
theme” mentiond above, after a
s sent out by the SSS as an 8-page
giving succinctly the transatlan-
oint. Here is a resultant:

“Speling iz arbitrary and not baist on reezon
Combinaishonz 0v the saim leterz reprezent
soundz wiedly diferent.
"Thine ov the saiving in tiem and efort if our
children cood lurn the sounds ov the leterz and,
yuezing theez soundz as (sic) a. baisis, instantly
pronouns eny wurd when riten or spel eny wurd
when pronounst.
“Thine hon much mor (sic) cwicly the forin-
er wood fiend our literatyur oepen tu (sic) him,
be aibl tu get at furst hand a. nolej 0v the real
purpos 0v our guvernment, a. real understanding
ov our peepl."—Page 8.
In this, “as” seems a misprint for az;
but. “mor,” tu rime with for or law, is in—
tentional (tho we had latelya patient from
Croydon near London hu of cloroforrn de—
manded “HM-)al mdul” with pure, close 6).
The Scheme accepts aparently standard
or receivd vowels (in HERALD-notation):
I c 1 6 s
e $ a O [1
difthongs: a1, au, 01, 111 or yu
and for them. each for each, employs:
e, co ai u 0, oe ue, uu
l, y e a as. 0, au 00
difthongs: i or ie, on, oi, yu or yue
This is inconsistent with cosmopolitan
use of a, e, i, o, u—a fault as serios as tu
misuze 0, 1, 2, 3, 4, 5, 6, '7, 8, 9! or the cos-
mopolitan notation of time on a elok-face!
Again, it is outrageosly inconsistent with
itself! Either reason shud secure its con-
demnation. We waste no more space in
exposure, especialy as no atempt tu pair
vowels is aparent, but, in sted, just what.
Whitney scored nearly forty years ago,as
more fully givn on our p. 208. We quote:
“Ideas of _vowel-relation nr hopelesly mixt—
he sees nothing strange in designation of vowel
sounds of pin and pine, of put and pate, or of pun
and pure, as coresponding ‘long' and ‘short’, tho
he might as wel asert that dog and cat, or that
horse and cow, or that sun and moon ar cores-
ponding male and female."
British seolarship has several names at
least equal tu Whitney. Hav they been
ignored? If so, why? At least let their
quite numeros and widely publisht opin-
ions hav weight and due respect.

NEWS-NOTES AND COMENTS
—If “lydy” ever realy becomes the ac-
cepted pronunciation [of lady] in England, we
shal begin tu see ampl cans and excuse for form-
ation of an “American language" in good ernest,
and for declaration of linguistic independence/9f
the mother ountry.—Chica.go Dial, 16 Dec.,1911_
.- N..-
MQ‘A‘ ~1=~W * 2
222
OLD SPELING
REVIZED


-Mr Caruegle’s (aen'dru car-n12 “g1, or
car-n's'gi) subsidy of $15,000 a year tn the Simpli-
fled Sp. Board ended with 1910. He is so wel sat-
fled with progres as tu promis $25 000 a year for
five years ending 1915. Next tu promotion of ar-
bitration insted of war tu setl disputes, Mr C. has
at hart simplification of speling. Viv/at Carnegi_
—Dr Walsh (Fordham university) says
farther: “We study Irish brogue in conection with
the pronunciation of English then. The two at
found tu conform in practicaly evry respect. Ir-
ishmen pronounce English as their forefathers
lernd it; and preserv its pronunciation becaus
away from the main current of English speech
ever since."
—The above refers tn Walsh’s articl in
Harper's for July last. See our p. 219. How was
this change of language (transplantation tu Ire-
land of speech in Shakspear‘s day) bro't about in
50 years before 1626? We hope Walsh wil giv this
an anser in another articl.
—“L0yalist Shelburn(e” by Dan’l Owen
(5 pages ilustrated in Canadian Magn, May. 1911)
is an acountof one fase of Nova Scotian setlment
by royalists in 18th century. When Cornwallis
surenderd in Oct. 1781 many of them foresaw the
end. A band of city peple from Baltimore, New
York and Philadelfia took up the matter of re-
moval with the governor of Nova Scotia thru a
committee of sevn. Shelburn, a fine port on the
south shore. was selected. Palatial residences
wer taken apart tu be re-erected there. The elite
of three cities, numbering 5000, came in twenty
ships, folod later by 6000 more. $7,000,000 wer
spent in improving the town. They bro't their
slaves with them. When “government suplies
wer shut off, the gay capital began to gro hungry.
They wudn't fish and wudn't trade in furs which
was beneath them, they cudn't farm . . . . so they
starvd. . . . . never did a city rise s0 grandly and
fall so miserably. The 14,000 soon became a beg-
arly 400. They scaterd, many bak tn the States,"
leaving Negros in sory plight. Wilberforce and
Clarkson the emancipators herd of this, and
Clarkson’s brother came out tu superintend their
removal to Sierra Leone and took all there, 1200
in 1792 and more later. Shelburn’s population
is 1000 now.
—W1th Barrington, a neighburing town,
it was very difrent. Setld by Puritans hu farmd,
fisht and bilt Wooden ships, it fiurisht long, til
the days of steel vessels.
—Two article (in Fortnightly, April, May,
1909) by Mary Hayden and Prof. Hartog on the
“Irish Dialect of English” treats of vocabulary
mainly, and “omits all discussion of pronuncia-
tion."
-—Dr Truman Michelson studies Shaw-
nee and related Algonkian dialects, including
Ojibway. Dr J. N. B. Hewit(t studies Iroquoi(s.
Both ar in the Bureau of Ethnology, Washington,
—Oanada has a population (census of
1911) of 7,160,000, just about the population of the
United States in 1810.
—The Ontario Branch of the Simplified
Speling Soc. has 172 members hu in its second
year ending April, 1911, contributed $5330.
—-The Public—Scool Section of the O. E-
Aso'n by resolution condemd the authorized Spel'
ing Book. The Minister of Educa'n had his aten-
tion drawn tn the strength of public opinion
against the retrogression in orthografy in recent
text-books. Why shal Ontario children burden
their memory with such inconsistencies as that
u is tu be inserted in laborer, neighbor, vapor, col-
orable, 812-0., but dropt from laborious, sailor, 11a-
[\Q’riz/é, coloration, etc.
—-Tu the Imperial Educa’n Conference
. Y \ \
held in London the British Government invited
representativs from evry self-governing and de-
pendent unit of the empire. Outside the British
Iles 27 provinces and dependencies responded.
The oficial report contains (pages 207 tu 228) the
discussion on Simplification of Speling and the
UNANIMOS adoption of this resolution; “This Con-
ference is of opinion that simplificatien of spel-
ing is a matter of urgent importance in all parts
of the empire."
—The resolution farther calls for action
in evry part of the empire tuward creation of an
enlightend public opinion as tu this.


T\VO YEARS’ SCOOLING WASTED
Examination of a large number of ‘time
tables in the U.S. and 9'7 in Ontario shows
that only one subject, Arithmetic, is givn
more time than Speling. If Speling and
Reading ar both counted—children lern
rapidly tu read words spelt foneticaly—
they waste nearly two years. Indeed it is
worse than mere waste of time to dril in-
tu children’s memories, despite their rea-
son, a multitude of contradictions, as that
our is right in laboring, mug in laborious;
right in honorable, rong in honorary; etc.
In Ontario, oing tu retrogressiv speling
in recent text-books, ther is special need
of this discussion. Let us hope that out
of evil good may come—Ontario Branch of S.S.S
OBITUARY: MARCH
FRANCIS ANDREW MARCH, sen., retire
professor of comparativ filology at La?
yett college, Easton, Pa., died there i
Sept. last, aged 86. He, ably secondel
Whitney and Haldeman while they 1
was the mainspring of the Americar
Reform Asocia’n for 16 years ending
and the inspiration of its 24 Bulletin
9 issues of Spotting. He rote a repc
Spelingr Reform publisht as a pamfl
the U. S. government, and acted as
sultant on Speling and Pronunciati.
the Standard Dictionary wherin his
forms apear systematicly. He urger
(1, e, u, be aded tn a, e, i, o, u, and t
macron atop givs sixteen vowel d
tions, some qualitativ, some quant
For a specimen see our p. 126. Lat
the Standard Dfct’y, i and 6 wer put
and e, as in specimen on our p. 130.
regret that tn the end March did not Q
tu some agreement with NED nota'.
so as tu reliev us from making choic
“One or Other” as we did six years agnl
p. 162. Then and yet we hav tu ch (
tween NED and the Standard wi
of scale in favor of the former (is!

LITERATURE
NINTH REPORT OF THE Games"
OF CANADA for the year ending 30
455 pageg large Svo with 5 large 0
newer districts. King's Printer, (.4

Part I, up tu p. 115, givs a]
as tn speling of proper names
\
OLD
tu 151 a ful list of townships, towns, etc.,
in provinces and districts. Pages 153 tu
455 giv lists of place-names in Kebek, the
“Thousand Ilands” and northern Canada
with much information as tu derivation
of names, a great help as tu why they ar
spelt thus or so.
STENNUMERALS for the Rapid W)riting of
Numbers, by E. B. Thorntun. Book Depart-
ment, Addison, N. Y.; L. b‘. Haynes, Toronto.
'l‘his coverd pamflet 0f 8 pages givs a
system for very brief riting of statistics by
reporters with symbols shorter than by
ordinary figures, yet ar “facil and rapid”
and "counectibl, units under units, tens
under tens,” wherin “other systems ar
Wholly defectiv.” The author has the cur-
age of his convictions astu speling wherin
more noted authors go lame: we read
colums, connectiv, consecutiv, defectiv, dis-
tinctiv, dropt, facil, hookt, no't (nought, naught)
notist, ofset, requisit, reverst, strait (straight).
PEOPLE AND LANGUAGE OF ULs'rER by
Charles C. BusSel, B. A., 67 pages 121110, cloth.
McCaw, Stevenson & Orr, Belfast.
These adresses by an Ulsterman resid-
ing in Australia ar popular and interest-
ing, dealing mostly with the language.
TYPEs OF STANDARD SPOKEN ENGLISH and
its Chief Local Variants, 24 fonetic transcripts
by Marshal Montgomery at Giessen, late clasic
at Oxford. 80 pages 12mo, boards. K. J.Trueb-
ner, Strassburg, 1910, 3 marks.
This is by anativ of Belfast educated at
)xford. His versions of American speech
rust be taken with some alowance.
IONUNCIA'I‘ION OF ENGLISH BY FOREIGN-
ans, by G. J. Burch, M. A., F. as. 110 pages
21110, cloth, 3s net. Alden & Co., Oxford.
his records many mispronunciations by
eners hu folo their own speech habits.


PICTURES OF MUSIC-IN-MOTION
'rof. D.C.Miller (of Case 80001 of Aplied
ice, Cleveland) operated for the first
e, Jan., 1912, at the Carnegie Institute,
:sburg, his invention for projecting
nd-waves on canvas, shoing ten quali-
Aplaus of the audience, their lafter,
rustl of their evry movement was seen.
.e human voice has more tone-quality
an any instrument, the slide trombone
xt. Vibrations of a singer’s vocal bands
- be mesured. The quality of musical
ruments or voice of opera singers wil
dout no longer.—Talking-Machine Wayld.

\visional New Speling]
' BmdERHUD.—And hiz mader and
16erz cam, and stud autsaid, and
i ask him tu cam tu dem. Der
traud siting araund J Izus and
1em sed tu him:
yur m16er and yur braderz ar
asking for yu. ”
:mai maoer? and mai braderz?”

SPELING REVIZED 223
woz hiz replai. Den hI lukt araund on 6e
pIpl siting in a sercl raund him and sed:
“HIr ar mai m16er and mai braoerz!
Huever daz 6e wil 0v God iz mai br16er
and sister and under.”—Marlc, z'z'z', 31—35,
in Twentieth Sentz'uri Niu Testament.
PATRIOTIC PROGRES. —1n difrent taimz
and cantriz patriotizm haz difrent werk
tu du. For 6e last tfi or thrI sentiuriz
its biznes haz bin yuziuali 6e braidling
0v tairants, 6e dethoning ov arbitrari
kingz and seting 1p constitiusional wcmz,
or 6e geting rid ov kingz oltugeder; in
short, ecstending popyular libertiz at
6e ecspens 0v wearerz 0v craunz and
bearerz 0v septerz. Going farder bak,
WI s1 amber stet 0v thingz. Tuward 6e
end 0v 6e midl ejez WI faind 6e relesion
0v kingz and pIplz 6e revers ov hwot 62
afterward becem. WI faind opresion
divaided and difiuzd in 6e personz ov a
maltitiud 0v fiudal tairants, and 6e masez
luking tu der sovran az protektor. De
fiudal opressor woz hiz enemi and derz,
and 6e progres 0v monarkic sentralize—
sion woz in 6e interest 0v b6th prins and
pezant. Not til fiudalizm woz prostret
did 6e masez srs tu bles tier sovran and
began tu cars him az a tairant.—PARK-
MAN, 6e historian, on Felyur 0v Yuni-
versal Sufrej, in Nmt/t American, Rem'u,
Julai, 1878.
PATRIOTIC PROGRES FOILD. —A Niu
lngland vilej 0v 6e olden taim—se forti
yIrz ago—wud hav brn sefli and wel gav-
ernd bai 6e v6ts 0v 01 men in it; b1t, nau
oat 6e vilej haz gron intu a popyulos siti,
wid its faktoriz and its werkshops, its
ekerz 0v tenement hauzez and thauzandz
and ten-thauzandz 0v restles werkmen,
forenerz m6stli, tu hum liberti mInz
laisens and politics mInz plunder, tu hum
6e pablic gud iz mthing, and der most
trivial interests evrithing, hu hv 6e can-
tri for hwot 62 can get aut 0v it, and
huz Irz ar open tu 6e promptingz 0v evri
rascali adjitetor, 6e ces iz chenjd com-
plItli, and yuniversal safrej beclmz a
cwestionabl blesing.-—[bid.
J INGL 0v TERMZ.—Der iz probabli no
grater impediment tu advans 0v nolej
6am labeling 6e 1nn6n bai a hai-saunding
term or frez. 1t givz a perfidios sens 0v
satisfaksion and fainaliti serten tu desrv
6e 1nweri and tu lId astre. De taip 0v
maind tu acsept sabstitiuts for akyurasi
0v tho’t wil b1 content wi6 dogmatic se-
ingz faunded on insafisient pruf. Werst
0v 01, bis atitiud groz on 6e individyual.
De maind becamz les and les critical.—
Lancet, 13th March, 1909, p. 769.
A.—De oridjinal saund in lnglish ov 6e
leter A woz, 0v cors, hwot it had in Lat-
in and GrIk. In most Yuroplan tangz it
/
J,
NEW SPELING



haz retend 6is valyu (French, J erman, !
Welsh, ets.) and ocezionali in lnglish!
(e. g., saam, psutm). Dis shud olwez b1
its valyu in saientific notesion (so in
Mure’z Diffiulmry); it iz foneticali des-
craibd az 6e mid-bak ‘waid’ vauel. Ov
6e u6er valyuz A haz nau acwaird, 6at in
man (simbolaizd bai Mure az a2) iz car-
acteristic [not “peciuliar” az sum se].
De raunding intu Q (Mure) az in water,
tall, haz meni paralelz. Cwait unnes-
esari confiuzion haz bin co’zd bai alau-
ing A tu asfim 6e valyu ov its modern
n'em,—Articl A in N elem/1’s Encyclopedia.
At 6e end 0v werdz in 01 langwejez 6e
droping 0v 6e vois tendz tu slur it tu-
ward 6e saund 0v u in but hwitsh in ln—
glish it cwait at'snz.—[bid.

AN AIDIAL.—G61dwin Smith bor tes-
timoni tu a n6bl aidlal. Tu strengthen
taiz 6at baind tuge6er 6e Yunaited Stats
and Canada and b6th wi6 Britan n0 ab-
rupt chenj in 6er autward political rele-
sionship iz nesesari. Aneczesion ov 6e
Yunaited Stets and Canada iz vizionari.
But a sentiment 0v yunion not les strong
beco’z unselfish must continyu tu gro aut
0v kinship 0v res, and a comon langwej,
comon prinsiplz ov lo, and a comon sivili-
zesion.—Niu York W orld. De lnglish
tung iz a stronger bond 0v imprrial yu-
nion 6an enithing els, a thauzand taimz
stronger 6an ol achrvments 0v s61dierz
and selorz and 6e stetsmen 6at direkted
6em.-'LonD MORLEY at 1mp1rial Pres
Conferens. A faktor m6st pauerful
for werld-pIs iz werld-waid dissemina-
sion 0v lnglish; and ai shrink from bear
posibiliti ov a lingwistic split bro’t abaut
bai an irrasional clem tu ecsclusiv 6ner-
ship in it. Hwen Providens haz conferd
on us 6e privilej tu spIk 6e langwej 0v
haf 6e erth, hwot foli tu think and akt az
60 it wer 6e peciuliar properti ov aur 6n
litl parish—WM ARCHER in Yorkshir Post.
AMERlCA’Z lNGLlSH
Aur Just Consern in
Proper and Simpl Speling
Aur langwej iz 61der in America 6an
it woz in lngland hwen aur projenitorz
crost.
From 6e setlment 0v Verjinia in 1607
til nau iz 300 yIrz. 300 yIrz bak from
1607 bringz us tu 1307 wi6 Edward II on
6e thr6n. lnglish eczists, but 6nli daia-
lekticali. De king sprks French. Latin
iz 6e langwej 0v saiens and ov relidjon.
French iz 6e vernakyular 0v king and
n6bl, 0v guvernment, 0v sosaieti and ov


shivalri. Not for tfi jeneresionz duz ln-
7" "lish begin Wi6 Choiser. Edward Ii’z 1n-
glish iz beter descraibd az Caedmon’z
tung in dece 6an az 6e srd hwens sprung
Sheksprr’z lnglish.
Der iz no gap betWIn Capt. Jon Braun’z
(John Brown’s) acaunt 0v Niu lngland
and Theod6r Rdzvelt’s Win/ting (If the
lVest. but 6er iz a gret gulf betwrn 6e
Omani/1m and Tindal’z Baibl.
Mu6er tung woz transplanted tu 6Iz
shorz (az Aeneas bro’t hiz godz tu Lati-
um) in 6e veri blfim 0v its medenhud,
and charm 0v its immatiuriti. British-
erz hav no ecsclusiv rait, nolrait tu dik-
tet its yus 6an hav aur rem6t cuzinz in
Frrslant and Shlesvik(Friesland, Schles-
Wig, [lesvOiX) tu diktet tu 6em.
Had WI dun nuthing but incrls and mul—
tiplai, gro ritch and lucsyurios, 6e veri
wet 0v numberz givz 6e British in Ame-
rica 6e resez hegemoni. But WI hav dun
m6r:WI mek lnglish 6e VIhicl ov 6e m6st
profaund political filosofi and eczakt po-
litical saiens 6e werld haz yet srn. WI
weld Grisez abstract spekyulesionz tu
primitiv Tiutonic raits. W1 hav dun _
hwot woz thoit imposibl: med an Ikwol I "
and cohIsiv federesion, created a self- /
guverning werld—pauer, and included in
6e fundamental instrument 6e prinsip-
0v orderli amendment.
Aur veri pre-eminens impc'izez a diu‘ g
WI resrv a milion immigrants evri y"
It materz gretli tu us 6at 6e and 6
children understand American polit'
DIZ ar ecsprest in lnglish, a langwej
tu lern and cepabl for 01 nIdz, buj,
atr6si0sli speld 6at its simplisiti i2
sciurd, hwot litl gramar it haz folsii
its literari acwairment renderd difi'
Aur nIdz ar tfi gret tu alau us tu '
for aksion bai u6er pIpl. 1t behfiv
tu akt and 6at promptli. Speling i
a subject for I6er ledjislesion or jur'
aksion. 1t iz mater 0v yus and cus
......Hwot m6r fiting mInz tu 6ve
bad custom 6an pre-eminent ecza.
Hwot m6r fiting mIdiam tu mek lng
intelijibl tu ol 6an a guvernment 6at ',
clemz 01 men endaud bai 6e Creator 7]
inelienabl raits; hwot fiter instrument( 1
6e printing pres, 6e emblem 'ov 6e b a,
ing 0v modern siviliz'asion.—C. S. CARBI'.
in New York Times. )10'
__.__ .agr
KEY:6e 116 1'1 oiai {I

as in they see us old rule oil aisle 1]
(Marking 0 or u is unnecesary in ope'el
and some other definit positions
Alfabet: aubcd6eefghi1jklmnopi
IE? For fuller uplanatlon and PA"
cover 0! Annual of New Speling (p0.
THE HERALD spears at 72 How:
Toronto, Canada. SUBSCRIBE AND
in letters, in scools, privatly in a hr
8 copies quarterly to one adress, 25 c


a
Economizcd Commercial
Spelling
BY
HENRY HOLT LL.D., F.A.A.S.
MEMBER OF THE EXECUTIVE COMMITTEE OF THE SIMPLIFIED
SPELLING BOARD
REPRINTED, YVITII AMENDMENTS AND ADDITIONS, FROM
THE UNPOPULAR REVIEW
FOR
OCTOBER—DECEMBER, 19! 5


NEW YORK
THE UNPOPULAR REVIEW
1916
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ECONOMIZED COMMERCIAL SPELLING
In these days of efliciency, Spelling is badly behindhand.
True, commercial correspondence has many abbrevia-
tions that are generally accepted in spite of being more or
less arbitrary: for instance a/c, acct, amt, Dr, Cr, mdse,
etc. But the economies effected by these abbreviations
could be increased probably a hundred fold, and that too
without excessive condensations like those cited, which do
not result in words, but in mere unpronounceable symbols.
For hosts of words there is entirely practicable much con-
densation that would be systematic, have the warrant of
authority, and leave them more readily and reasonably
spellable and pronounceable than before. This could be
effected by simply applying to them the principles ad-
vocated by the Simplified Spelling Board of America and
the similar Society of England.
In writing letters making no especial appeal to the feel-
ings or the reason, the present writer has found so much
saving of time and tissue in using some of the abbreviations
recommended by those authorities, and a few of his own
devising, that it has seemed worth while to put them
within reach of others. A more important consideration
for doing so, however, has been the economies that use of
them could effect in business offices. The still greater
economies, amounting probably to hundreds of millions
annually, that would result from a general use of rational—
ized English spelling in writing and printing, and also the
saving in the time required for learning the language by
children and foreigners, are only incidental to our present
consideration but it may be worth While to state, in pass-
ing, that writing and printing the utterly superfluous 0 in
you costs the English speaking world millions of dollars
every year; and that the same is true, in less degree, of the
still greater absurdity of spelling the word in as too and two.
I
2 Economized Commercial Spelling
It would be cruel materially to disturb in the literature
of any generation the verbal forms people are used to.
But it is more cruel to inflict on children and their
teachers the present English spelling. Fortunately,
however, there is no real necessity for either cruelty.
The present generation can be accustomed to better
forms through ordinary business correspondence and ad-
vertising; and also to the idea of bringing up their children
to find better forms natural in literature and in correspond—
ence of moment. This idea should be peculiarly welcome,
because it will save children many tears and much time ——
estimated by some as high as two years—now wasted
over our inconsistent spelling. If they are taught rational
and consistent forms, they will also become accustomed to
the current forms without conscious effort.

We do not recommend the use of new forms Where
they would divert attention from argument or from
address to the feelings; but in routine business, advertis-
ing, and commonplace matter generally, many new forms
can be used without harm, and with much economy; and
as they become familiar in such uses, or are made familiar
in simplified, rationalized, and greatly facilitated educa-
tion of children, they can work into higher uses with
many great gains and no appreciable losses.
The American Board has recommended several ex-
cellent improvements, but has not attempted to reduce
our spelling to a system. The English society has made
such an attempt, many of Whose features correspond with
the work of the American Board; and many more, but
not all, which the American Board has not formally
adopted, are approved by the majority of its mem-
bers.
If this debatable ground is ever to be put in order, it will
probably be by the efforts of individuals, most of the
efforts going to waste, and those most fit, surviving.
The following recommendations are condensed from


Economized Commercial Spelling 3

the publications of the Simplified Spelling Board, and are
concurred in by the English Simplified Spelling Society.
I. Drop all useless or misleading letters. For instance
(a) e is useless in such words as sero, euro, care, twelo,
selos, inoola, axl, £50.
(b) e is both useless and misleading at the end of such
words as engin, infinit, activ, futil, examin, £50., as its
normal use in such cases has been to make the preceding
vowel long. Hence it should be retaind in such words as
fine, finite, note, hate, £50., unless rules IX—XV are followed.
(c) e is useless and misleading when ed final is pro-
nounced as d. Then write that simply d. When it is
pronounced as t write it simply t. As aimd, armd,
raind, dipt, stept, wisht, 8cc. But when the final e affects
the preceding vowel [see rule (b) above] the e must be
retaind. Baht, for baked will hardly do, nor dind for
dined, nor deduct for deduced, E50.
(01) One letter or the other is useless in the combina-
tion ea, sounded as in head or heart. Use the letter which
is sounded, and omit the other, as hed, tred, ment, helth,
relm, led, dred, hart, harth, harken, E50.
(e) Silent b, h, l, n, r, 5 and w, are always useless. Omit
them in det, lam, thum, sutl, gost, gastly, hym, condem, pur,
bur, er, coud, woud, ile, iland, aile, rite, ritten, anser, E50.
(f) Except to mark the difference between al and all,
use one Z instead of two, as til, wil, ful, fil, skil, skilful,
wilful, instil, fulfil, fulness, dulness, 350.
(g) Drop final ue except when the preceding vowel is
long, as in catalog, dialog, leag, harang, £50., but not in
vogue, vague, rogue, E50. Change tongue to tung, Milton’s
way.
(h) Omit te from ette final, as quartet, coquet, cigaret,
omelet, E50.
(i) Substitute e for the difthongs ae a2, 0e ce, as era,
medieval, fenix, eyelopedia, subpena, maneuver, E50.


II. Change ph to f when so sounded, as alfabet, foto-
graf, cifer, telefone, filosofy.
4. Economized Commercial Spelling
III. In the termination ce use s for c, as defense, pre-
tense, oflense, E50.
This helps in the inflection of verbs under I (c), as
advanst, entranst, not advanct, entranct.
IV. For ough or augh substitute 0, or u, or an, 0w, ac-
cording to the sound, as tho, boro, thru, ruf, cauf, baut,
plow, E50.
V. When z is the sound, use that letter instead of s,
as iz, advize, abuze, civilize, cloze (verb), criticize, rize, E5c.
VI. For final re or our substitute er, or or, as theater,
niter, color, favor, E50.
VII. When ice is pronounced is, spel it so, as notis,
justis, servis, averis, lattis, E50.
VIII. Use y only as initial to words and terminal to
syllables, elsewhere use i: y is really a superfluous letter,
but it is too well established to throw over yet. Biuty, viu,
not byuty and vyu as the English society would have them,
but trying, flyer, as now. Our bay, day, £50., ar simply
the bai and dai of rule XI below, as the English Society
applies it.
The Board seems to have concluded that, in the fore-
going, it has agreed upon about all the points that it can
afford time and tissue to discuss, and that its future work
Will be principally to propagate what has been done, and
to encourage the later intelligent efforts of individual re—
formers.
The following additional recommendations from an in-
dividual would-be reformer who has been a member of
the executive committee of the Simplified Spelling Board
from the beginning, are to some extent approved by his
colleagues (though not by all) and by the English Society.
He Wishes to emphasize that he speaks for the societies
only in the cases specially indicated, and that the rest
are recommended solely on his personal responsibility.
IX. Carry into all the vowels the principle of doubling
already practised in e and (with a few foreign words


Economized Commercial Spelling 5
like bazaar) in a, and in the o of door and floor, and recom-
mended by the English Society for u —— e. g., the spelling of
fruit as fruut. Thus the only absolute novelty proposed
by us in the simple long vowels, would be illustrated in
briit, liit, niit. This would, among many benefits, save
a letter in each of the large number of ight words. It
would also stop the orgy of absurdity in the use of 0
and u: we now habitually use double 0 to express long
u, as in loose and (most appropriately) fool. Perhaps
the most absurd spelling in the language is that of the
verb to lose which in speech we make rime with snooze, but
which in reason rimes with the preposition close. The
English Simplified Spelling Society’s suggestions, with
which, in this case, we heartily concur, would make it luuz.
X. It is needless to double a long vowel at the end of a
syllable, or before another vowel, or to double a before r.
In a very few cases, however, where ar is preceded by w (or
by g which is merely cw) au should be used, as in war=
waur, quarter=quaurter. (See suggestion XVI.)
XI. Spell the long a in bail, fail, hail, etc., the same
way throughout the language, bai/e, caik, draik, £50. This
is the English society’s recommendation.
XII. Resolve the chaos in some other long vowel sounds
represented in found, and cow and could and wood, by
invariably using 0w for the vowel in found, and keeping
on for that in could and wood, thus spelling sownd, fownd
and coud and woud. See I (e).
XIII. The similar chaos in haul, lord, awful, etc., the
English Society wisely proposes to settle by an.
XIV. Don’t separate the symbols expressing a sound.
Get the vowel symbols together instead of separating
them by a consonant. This holds with all the vowels ——-fait
for fate, 0eed for cede, biit for bite, door for the earlier spelling
dore, and luur for lure. This is Skeat’s recommendation.
XV. In the exceptional cases where a vowel at the end of
a strest first syllable of a dissyllable is short, bring it into
line with the scheme of our forefathers in the usual cases,

6 Economized Commercial Spelling
by closing the syllable with a repetition of the consonant
which begins the next syllable: as in ad-dle, bet-ter, fit-ter,
bot-tle, gut-ter. Therefore spell boddy, not bo-dy, novvel not
no-vel, £50. These cases are not so frequent as to seriously
detract from the economies in other recommendations.
And it hardly seems worth while to bother with this one
in polysyllables: for, because of eccentric accents, they
can’t, at best, be got very far out of the rule of
thumb.
XVI. As q is simply a sign for cw, drop the absurdity
of a third u in addition to the falsely named double u (w),
and spell gestion, qeer, £50.
XVII. Instead of spreading to other Words the already
accomplished improvement of musick into music, physick
into physic, £5c., which involves restoring the k in inflec-
tions (e. g., physicking) drop the 0 instead of the k. This
would, according to XV, involve repeating the consonant
in blakking, crakking, etc., but the words would be no
longer than they are now. It would also involve the in-
consistency of retaining the 0 instead of the k in physician,
musician, £50., but the inflection argument is stronger
than this objection.
XVIII. But when pluralizing a word ending in k, or
representing any similar sound, get the good out of x—
spell brix, crax, frox, connexion, reflexion, £5c.
There are hosts of obviously foolish spellings hardly
worth trying to bring under rule, e. g., been for bin, does for
duz, of for uv, one for wun, two or to or too for tu. Sometime
rational substitutes will get into the vocabularies, mean—
while the rational way of treating them, is like that of en-
joying oneself at an Irish fair.
So far as we can see, that is about all that is worth
trying with the present alphabet. Anything that hu-
mans have to do can be over-refined into futility, and
that danger is greatest where experts are prescribing for
the every-day work of average people. There is no prac-

Economized Commercial Spelling 7
tical need for trying to make written words {epresent all
shades of spoken words, nor chance of success, especially
as pronunciations vary with locality and time.
We could represent more with a fuller alphabet, but
it would be easy to spin out an alphabet that would
be a cumbrous nuisance. The tendency has been to
pare alphabets down, and there is a present-day wish quite
general among scholars that we would do away with c
and y: s and k would do all the work of the former, and i
of the latter. Yet there would perhaps be a gain if we
could restore the old monograms for th and db, and get
new ones for sh, zh and ng. But on the whole, the genius
of writing seems to be not to burden the attention with
anything new that can be done, even if more cumbrously,
by tools already existing; especially as, by a few new com-
binations and substitutions and omissions we can get
along very passably with the present alphabet.
As to using diacritical marks: everybody who has
studied Greek or French knows what a nuisance they are,
and what perplexities, not to say profanities, they con-
stantly inspire. Very few foreign learners have really
mastered them. The idea of “simplifying” English by the
introduction of them is worse than ridiculous.
One great enemy of simplified spelling ~— perhaps greater
than even excessive conservatism, is the counsel of perfec-
tion. Expert philologians and phoneticians are constantly
not only heaping up suggestions of superfluous refinements,
but opposing obvious reforms because they are not perfect
ones, and because of dead and buried historical con-
siderations: for instance, to doubling i, as in briit, niit,
£50., because, forsooth, i is a diphthong. This hardly
seems an adequate objection against so much economy as
in liit, niit, briit, £50. We have found much comfort in
writing them so (Try it yourself); and there is also to be
considered the consistency of double i with double a, e,
0, and u.

8 Economized Commercial Spelling
But briitr, liitr, £50., bring up another instance where
counsels of perfection cannot prevail. The doctrinaires ob-
ject to dropping the obscure vowels in the final syllables
where they retain the slightest trace of pronunciation, es-
pecially in the comparatives of adjectives, and the nouns
for active agents which are based on verbs, such as lighter,
fighter, £50., but it seems to us that in doubtful cases,
preference should be in favor of economy. But there is
an objection in the fact that these economies make such
a word consist of a single closed syllable, which theoreti-
cally makes the vowel short, —- litr spells litter well enough,
but cannot spell liter. Therefore, the terminal economy
is practicable only where the original vowel is short, un-
less it is doubled or modified if long.
The great majority of the foregoing recommenda-
tions are in the direction of economy, and largely over-
balance the few that are not, while all are in the direction
of clearness, uniformity and rationality.
Economy is the thin edge of the wedge: among adults
the movement is inevitably and reasonably slow, and the
gradualness of the wedge is needed. But the time seems
near when the labors of children will be lightened, and
their appreciation of law and order increased, by teaching
them some system which will be both economical and ra-
tional, and will undoubtedly contain most of the elements
quoted, and perhaps some of those suggested, in the fore-
going sketch.
Probably the most frequent, and certainly one of the
most obvious, of all the economies, is yu. Why it was not
one of “the twelve words,” and why some others were
when it was not, is puzzling. Th0, thru, duz and bin follow
closely. Hav, giv and liv, changing of ed final to d or t, and
com, don, som and their like, are all good to start with.
Perhaps it would be wiser to make the latter cum, dun,
sum, £50., while we are about it, though that would be a
much less easy transition. Thoro is one of the Board’s few

Economized Commercial Spelling 9
recommendations that are open to criticism. Of course the
only thoroughly good way to spell thorough is thurro, but
thoro was the easiest transition, and this may be one of
the circumstances when it is best to cut off the dog’s tail
an inch at a time.
Of course it is dangerous to introduce simplified spellings
in handwriting, as they tend toward illegibility. The in-
telligent stenographer and the typewriter are the promising
media. But on the other side, it is only in writing with
one’s own hand, that one directly gets the advantages of
economized spelling. Those that come from having one’s
dictated words spelt in it are only indirect, though well
worth considering.
Against giving stenographers abbreviated forms, the
objection has been raised that it will unfit them for
writing without them. Our own stenographer (an un-
usually intelligent one, we admit) finds no difficulty in
using the orthodox forms with strangers and in letters
of argument or feeling, a few improved forms with ordi-
nary regular correspondents, and a great many with those
strong in the faith.
And finally: of course, at the present stage, the objec-
tions to simplified spellings in literature and formal cor-
respondence are serious, but in informal and routine cor-
respondence, the objections are trifling compared with the
advantages.


The present writer has found the words in the following
paragraph coming into most of the letters he writes,
whether commercial or not, except of course those that
are too important to risk diverting the reader’s attention
by novelties.
ad (but ad-ded, not a~ded), anser, ar, bin, com or cum,
coud, duz, don or dun, dubl, giv, hav (but havving, not ha-
ving), hi, hier, hiest, insted, no (for know), lern or lurn, letr,
liit, liter, litest, litl, liv, matr, ment, miit, niit, non 0r nun,
notis, out (for ought), peepl, qiit, red (pret. and part. of read),




IO Economized Commercial Spelling
riit, rite, ritn, sed, sez, shal, shoud, som or sum, tel, thurro,
tho, thru, tomorro, W ensday, wel, wer, wil, woud, yu.
The annexed list contains about seven hundred and
fifty words in general use in commercial correspondence.
All but a dozen or so are economized in accordance with
the principles already laid down. The exceptions are in-
troduced to illustrate, explain or enforce various principles
other than mere economy.
There are probably spellings in the list of which you
will disapprove, but using any that you may like will not
be endorsing any that you don’t like.
It is easy to go so fast with a reform as to arouse opposi-
tion. Start with a few words, checking them on the list;
then, after a few weeks or months, check a few more.
Other things even, you can take in at the very start most
if not all of those coming under rules I, II, III, IV, VI,
XII and XVI, but go slow with rules V and IX, except
in ee and the termination ize.
SOME ECONOMIZED SPELLINGS
Above, a b u v
acknowledge, a k n ole d j
active, a c t i v
add, a d, but a d-d e d,
not a-d e d
addressed, a d r e s t
advance, a d v a n s
advanced, a d v a n s t
aflirmed, a fir m (I
again, a g e n
against, a g e n s t
ahead, a h e d
aimed, a i m d
allowed, a l 0 w d
ample, a m p l
anchor, a n k r
announced, a n o w n s t
annoyed, a n oi d
answer, a n s e r
anxious, a 11 xi u s
appeared, a p e e r d
approach, a p r o o c h
approached, a p r o o c h t
are, a r
article, a r ti cl
asked, a s k t
assessed, a s e s t
attached, a t a c h t
attack, a t a k
attacked, a t a k t
attacks, a t a x
autograph, a u t 0 g r a f
autographed, a u t o g r a ft
Back, b a k
backs, b a x
backed, b akt
banked, b a n k t

Some Economized Spellings
barred, b a r (1
battle, b a t 1
beauty, b i u t y
because, b e c a u 2
become, b e c o m
been, b in
begged, b e g d, but
beg-ging, not
b e-g i n g
believe, b e l e e v
believed, b e l e e v (1
bell, b e1, but b e l-l i n g,
not b e-l i n g
below, b e 1 0
better, b e t r
bill, b i1, but b i H i n g,
not b i-l i n g
black, b 1 a k, but b 1 ak-
ker,notbla-ker
blessed, b l e s t
block, bl o k
blocked, b l o k t
blocks, b l 0 x
blood, b l u (I
blow, b 1 o
blowed, b 1 0 o d
(see blood)
blower, b l o e r
blowing, b l o i n g
blue, b l u
bluff, b l uf
bluffed, b l u f t
book, b 0 u k
booked, b 0 u k t
books, b o u x
boomed, b u u m (I
borrow, b o r r o
borrowed, b 0 r r o o (1
bottle, b 0 t1
bought, b a u t
bounced, b o w n s t
boxed, b 0 x_ t
brick, b r i k
bricks, b r i x
II
bridge, b r i d j
bright, b r i i t, but
bri—ter, notbrii-ter
brought, b r a u t
build, b i 1 (1
business, biz n e s
buy, b y
Cancelled, c a n c e l d
canned, c a n (1
carried, c a r rid
cashed, c a s h t
caught, c a u t
cause, c a u 2
caused, c a u z d
cautious, c a u s h u s
cease, c e e s
ceased, c e e s t
certain, c e r t n
certainly, c e r t n1 y
chance, c h a n s
chanced, c h a n s t
chartered, c h a rte r d
cheapened, c h e e p n (1
check, c h e k
checked, c h e k t, but
chek-king, not
0 h e—k i n g
checks, c h e x
cheese, c h e e z
chopped, c h o p t
cipher, c i f e r
ciphered, c i f e r d
circle, 0 i r cl
circled, c i r cl d
claimed, claim (1
class, cl a s
classed, cl a s t
cleared, cl e e r d
clinched, c l i n c h t
clock, cl 0 k
clocks, cl 0 x
clue, c l u
coaled, c 0 old

12 Economized Commercial Spelling

coaxed, c o o x t
cofiee, c o f f y
coined, c 0 i n d
come, 0 o m orcum
commenced, c o m m e n s t
compelled, c 0 m p e1 (1
condemn, c o n d e m
condemned, c o n d e m d
conferred, c o n f e r d
confirmed, c 0 nfi r m (1
connection, 0 o n e xi 0 n
consigned, c o n s i i n d
contained, c o n t a i n (1
controlled, c o n t r 0 old
convinced, c 0 11 vi n s t
cornered, c 0 r n e r d
correction, c 0 r e xi 0 n
cough, c a u f
could, c 0 u d
country, c u n t r y
couple, c u p l
court, c o r t
courteous, c u r t e u s
covered, c o v e r (1
crack, c r a k
cracked, c r a k t
cracks, c r a x
crew, c r u
crews, c r u u z
crossed, c r a u s t
cruise, c r u u z
crushed, c r u s h t
Dead, (1 e d
deaden, d e d n
dealt, d e 1 t
dearth, d e r t h
death, (1 e t h
debt, d e t
debtor, d e t-t o r, not
d e-t o r
deceive, d e c e e v
deceived, d e c e e v d
deck, d e k
decked, d e k 1:
decks, d e x
decreased, d e c r e e st
deferred, d e f e r d
delayed, d e l a i d
delivered, d e l i v e r d
depot, d e p o
depressed, d e p r e s t
deserve, d e s e r v
deserved, d e s e r V d
destine, d e s t i n
destined, d e s t i n d
detailed, d e t ail d
detained, d e t a i n (1
die, d i
difiered, d i If e r d
disburse, dis b u r s
disbursed, dis b u r s t
discussed, dis c u s t
disease, dis e e z
dismissed, dis m i st
dispatched, dis p a t c h t
dispensed, dis p e n s t
displayed, dis plaid
do, (I u
dock, d o k
docked, d 0 k t
docks, d o x
does, d u z
done, donordun
double, (1 u bl
doubled, d u b1 d
doubt, (I o w t
dread, d r e d, but (1 r e d-
ded, not dre-ded
dressed, d r e s t
drew, d r u
dropped, d r o p t
due, d u
dull, d ul, but d uller, etc.
dulled, d u 1 d
dullness, d u l n e s
dumb, d u m
dunned, d u n d
Some Economized Spellings
duties, dutiz
dwell, dwel, but dwel—
ling, notdwe-ling
Early, e rly, erlier, etc.
earn, e r n
earned, e r n d
earth, e r t h
easily, e z i l y
easy, e z y, e zier, etc.
ebb, e b
edge, e dj
edged, e d j (1
egg, 9 8
eggs, e g z
egged, egd, but e g-g i n g,
not e-g i n g
eight, a it
elapsed, e l a p s t
elbow, e l b 0
else, e l s
embarrassed, e m b a r a s t
emphasis, e m f a sis
employed, e m p l 0 i d
endeavor, e n d e V o r
endorse, e n d 0 r s
endorsed, e n d 0 r s t
engine, e n gin
enormous, e n o r m u s
enough, e n u f
enriched, e n r i c h t
entered, e n t r d
equal, e q a l
equalled, e q a l d
equipped, e q i p t
err, e r
erred, e r (1
every, e v r y
eviction, e v i x i 0 n
evidence, e V i d e n s
examine, e x a min
examined, e x a min (1
excellent, e x l n t
excessive, e x e s i v
13
explained, e x plain d
express, e x p r e s
expressed, e x p r e s t
extensive, e x t e n s i V
eye,i
Failed, f ail d
farmed, f a r m d
fashion, f a s h n
fashioned, f a s h n d
fasten, f a s n
fastened, f a s n d
feared, f e e r d
feign, f a i n
fell, f e1
fellow, f e 11 o
fence, f e n s
fenced, f e n s t
fetched, f e t c h t
fight, f ii t
fill, fi 1, but fil-l i n g, not
fi-l i n g
filled, fil d
finished, fi 11 i s h t
fixed, fix t
flew, fl u
flight, fl i i t
flock, fl 0 k
flocked, f1 0 k t
flocks, fl 0 x '
flood, flu d, but flu d-
ded,notflu-ded
flow, fl 0
follow, f o l l 0
followed, f 011 o o d
forced, f o r s t
foreign, f 0 r r e n
forfeit, f o r f i t
formed, f o r m d
fought, f a u t
four,fororfoor
free, fr e
freight, f r a i t
friend, fr e n d
I4. Economized Commercial Spelling
fright, fr i it
frightened, fr i i t n d
furnished, f u r n i s h t
fuss, f u s
fussed, f u s t
Gained, g a i n d
gamble, g a m bl
gambled, g a m bl (1
give, g i v
glanced, g l a n s t
glue, g 1 u
glued, g 1 u u d
gnat, n a t
gnaw, n a u
grew, g r u
gripped, g r i pt
grouped, g r u u pt
grow, g r 0
growing, g r o i n g
grown, g r o 0 n
guard, g a r d
Half,haf or haaf
harden, h a r d n
hardened, h a r d n d
hauled, h a u l d
have, h a v, but h a v-
ving, notha-ving
hazardous, h a z a r d u 5
head, h e d
health, h e l t h
heaped, h e e p t
heard, h er d orhurd
heart, h a r t
hedge, h e d j
height, h i i t
helped, h e 1 pt
hidden, h i d n
high,hi,hier,hiest
hitched, h i t c h t
hinge, h i n j
hinged, h i n j d
hinging, h i n j i n g
hollow, h 011 o
honest, o n e s t
honor, 0 n r
honored, o n r (1
house, h 0 w s
hour, 0 w r
Impressed, i m p r e s t
income, in c o m
increase, i n c r e e 5
increased, in c r e e s t
incurred, in c u r d
indorse, in d 0 r s
indorsed, in d 0 r st
inks, in x
inspection, in s p e xi 0 n
instead, i n s t e d
invoice, in v 0 i s
invoiced, i n v o i s t
involve, in v 01v
involved, i n v o l v (1
involves, in v 01v 2
island, i 1 a n d
isthmus, i s m u s
Jammed, j a m d
jobbed, j o b d
joined, join (1
journal, j u r n a1
journey, j u r n y
judge, J' u (11'
judged, j u dj d
jumped, j u mt
justice, j u s t i s

Kick, k i k
kicked, k i k t
kicks, k i x
kill, k il
killed, k i l d, but k i l-
ling, notki-ling
knee, n e e
kneel, n e e1
knife, n i if
knock, n 0 k
knocks, n o x
know, 11 o

Some Economized Spellings
knowing, n o i n g
knowledge, 11 01-1 e dj, not
n o-l e d j
known, 11 o o 11 (see noon)
knows, n o o 2 (see news)
knuckle, n u kl
Lack, l a k
lacked, l a k t
lacks, la x
laugh, 1 a f
laughing,
la-f i n g
laughter, l aft e r
lead,le d (orleed)
leaden, 1 e d n
league, 1 e e g
leaked, l e e k t
leaned, l e e n d
leant, l e n t
learn,lern,or1urn
learned, lernd, orlurnd
leased, l e e s t
least, 1 e e s t
leave, 1 e e v
ledger, l e d j r
less, 1 e s
lessened, l e s n d
letter, 1 e t r
level, 1 e V]
leveled, l e v1 d
license, lic e n s
licensed, l i c e n s t
lick, 1 i k
licked, l i kt
licks, l i x
lie, I i
light,liit,liter,
lit e s t
lightened, l i i t n (1
little litl,litler,litlest
live, 1 i v
lived, I i v d, but
ving, notli-ving
laf-fing, not
liv-
I5
loaned, lo 0 n d (see loon)
lock, 1 o k
locked, 1 o k t
locks, 1 o x
lodge, l o d j
lodged, l o d j d
looked, l o u k t
loon, 1 u u n
loosed, l u u s t
lose, luus orluuz
low,lo,loer,loest
luck, 1 u k
lumped, l u m t
Mailed, m ail d
manned, m a n d
mapped, m a p t
marked, m a r k t
marks, m a r x
matched, m a t c h t
matter, m a t r
meant, m e n t
measure, m e 2 h u r
meddle, m e d1
meddled, m e d1 (1
mess, m e s, but m e s-
sing, notme-sing
messed, m e s t
middle, m i d1
might, m i i t
mighty, mi t y
mild, m i i l (1
mill, mil, but m i l-l i n g,
not m i-l i n g
milled, mil (1, see mild
mingle, min g1
minute (time), mi nit
miss, mi s, but mi s-sin g,
not m i-s i n g
mixed, mix t
money, m u n n y
Narrow, n a r r o
naughty, n a u t y
16 Economized Commercial Spelling
neck, n e k
necks, n e x
neighbor, n a i b o r
neighborhood, n a i b o r-
h o u (1
news, n i u 2
night, 11 i i t
none, 11 o n, or nun
noon, n u u 11 (see known)
notice, 11 o t i s
noticed, n 0 ti s t
null, 11 u 1
numbered, 11 u m b e r d
numerous, n u m e r u s
Obtained, o b t a i n (1
occurred, 0 c u r (1
odd, 0 d
ofiered, o f f r (1
office, 0 f f i s
offer, of r
opened, 0 p n d
ordered, 0 r d r (I
ought, a u t
ourselves, o w r s e l v s
owe, o
owed, o o d
owes, o o z
owing, 0 i n g
owned, 0 o n (1
Pack, p a k, but p a k-
king, not pa-king
packed, p a k t
packs, p a x
pamphlet, p a m f] e t
parallel, p a r a l e l
parceled, p a r c e 1 (1
pass, p a s
passed, p a s t
peck, p e k
pecks, p e x
peers, p e e r 2 (see pierce)
people, p e e p]
photograph, f o t o g r a f
photographed, f o t o g r a f t
phrase, fr a i 2
pick, p i k
pierce, peers, see peers
pierced, p e e r s t
pitched, p i t c ht
planned, pl a n (1
please, pl e e z
pleasure, pl e 2 h u r
pledge, pl e d j
plumb, pl u m, but pl u m-
mer, not plu-mer
possess, p o s e s s
possessed, p o s e s t
practise, p r a c t i s
practised, p r a c t i s t
preferred, p r e f e r (1
press, p r e s
pressed, p r e s t
programme, p r o g r a m
pronounced,
p r o n o w n s t
propped, p r o p t
published, p u b l i s ht
pumped, p u m p t
pushed, p o u s h t


Quarter, q a r t r
queer, q e e r
question, q e s t i o n
quick, q i k
quiet, q i e t
quit, q i t
quite, q i i t
quote, q o o t
Rained, r a i n d
raise, r a i z
raised, r a i 2 d
ranked, r a 11 kt
reached, r e e c h t
read (pret. and part.) r e d
reason, r e z o n
receipt, r e c e e t
Some Economized Spellings
receipted, r e c e e t e d
receive, r e c e e v
received, r e c e e v d
referred, r e f e r (1
registered, r e g i s tr d
released, r e l e e s t
rendered, r e n d r d
repealed, r e p e e l (1
request, r e q e st
require, r e q i i r
responsible, r e s p o n s i b1
restriction, r e s t r i x i o 11
returned, I e t u r n (1
reverse, r e v e r s
reversed, r e v e r s t
ridden, ridn
rigged, r i g (1
right, I i i t
risked, r i s k t
robbed, r o b d
rock, r o k
rocks, r o x
rough, r u f
roughen, r u f-f e n
rougher, r u f-f e r
routine, r u t e e n
row, r o
rubbed, r u b d, but r u b-
ber, not ru-ber
Sack, s a k
sacks, s a x
said, s e d
sailed, s ail d
says, s e z
scattered, s c a t r d
school, s c u u l
scissors, s i z z o r s
scratched, s c r a t c ht
screw, 5 c r u
sea, s e
sealed, 5 e e l (1
search, s e r c h
searched, s e r c h t
I7
season, s e z o 11
section, s e xi 0 n
see, s e
seemed, s e e m d
seize, s e e z
sell, sel, but sel-ling,’
not s e-l i n g
sense, s e n s
serious, s e r i u s
serve, serv, surv
served, servd, survd
service, s e r vi s,
survis
settle, s e t1
settled, s e t1 d
seven, s e v n
shall, s h a1
shallow, s h a l l o
shell, s h e l
shipped, s h i p t
shoe, s h u
shoes, s h u u z
shopped, s h o p t
shortened, s h o r t n (1
should, s h o u d
shove, s h u v
show, s h 0
showed,
should)
sick, s i k
sight, s i i t
sign, s i i n
signed, s i i n d
signing, s i n i n g
simple, s i m pl
single, sin g l
skill, s k i l
skilled, s k i l d
skinned, s k i n d
slaughter, s 1 a u t e r
slight, sliit, sliter,
slit e s t
slipped, s l i pt
slow, s l o

shood (see
18 Economized Commercial Spelling
slumped, s1 u m t
smell, s m e 1, but s m e l-
ling, not sme-ling
smuggle, s m u g1
smuggled, s m u g 1 d
snapped, s n a p t
snow, s n o
some,som,sum
sought, s a u t
spell, s p e1
spelled, spel d, or spelt
but spelling,notspe-
1 i n g
spill, spil, but spil-ling,
not s p i-l i n g
spilled, spild, spilt
spoiled, s p oil (1
spread, s p r e d, but
spred-ding, not
s p r e-d i n g
stamped, s t a m t
stayed, s t a i d
steamed, st e e m d
stepped, s t e pt
stick, s t i k
sticks, s t i x
stifl, s t i f, but st i f-f 11,
not s t i-f n
still, s til
stirred, stird, sturd
stock, s t o k
stocked, s t o k t
stocks, 5 t o x
stood, s t u u d
stopped, s t o p t
stow, s t o
stowed, st 0 o d (see
stood)
straight, s t r a i t
stuff, stuf, but stuf-
fing,notstu-fing
stuffed, stuft
success, succes
summed, s u m d, but
sum-ming, not su-
m i n g
swelled, s w e l d, but
swel-ling,notswe-
ling
Tack, t a k
tacks, t a x
tagged, t a g d
talk, t a u k
talked, t a u k t
talks, t a u x
tanned, t a n d
taught, t a u t
taxed, t a x t
telegraph, t e l e g r a f
telegraphed,
t e l e g r aft
telephone, t e l e f o o n
tell, t e1
thanked, t h a n k t
thanks, t h a n x
theatre, t h e a t r
thick, t h i k
thinned, t h i n d
thorough, t h u r r o
thoroughfare,
t h u r r of a i r
though, t h o
thought, t h a u t
threat, t h r e t
threaten, t h r e t n
threatened, t h r e t n d
through, t h r u
throughout, t h r u o w t
throw, t h r 0
throwing, t h r oi n g
thrown, t h r o o n
thumb, t h u m
tie, t y
tight, tiit, titer,
t i t e s t
till, til
tinned, t i n d

Some Economized Spellings
tipped, t i p t
tomorrow, to m o r r 0
tongue, t u n g
to, t u
toe, t 0 (see to)
too, t u
toes, t o o z
tossed, t o s t, but
tos-sing, not
t o—s i n g
touch, t u c h
touched, t u c h t
tough, t u f, but t u f-f e 11,
not t u-f e n
toward, to a r d
track, t r a k
tracked, t r a kt
tracks, t r a x
traffick, traffik
trafficked, t r a f f i k t
transferred, t r a n sf e r d
tread, t r e d, but t r e d-
ding, not tre-ding
treasure, t r e z 11 u r
trick, t r i k
tricked, tr i k t
tricks, t r ix
trouble, tr u b l
trough, tr a u f
true, t r u
tugged, t u g d
twelve, tw e l v
two, t u
Various, v a r i u s
vessel, v e sl
vexed, v e x t
victual, v i t l
victuals, v i t l s
View, v i u
viewed, v i u u d
Walk, w a u k
walked, w a u kt
19
walks, w a u x
walled, w all (I
warned, w a r n d
washed, w o s h t
wealth, w e l t h
wedge, w e d j
Wednesday, W e n s d a y
weigh, w a y
weighed, w aid
weight, w a it
well, w e l
were, w e r
whipped, w h i pt
who, h u
whole, h o o 1 (see school)
whose, h u u 2
wild, w i i 1 d (see willed)
will, w i l
willed, w i l d (see wild)
window, w i n d 0
Wished, w i s h t
Witness, w i t n e s
witnessed, w i t n e s t
worried, w u r rid
worse, W u r s
would, w o u d
wrap, r a p
wrapped, r a p t
wreck, r e k
wrecks, r e x
wretched, r e t c h e d
wriggle, r i g1
wrinkle, r i n kl
write, riit, or rite
writer, r i i t r
writing, r i t i n g
written, r i t n

Yellow, y e l l 0
YOU, 3’ 11
yourselves, y u u r s e l v s
young, y u n g
Zealous, z e l l u s
Street

Philadelphia, Pa. Dec. 9, 1915.
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[Reprint from April (1911) JO URNAL OF ED UCA TI ONAL PS YCH OLOG Y.]
THE SPELLING OF COLLEGE STUDENTS
WILLIAM T. FOSTER
Reed College, Portland, Oregon
Qlnmplimmm uf 1h» Binmlifirh Spelling Enarh




if




THE SPELLING OF COLLEGE STUDENTS.1
WILLIAM T. FOSTER.
Reed College, Portland, Oregon.
The arguments urged in favor Of spelling reform are many
and various. The contention that the adoption of the simpler
forms would save time and money now used in the teaching,
learning, writing and printing of useless letters is reasonable
on the face of it, as anyone may see, tho investigations have
not yet been made sufficiently scientific and extensiv to enable
any one to say just how much time and money could be saved.
The argument that the proposed reform would obscure ety-
mology is a matter for philological experts to settle; the opin-
ions of others, however interesting, can be given little weight.
The sentimental objection that literature in the simpler spell-
ings would lose some of the feeling and beauty that longer
spellings connote is an objection which each person has a right
to weigh for himself, since this is a purely personal matter;
but obviously he cannot settle the question for his brothers,
much less for untold generations to come, which, the reformers
assume, would have no establisht associations with the Older
forms. The contention that simplifiedspelling would promote
the adoption of English as an international language and thus
hasten the time of peace among nations is an argument of some
weight, tho here, again, there is no means Of mesuring its
force. The Objection that the present campain of the Simpli-
fied Spelling Board cannot succeed may or may not be well
founded, but it is clearly extraneous to the question Of the
merits of the proposed reforms. '
On the other hand, the contention that the inability of the
graduates of our great public school systems to spell accord-
1Simplified spellings are used in this article at the request of the author, in
order that readers may see to what extent the use of the shorter forms alters

the appearance of the printed page. '
(211)
212 THE JOURNAL OF EDUCATIONAL PSYCHOLOGY.
ing to conventional standards is due mainly to the fact that
English spelling does not correctly represent English speech
is an argument which may be tested, if data can be collected
and intepreted that is sufficiently extensiv and free from ex-
ceptional elements. An attempt is here made to present such
data. .
From the momentous day when the child in the primary
school, with infinit pains, first spells out C—A—T, until as a
college student he is compeld to rewrite his daily theme be-
cause, with all the years Of painful drill, he has not succumbed
to the conventional spelling of proceed and precede, the spell-
ing lesson occupies a place in our school systems out of all pro-
portion tO its importance and, it would seem, out of all propor-
tion to its achievment. The early grammar'grades complain
that the primary schools have faild to teach spelling; the upper
grammar grades find fault with the lower; the high school
protests against the necessity of doing such elementary work;
the college is vext to find that the schools have not instild due
respect for the authority Of the big dictionary, and finally the
business man derides all higher education because the college
graduate in his Offis does not know how to spell.
Careful tests at several colleges for the past three years
show that over 25 per cent. of the students cannot spell such
common words as licorice, existence, recommend, descendant,
sieve, annulled, villain,- 50 per cent. faild on accommodate,
occurrence, stationery, referred, rhythm. In 10,000 short
themes at Bowdoin College, 2005 errors were noted. A recent
report on Entrance Examinations in English at Harvard Col-
lege, issued by the University publication Offis, gives further
evidence that the best graduates of our public schools do not
know how to spell. The fact is, we cannot set up the ability to
spell according to conventional standards as a test Of literacy
without condemning our entire school system. There are those
who prefer to condemn the conventional standards.
To determin the causes of errors in spelling, a study has
just been completed of 10,000 themes, covering all the work of
300 students at Bowdoin College. The writers represent 140
preparatory schools in 15 different States, and the data was
collected by five clerks, who were instructed to make note of





THE SPELLING OF COLLEGE STUDENTS.
every error, and who had no desire to prove anything in par-
ticular by the final results. These results are worth more than
dictated spelling lessons, because there is little advantage in
knowing how to spell a word unless one wishes to use it in
writing; tho this idea no dout seems heretical to managers of
world’s expositions and other irresponsible bodies, which have
of late revived the old-fashioned spelling bee. Unlike formal
spelling lessons, these 10,000 themes approximate the condi-
tions under which men use the written language in daily life,
and seem, in other respects, sufficiently typical and extensiv
to offer a safe basis for generalization.
The following table summarizes the results:
SPELLING ERRORS OF THREE HUNDRED STUDENTS IN TEN THOUSAND THEMES.
Words misspeld, 1961.
Words having two errors each, 4.4.
Total number of errors, 2005.
Classified as to apparent causes of error.

Carelessness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 467
Mispronunciation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259
Insertion of silent letters 853 t . . . . . . . . . . . . . . . . . . . . . . . . . . . . 388
Omission of silent letters ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 465
Order of to and e13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Confusion of-al and-le . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ., . . . . . 33
Confusion of-ent and-ant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Confusion of-se,-oe,-ze . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 44
Confusion of-able,-ible,-a/nce,-ence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Spelling-er sound as pronounced . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Due to all other causes, including doutful cases . . . . . . . . . . . . . . . . . 99
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2005
Of the 2005 errors, 467, or 23 per cent.', were due to careless-
ness. When a student of higher mathematics allows two plus
four to make seven, the error cannot be charged to ignorance
of fundamental operations. No more can such spellings as
intelgent, cranb, an (for and) be charged to ignorance of con-
ventional spelling. In tracing the causes of inability to spell,
therefore, these 467 mistakes must be ignored.
Of the remaining errors, 259 were apparently due to mis-
pronunciation. The students carefully speld atheletics, gover-
ment, snprise, seperate, dormatory, deoine, quandry as they
spoke these words, but they were faithful to unapproved pro-
214 THE JOURNAL OF EDUCATIONAL PSYCHOLOGY.
nunciations. The present Widespred recognition among
schools of the need of securing clear, accurate spoken English,
with painstaking enunciation, will diminish the number of
spelling errors due to faulty speech, increase the proportion
of errors due to other causes and thus render even more con—
spicuous the present discrepancy between our correct symbols
and our correct speech.
That greater care in matters of pronunciation will greatly
reduce the difficulties in spelling is, however, a vain expecta-
tion, for in the present chaotic condition of our spelling a person
who is sure of the correct sound has still to ask how far the
accepted symbols may fail to represent the sound. And the
ready ability to answer this question demands a life-long drill
of the most wasteful kind known to education.
The largest class of errors in spelling consists of 465 words
from which silent letters were omitted. Such spellings as
,begining (found 26 times), necesary, condem, thot, releas,
mision, knoledge are in the direction of phonetic spelling; that
is to say, they come nearer to representing our speech than
the approved forms, and find abundant analogies among the
approved forms of other words. From the standpoint of an
ideal language, most of these 465 incorrect forms were prefer-
able to the correct forms.
The opposit error is the insertion of silent letters. Among
the 388 members of this class, the following are typical:
Amonng, definition, occassion, charachter, profession, harm-
fall, schonld, cumming. Nearly all of the errors in this group
come about apparently thru the more or less conscious effort
of the student to spell according to analogies with approved
spellings that are precisely as irrational and wasteful. But in
English spelling, as a general rule, he who reasons is lost.
These two classes of errors—those due to the omission of silent
letters in the direction of an ideal system, and those due to the
insertion of silent letters thru analogies with correct forms—
comprise 853, or 55 per cent., of the total real errors in spelling.
The remaining errors, as the table shows, were for the most
part due-to the confusion of various endings that are pro-
nounced alike but speld differently.
Among the various conclusions that may be drawn from




THE SPELLING OF COLLEGE STUDENTS. 215

this investigation, one tends to support the contentions of those
who hold that the reforms thus far proposed by the Simplified
' Spelling Board would not accomplish all that is sometimes
claimd by those unacquainted with the movement; for it may
be noted that only 155 of the 2005 misspellings occur in words
containd in the lists first recommended by the Board. On
the other hand is the highly significant fact that 76 per cent.
of the errors in spelling were clearly due to the chaotic condi-
tion of a language in which correct spelling fails to represent
correct speech. So far, therefore, as this study may be re
garded as a safe basis for generalization, it proves that the
majority of the difficulties that confront the fittest intellects
among grown-up spellers, because of which they must be
dubd illiterate, according to conventional standards, in spite
of long years of school drill—the majority of these troubles,
it is clear, would disappear with a conservativ extension of the
principles of simplification advocated by the Simplified Spell--
ing Board.

I
m -i.1’\ t
a I 1 “‘33'
' y
4 w , V-
- ' ~ I .I “I .
ilzflisgiysl'iftfid
4 u; ,_'0 ,1. .
3"" villi}? 'I‘Elislf
.‘,'>[ 4 r” 'J lax-“I.
-
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112C
Specimen pages of a proposed PRONOUNCING
READER, which, with the FONETIC TRAN-
SCRIPTION of the GOSPEL OF MARK, is to be
used in teaching foriners and others to read English.
—0. C. BLACKMER, Oak Park, 111., June, 1910.
o LClIF ev FlR‘
Az oi sat luking from moi windo dhi udhur mer-
ning upen' o red skwurel gadhuring hikori nuts
from o smel hikori, and stOring dhem up in hiz
den in dhi bangk, oi wez fOrsibli rimoin'ded ev
dhi stet ev kenstant fir and aprihen’shun in hwich
dhi woild krichurz liv, and oi troid tu pikchur tu
moiself’ hwot loif wud bi tu mi, er tu eni ev US,
hejd obout’ boi s6 meni dénjurz, rial er imaj’ineri.
Dhi skwurel wud shut up a tri, méking Onli o
broun strik from dhi betum tu dhi top; wud siz hiz
nut and rush doun ogen’ in dhi mest prisip’itét
manur. Hdf we tu hiz den, hwich wez net Ovur
thri redz distant, hi wud rush up dhi trungk ev
an udhur tri fer o fiu yordz tu mék an ebzurve’-
shun. N6 dénjur biing nir, hi wud doiv intu hiz
den and riapir’ ogen’ in o twingkling.
Ritfir’ning fer an udhur nut, hi wud mount dhi
sekund tri ogen' fer an Udh ur eb zur vé’shun. Sat-
isfoid dhat dhi k6st wez klir, hi wud spin oleng’
dhi top ev dhi ground tu dhi tri dhat ber dhi nuts,
shut up it az bifor’, siz dhi frat, and dhen bak
ogen’ tu hiz ritrit’.
Nevur did hi fél, diuring dhi hdf . our 6r mOr
dhat oi wecht him, tu tek an ebzurvé'shun en hiz
we bOth tfi and from hiz nest. It wez “snach
and run” widh him. Sumthing simd tu sé tu him
61 dhi toim: “Luk out! luk out!” “Dhi kat!” “Dhi
hék!” “Dhi oul!” “Dhi bei widh dhi gun!”
It wez o blik Disem'bur merning; dhi ffIrst foin
fléks ev o kOld, droi ving sno stérm wfir just bi gin'-
lCopyrizht. 1894. by John Burroughs and used by permission.
1

o LClIF ev FIR
ing tu sift doun, and dhi skwurel wez i gur tu finish
hdrvesting vhiz nuts in toim. It wez kwoit tuch-
ing to st hou hurid and angkshus and n6rvus hi
wez. (1i felt loik gOing out and lending o hand.
Dhi nuts WUr smel, pur pig-nuts, and oi thét ev 61
dhi neing hiwud hav tu du tu get at dhi skanti
mit dhé held. Moi litl bei wuns tuk piti on o
skwur el dhat livd in dhi wel nir dhi get and krakt
dhi nuts févr him, and put dhem upen' o smél bOrd
shelf in dhi tri hwar hi kud sit and it dhem at
hiz iz.
Dhi red skwurel iz not so provident az dhi chip-
mungk. Hi hiz up stOrz ireg’yulorli, boi fits and
stdrts; hi nev ur haz inuf’ put up tu kari him Ovur
dhi win tur; hens hi iz mOr er les ak tiv él dhi si-
zn. Long bifOr’ dhi Disem’bur sno dhi chipmungk
haz fer déz bin me king our 1i trips tu hiz den widh
ful pekets ev nuts 6r kérn er buk hwit, til hiz bin
heldz inuf’ tu kari him thru to Epril. Hi Did not,
and oi bi liv' duz not, set fut out ev dOrz diuring
dhi h61 Win tur. But dhi red skwurel trusts mOr
tu luk.
Az alfirt’ and wech ful az dhi red skwurel iz, hi
iz frikwent 1i két boi dhi kat. Moi Nig, az blak az
eboni, n6z wel dhi test ev hiz flesh. Ci hav nOn
him tu bi két boi dhi blak snék and sukses’fuli
swelod. Dhi snék, n6 dout, 1e in ambush fer him.
Dhis fir, dhis evur prezent sOrs ev dénjur ev
dhi woild krichurz, wi n6 litl obout’. * * =l< * Dhi
I‘Irli setlurz in dhis kuntri must hav ekspi’rienst
sumthing ev dhis dred er aprihen’shun frem dhi
In dianz. Meni Afrikan troibz nou liv in dhi sém
stét ev ken stant fir ev dhi slév-kachurz 6r ev
udh ur hes til troibz.
2

[Le]
SYLLABIC DIVISION OF WORDS; ACCENTS;
AND PRONUNCIATIONS; USED IN THE PRO-
NOUNCING READER.
Syllables are indicated by thin spaces and “are in-
tended only to represent the pronunciation.” A
syllabic division of words “based entirely upon
sound” is evidently best for the young learner, and
for the adult who is seaking a distinct articulation,
tho such division may sometimes slightly disturb the
“etymological consciousness” of one verst in deriva-
tion.——See “syllabication” and “syllable,” p. 6122,
Century Dictionary, and p. xlvii, § 110, Webster’s
New International Dictionary.
Only primary accents are used, tho secondary and
weak accents occur in some words.
Words which have no accent marks are to be
accented on the first syllables; as, luking, hestil,
frikwentli, harvesting.
In all other words the accent marks show on
which syllables the accents are to be placed; as,
biliv', ogen’, rimoin’ded, aprihen’shun.
The pronunciations aimed at are described in Web-
ster’s New International Dictionary as those which
“are usually carefully taught in schools . . . the more
deliberate and careful form of speech.”—Guide to
Pronunciation, p. xxxix. § 9.
The Century Dictionary has the same idea when it
says that its pronunciation marks are intended to
Show “an ordinary and idiomatic utterance—not that
of hasty conversation, but that of plain speaking, or
of reading aloud with distinctness.”—Preface, p. xi.
—-'~O. C. BLACKMER, Oak Park, 11]., June 1910.


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ONE HUNDRED SPECIMEN WORDS
IN SIMPLIFIED SPELLING
MARCH 24, 1913
This List of One Hundred Specimen Words in Simplified
Spelling is printed by the Simplified Spelling Board for the
use of those persons Who Wish to hav at hand a short list of
typical simplified forms.
activ discust honor shipt
addrest dout iland slipt
a1 fabet draft imagin spred
altho dred imprest stedfast
anser drest insted stopt
ar dropt kild sulfur
askt dum leag surprize
bild endorst liv taxt
bilding engin medicin telefone
bredth enuf medieval telegraf
brekfast examin nativ theater
brest exprest notis tho
campain fantom offis thoro
catalog favorit orderd thred
center fixt paragraf thru
cifer fonograf plow til
clipt fotograf practis tred
confest fulfil program tuch
crost gard relativ tuf
crusht gardian resolv tung
curv giv rime washt
ded hav ruf wel
definit hed serv welth
deserv helpt servis wil
det helth shal yung
Longer lists, classified, ar containd in circulars No. 15
(the ‘Three Hundred Words’), No. 18, and N0. 22. These are
combined in an ‘Alfabetic List,’ No. 23. A ‘Fourth List’
(circular N0. 26) was publisht in March, 1913. All free.
Address :
SIMPLIFIED SPELLING BOARD
1 MADISON AVENUE, NEW YORK






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ROGER AND I
[This beutiful poem which we publisht in May, 1903, we now by special requestof a lady in
Italy publish agen.]
-—-From “Our Dumb Animals,” May, 1905
Reprinted by permission, in simplified spelling, by R. K. Buerhle, City Superintendent of
Lancaster, Pa.
\Vel, Roger, my dear old doggie, they say that
your race is run ;
And our jolly tramps together up and down the
world are done;
You’r only a dog, old fellow ; a dog, and you’v
had your day ;
But never a frend of all my frends has been
truer than you alway.
We’v had glorious times together in the fields
and pastures fair;
In storm and sunny wether we have rompt
without a care ; '
And however men hav treated me, tho foul or
fair their deal—-
However many the frends that faild me, I’\'
found you tru as steel.
That’s right, my dear old fellow, look up with
your knowing eye,
And lick my hand with your luving tung that
never has told a li ;
And don’t be afraid, old doggie, if your time
has cum to go, i
For sumwher out in the great Unknown ther’s a.
place for you, I know.
Then don’t you worry, old comrade; and don’t
you fear to di ;
For out in that fairer cuntry I wil find you
by and by ;
And I’l stand by you, old fellow, and our luv
wil surely win,
For never a heven shal harbor me, wher they
won’t let Roger in.


iiii‘Saint Peter, that’s my dog out ther,
When I reach that city glorious, behind the
waiting dark,
Just cum and stand outside the gate, and wag
your tail and bark—
l’l hear your voice, and 1’] know it, and 1’] cum
to the gate and say :
you must
let him cum this way.”
And then if the saint refuses, 1’] go to the ()ne
abuv,
And say: “Old Roger is at the gate, with his
hart brim ful of luv ;
And ther isn’t- a shining angel of all the hevenly
band
Who ever livd a nobler life than he, in the
Ertlily land.”
Then I know the gate wil open and you wil
cum frisking in,
And we’l roam fair fields together, in that
cuntry fre from sin.
S0 never you mind, old Roger, if your time has
cum to go ;
You’v been tru to me, I’l be tru to you—and
the Lord is good, we know.
You ar only a dog, 01d fellow ; a dog, and you’v
had your day——
Wel, I’m geting ther myself, old boy, and I
havn’t long to stay ;
But you’v stood by me, old comrade, and I’m
bound to stand by you ;
So don’t you worry, old Roger, for our luv
wil pul us thru.
JULIAN S. CUTLER.






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BORN FEBRUARY 12, 1809 DIED APRIL 15, 1865
PRESIDENT 1861-1865 '
_"

[The finest specimen of English composition in the language, engraved
as such on a tablet at Oxford University.] W Simplified Spelling

EXECUTIV MANSION
WASHINGTON, Nov. 21, 1864.
To MRS. BIXBY, BOSTON, MASS.
Dear jVlaa’am .'

I hav been shown in the files of the War
Department a statement of the Adjutant General Of
Massachusetts that you ar the mother of five sons
who died gloriously on the field of batl. I feel how
weak and fruitles must be any word of mine which
should attempt to begile you from the grief of a 105
so overwhelming. But I cannot refrain from tender-
ing you the consolation that may be found in the
thanks of the republic they died to save. I pray that
our Hevenly Father may assuage the anguish of your
bereavment and leav you only the cherisht memory
of the luvd and lost, and the solem pride that must be
yours to hav laid so costly a sacrifice upon the altar
of fredom.
Yours very sincerely and respectfully,
A. LINCOLN.


[Lincoln’s Addres at the Dedication of the Gettysburg National Cemetery.
Nov. 19, 1863.] 'w Simplified Spelling.
Fourscore and seven years ago, our fathers bro’t
forth upon this continent a new nation, conceivd in
liberty and dedicated to the proposition that all men
ar created equal. Now we ar engaged in a great
civil war testing whether that nation, or any nation
so conceivd and so dedicated, can long endure. We
ar met on a great batl-field of that war. We ar met
to dedicate a portion of that field as a final resting
place of those who here gave their lives that that
nation might liv. It is altogether fitting and proper
that we should do this.
But in a larger sens we'cannot dedicate, we cannot
consecrate, we cannot hallow this ground. The brave
men living and ded, who strugld here,ihav consecrated
it far abuv our power to ad or detract. The world
wil litl note, nor long remember, what we say here,
but it can never forget what l‘lzey did here. It is for
us, the living, rather to be dedicated here to the un-
finisht work which they who fought here hav thus far
so nobly advanced. It is rather for us to be here
dedicated to the great task remaining before us,—
that from these honord ded we take increast devotion
to 'that cans for which they here gave the last ful
mezure of devotion,— that we here highly resolv that
these ded shal not hav died in vain,—that this nation,
under God, shal hav a new birth of fredom,—‘and
that guvernment of the pcple, by the peple, for the
peple shal not perish from the erth.

“It is my ronsfant anxz'ezfy and prayer that I
and [111's nation should M on the Lord’s side."
A. LINCOLN.
“ IVil/z malice toward none, will: C/zarz'ly for all,
will: jirmnes in tbe rzIg/n‘, as God givz us fo see the
rig/2t, let us strive on to finz'slz t/ze work we or in.”
A. LINCOLN,
Second Inaugural Addres.
Spelling simplified and so publisht by R. K. BUEHRLE, City
Superintendent, Lancaster, Pa.

PRICE, 50 CENTS PER HUNDRED
SOME LIFE IDEALS
By V. KARA PETOFF
Professor of Electrical Engineering at Cornell University


Reprinted from the Sibley Journal of Engineering
October, l909
[Second Reprint]






SOME LIFE IDEALS."<
BY V. KARAPETOFF,
Professor of Electrical Engineering at Cornell University.
Merely to make a living, or to liv for the plesure of fisiological
functions, is not life ; these do not giv satisfaction. After many
other formulas of life hav faild, one finds that the only formula
that truly satisfies is : to liv for the realization of hy ideals.
This does not mean that such ideals wil be fully realized in one’s
life : on the contrary, realized ideals become hindrances to further
development, if considerd as final goals. To liv for ideal ten-
dencies is a better definition of the purpose (of life.
Strictly speaking, a man shoud hav but one ideal, of which all
his acts and thots shoud be but manifestations : however, most
of us ar not yet redy for such a unification of purpose; so for
practical purposes it is convenient to subdivide our ideals. In
proportion as we practis them, they become inseparabl, or at
least overlap. '
THREE ULTIMATE IDEALS—TRUTH, GOODNESS, AND BEUTY.
These comprise all that is worth striving for. When in quest
for a formula of life, one shoud be instructed thus: Liv so that
all your ads, t/zots, and desires be directed towards the realization
oft/2e ideals of truth, goodness, and beuly.’ As to the question,
*An Address deliverd before the Engineering Apprentises of the Westing-
house Electric & Mfg. Co., Pittsburg, Pa , on September 23, 1909.
Reprints may be made provided due credit is givn.
2 Some Life Ideals.
what is true, what is good, and what is beutiful, the answer is:
Find their expression aeeording to your best understanding of
to-day; then a better understanding wil come to-morrow. They
are tendencies which grow with exercise. Any inacCuracy or
error in their temporary formulation wil be discoverd later on,
because of the contradictory results which wrong premises wil
bring. ’
The fact that others ar not yet redy to follow these ideals as
far as you do, shoud not prevent you from pursuing them.
Tho, of course, one . has to hav charity and consideration for
“the litl ones”, who ar stil strugling with simpler problems
of life. This is the spirit in which one looks upon one’s pupils,
or upon children who ar not prepared to grasp an advanced fase
of a subject.
The ideals of truth, goodness, and beuty at not independent
of one another in practical application. One may wish to know
certain fisical fenomena in pursuance of the ideal of truth ; at the
same time, there is an idea of goodness in the desire to help
others by this knowledge. Or, art may be used for conveying
certain moral ideas, thus combining the ideals of goodness and
beuty. '
The ideal of truth is realized in proportion as we see more
clearly man’s true nature, and his immens possibilities for de-
velopment, fisically, mentally, and morally; in proportion as we
lern man’s position in the univers, and his relation to other
’ living creatures ; in proportion as we investigate the laws of
nature and their application to the welfare of humanity ; in pro-
portion as we work out a better and more efficient social organ-
ization. But in order to participate in a truth it is not sufficient
merely to know or believ it ; one has to liv in it and contribute
one’s own effort, however small. By exercise alone is one’s
thot made clear and strong ; thru work alone comes the satisfy-
ing harmony between theory and practis.
The ideal of goodness is realized in proportion as we grow into
the feeling of the unity of the univers, and of our unity with it;
in proportion as innumerabl ties grow and ar strengthend be-
tween us and the rest of nature, animate and inanimate. Our
love is not perfect as lODg as we consider nature and men apart
from ourselvs. This is why the great precept about love was
exprest in the form: Love thy neibor as thyself. We hav a
perfect love only for organic parts of ourselvs : our attachment





Some Life Ideals. 3
for the members of our body and our care for their welfare ar
limitless. So must we learn to feel toward all things and beings
that surround us. And there is nothing artificial in this feel-v
ing; on the contrary, in proportion as the circl of our simpathy
is enlarged, this great unity becomes the only possibl state of
consciousness. No personal satisfaction is then felt unless
shared by all.
The satisfaction of the desire for beuty, or the esthetic ideal,
consists, in its lower stages, in a gratification of the five external
senses :' the eye rejoices in pleasing combinations of forms and
colors; the ear in the harmony of sounds and rithm. In pro-
portion as these tastes ar cultivated, they become refined and
diversified in their shadings ; moreover, a new, simbolic element
is introduced into then}. An abstract ideal of beuty buds in
man’s mind, and he learns to enjoy external Objects as but im-
perfect suggestions and partial manifestations of this ideal. Art
becomes simbolic, becomes a channel for the expression of the
ideals of beuty, truth, and goodness. Standing upon a hil and
looking down into a beutiful valley with its majestic river, wav-
ing fields, and blooming orchards, one enjoys far more than a
mere combination of forms and colors. The landscape tels of
the beuty and goodness of creation, of the infinit wisdom and
power in and behind the world ; it inspires simpathy with the
toilers below; it draws the soul upward ; it raises a million ques-
tions and emotions in a sensitiv soul.
The desire for self-expression, for a repetition of plesant exper-
iences, for the expression of one’s vague longings and nascent
ideas, leads then to creation in art : to pictures and statues, to
songs and poems, to operas and simfonies. Art is a mighty lan-
guage in which men tel each other of their emotions and aspira-
tions, of their joys and griefs, far better than they coud tel
them in plain unimaginativ words. That which is base, is pur-
ified, is filterd thru art; that which is good is intensified and
made more real.
But one might say : Ordinary life presents so few aspects wor-
thy of being associated with the names of truth, goodness, and
beuty, and presents so much of that which is unlike them.
What shoud be one’s attitude towards imperfect things that sur-
round one at every step? To approve of them, to be reconciled
to imperfection, is impossibl ; to fight them is to liv constantly
in a negativ atmosfere of lies and cruelty, of ignorance and vice.
4 Some Life Ideals.
The answer is: See all things in the process of making, in the
light of an evolution. Look upon them as tending towards a
hyer stage of perfection, in spite of themselvs. All things in
the univers are good, beutiful, and true in their ultimate intent
and purpose: it is but a lack of understanding on our part,‘or
on the part of others, that makes things appear as various forms
of discord. Hence, the only reasonabl attitude is that of a
frend, a teacher, one with a helping hand. Meet all forms of
evil with an opposit declaration ; realize the opposit qualities in
thot, word, and deed. Then, in proportion to yOur mental
strength and clearness of understanding, the discord wil gradu-
ally disappear, and manifestations of truth, beuty, and good—
ness will appear insted.
But how about the ridicule, persecutions and privations that
one has to endure in the name of one’s ideals? My answer is
that if reformers were more charitabl and patient with those
whom they are so anxious to reform, there woud be far fewer
stoned profets in the world. But withal, there are cases in
which some sacrifice of material things seems unavoidabl. Here
the person is in a clear dilemma : he must either liv up to his
ideal and dispens with this or that comfort of life ; or he must
surrender to the demand of the minute, and suffer remors of
conscience. Which shoud he do? It is easy to preach : “Stand
up for truth and goodness ; sacrifice all, even your life, on the
altar of your ideals.” It is stil easier to mumbl with the chil-
dren of this world : “Submit that you may eat of the fulness of
the land.” But I say : Never lea?) the plaee where you or
needed, unless it be for aplaee where your work is needed more.
It is easier to abandon a den of thieves, even at a material sac-
rifice, than to liv there, to work, to love, to help. We disapprove
of suicide, we call it a lack of moral curage. But a man who
leavs his post because of disagreement, oris discharged on account
of fighting, commits suicide. He must stick to his place, even
tho surrounded by advers circumstances. The great Russian
scientist Lomonossoff was once thretend with forced retirement
from the Imperial Academy of Sciences (which he himself had
founded). Here is his reply to the Government : “You can
easier retire the Academy from me ”.
I find but one mistake. in the blameless life of the great Naza-
rene: He allowd himself to be hated and crucified. He shoud
hav abstaind from reviling the faricees and rulers in order to be



Some Life Ideals. 5
tolerated and permitted to go on with his splendid work for many
years. The task woud hav been a great many times more
fruitful, altho one more difficult to accomplish.
But how about making one’s living ? Manya man in the audi-
ence perhaps thinks : “ Abuv all these good things that the
speaker talks about I must earn my living. And when I am
thru with my day’s work I hav no time for truth, goodness, and
beuty; I am worn out, and all I care for is sufficient rest and a
litl amusement ”. This attitude is worthy of that of an old
charity official who said : “ I intended to accomplish something
good all my life, but never had time, due to the pressure of busi-
ness ”. Why, man, the very purpose of your work is to bring
more truth, more goodness, and more beuty into the world ;
unless you accomplish this you shoud not be paid at all.
With the present organization of society you hav to hire out
the strength of your arm, or the training of your brain, but this
is only a temporary way of accomplishing the work needed for
the welfare of the society. The present economic form of society
will surely pass away, as many others did. A new compact wil
be made, wherein the true purpose of your work will be clearer
to yourself and to others, and the incentiv to work much greater.
If you wish this better order to come soon, liv constantly in the
thot of its realization, as the faithful Jews of old livd in the ex-
pectation of the coming of the Messia. You hear business men
talk about the necessity of keeping money in circulation. It is
of far more importance for the welfare of the cuntry to circulate
ideas of truth, goodness, and beuty among peepl. How to
accomplish'this end I wil now try to show.
(A) ATTITUDE TOWARDS ONE’s SPECIALTY AND WORK.
The times when each man workd for himself and supplied all
his needs by the fruits of his labor ar irrevocably past. We
liv in a period of co-operativ work and of division of labor.
Industrial and intellectual exchange is going on thruout the
cuntry, and some of it extends even thruout the whole world. This
means hyer efficiency ; the tendency is towards specialization of
work and knowledge : depth, not bredth, is now required. This
tendency is exceedingly welcome, for it promotes efficiency of
work and helps to establish a brotherhood of man, making each
one depend on many. But to enjoy one’s narrow surroundings
and monotonus work, one must understand this tendency, must
6 Some Life Ideals.
liv in a simpathetic attitude towards it, must lwork to bring out
its advantages, and counteract its disadvantages. Then every
worker wil see more truth, more goodness, and more beuty
coming into the world thru co-operation. The old individualist
Jack-of-all-trades, must giv place to skild specialists. Even
the manager of a large enterprise is not a man of vast knowledge,
but primarily a specialist skild in getting results from other men ;
he is like an accomplisht chess player, who moves his pawns
and pieces to win the game. To hav this simpathetic attitude
towards one’s own work and that of others one must observ the
following :
(I) Realize clearly and persistently the usefulness and neces-
sity of your share of the work, as a part of the activities of the
whole cuntry.
(2) Do not separate yourself, even mentally, from others do-
ing the same or different kinds of work. The loss of bredth and
lack of variety of work, due to modern specialization, ar many
times compensated for by the acquired understanding of the com-
munity of interests. Your life wil grow fuller and richer
with a more complete exchange of results of thot and labor.
(3) Study the mechanism of the present industrial and political
organization; see clearly your place in it, and that of other
workers. Make up your mind as to what can be done to better
your condition and theirs. Some improvement can be attaind
by personal effort, but the greatest benefit is to be gaind only
by the concerted action of those co-operating in industrial work.
(4) DO not become a machine during the working hours.
These ar the sacred hours when you contribute to the welfare
of humanity. Liv a ful life, liv the deep life of your soul all
the waking moments of the day. Beware, that the time does not
pass quickly, for this is the worst calamity that can befall a man :
before he knows it, life is spent, and the eventide is here. Alas
for the wasted and neglected possibilities !
(5) Do not brood over low pay and long hours; it wil not
improve your condition, but, like all worry, wil incapacitate you
for better work and enjoyment of life. Hav the curage to see
the causes of your disadvantage in the industrial world. Then
guide your thots and acts accordingly. If you at suffering be-
cause of your own shortcomings, correct them by stedy work~
upon yourself. If you ar underpaid, overworkd, or out of
employment thru no fault of yours, but because of peculiar
Some Life Ideals. 7
economic and political conditions in the cuntry, the only remedy
consists in a right political action. If you feel the grievance
keenly, help to create the right majority, but, for heven’s sake,
do not worry. One can be unhappy in a palace, and can sing
songs of praise in a hut. The desire for better conditions shoud
not stand in the way of the enjoyment of the minute. It is
ridiculus to think that as soon as one’s income shall exceed a
certain amount he wil become contented and happy. To enjoy
life is ahabit, acquired only by exereise, and kept up by a right
flosofy oflife.
(6) Do not work for gain or approval. Work for work’s sake,
work because the results ar needed; work that you may call
yourself auseful member of the community ; work because others
work for you; work because thru work alone your thot wil
become clear and noble; work, for “ the whole creation groaneth
and travaileth ” to unfold hyer forms of truth, goodness and
beuty; work that you may become “at one” with nature and
man ; work that you may partake of the infinit powers latent in
the univers, and be fortified.
(7) Become an expert in your work, however simpl or in-
volvd it may be: only an expert enjoys his work fully. Step
by step, patiently and intelligently, master the details, under-
stand the principls, accumulate experience, train the memory,
develop the judgment, improve the methods. And, before you
know it, you at a valuabl, proficient worker, while the next
fellow has in the meantime wasted his time thru a prefunctory
discharge of duty and lazy tliot.
(8) Do not get discuraged because your chiefs or subordin-
ates do not work in harmony with you. This is often a part of
the game and makes it the more interesting and instructiv for
you, and your mission more important. Create harmony out of
discord, inspire others to work for the common purpose, get rid
of sensitiv ambitions, bring out the individuality of every one in
the organization to its best advantage. Don’t be a man whose
ideal is to turn the crank of a fool-proof machine.
(9) Do not call things and methods bad, but look for good
beginnings and favorabl tendencies everywhere. Then you wil
know how to bring them out and how to eliminate inferior fea-
tures by better and more efficient methods.
8 Some Life Ideals.
(B). PERSONAL LIFE.
The ideal of personal life may be sumd up thus: Lz'v in the
superior atmosfere of truth, goodness, and beuty all the time.
Enlarge the scope of perfection step by step, so that it becomes
habitual to you, subconscius, almost automatic. The signifi-
cance of this old-new precept is enormus: Only that degree of
perfection which we manifest unconsciusly, without effort, is
an organic part of our nature and cannot fail under a crucial test.
A man cannot be properly cald good, as long as he has to think
hard and exercise his wil, before he acts or speaks kindly. Only
when his first unconscius impuls is ful of simpathy for his
fellow-men can his nature be cald good. Modern psichology has
fully demonstrated the immesurabl depths of man’s subsconsci-
us life; it has proved that his subconscius being can be traind
by exercise to do whatever his conscius being desires it to do
(self-suggestion). This opens a new way for making the ideals
real in one’s everyday life.
To make this clear with an exampl: All of us ar more or
less considerate and unselfish towards a few dear’frends and rela-
vtivs; this we ar naturally, the subconscius mind having been
traind in this direction for years. To enlarge the sfere of sim-
pathy so as to include Within it more men and women we must
constantly dwel upon the thot of love in relation to the indivi-
duals and to groups of' peepl within our mental horizon. We
must earnestly wish for the expansion of our simpathy all the
time; we must liv over and over again in our minds varius
incidents past, and imaginary, in which we act kindly and speak
encuragingly. In this way we train our subconscius mind
to include more individuals within the circl of our simpathy,
and we deepen the affection and charity toward those alredy in-
cluded within our harts. The work is not ended until we ar
inseparably united in thot with all human beings, with all ani-
mals and plants, mountains and seas, yea, even with the farthest
stars. Then, after being lost in the, univers for a while, we shal
emerge, strong individuals again, but connected with the
whole world by thousands of arteries of love, feeding life into us,
and taking kindliness from us to those in need of it. Then we
shal understand fully the divine meaning of the words : “ Love
your neibor as yourself, ” for his wounds wil bleed our blood,
and our achievments wil feed life into him.
Some of [deals. 9
Now in regard to the ideal of truth : To a certain extent we
all like to reason clearly and to see things in their true aspect.
But beyond a certain limit we seem to be easily satisfied with
hazy shadows of things and willing to trust the next man’s
superstitius word. Extend your mental horizon, inspire your
subconscius mind with a deep desire to see the remotest and
most involvd things clearly; to reason logically, to look upon all
objects and events in a scientific attitude, connecting cause and
effect. This deep, sincere desire, together with diligent work,
wil bring wonderful results: It wil dubl your mental ability,
it wil sharpen your power of analisis, it wil endow you with
sound judgment in all things.
However hard you may work in your profession, you cannot
exceed a certain limit as long as you shut yourself from the rest
of the world of knowledge. Speaking figurativly, you try to de-
velop an extremely bright spot in your brain, and at the same
time leav the rest of the brain in darkness, in an inert, lethargic
sleep. Every time you think in your specialty, a few hyly
developt vibrating cels bump in all directions against sleepy,
half-ded cels ; so you see how inefficient your work must be. It
is like trying to raise a carpet, three sides of which are tackt to
the floor; you can go only so far and no farther. Remove the
tacks, then raise the carpet. '
Comparing the training of the mind to the illumination of a
house, I woud offer-this guiding rule : First, provide for a gen-
eral illumination in all the rooms and passages, so that you can
see objects wherever you go; then throw a strong light at the
place where you work, so that you may see all the details.
The same idea of infinit progress and development shoud gov-
ern our demand for beuty. We ar too easily satisfied with a
litl bric-a-brac upon the mantel, and some trivial popular music
once in a while. The subconscius mind must be traind to see
beuty and to bring beuty into all things that surround us_
Artistic beuty must become a necessary mode of appearance of
things, insted of a rare aeeia’ental attribute. Moreover, beuty al-
ways suggests love and truth; it expresses them in the most
powerful, simbolic way, making them universally valid, accept-
abl Without argument. Therefore, to liv constantly in the at-
mosfere of beutyis to cultivate a taste for the true and the good.
I know your reply: You ar busy, you hav not got enuf
money, you hav never had any training in painting and music.
IO ' I Some Life Ideals.
This may be so, but do you manifest and enjoy as much beuty'
as is reveald to you? You cannot afford to buy oil paintings,
and go to concerts of classical music once a week ; but the sad
fact is that shoud you become a millionaire to-morrow you
woud not be able to enjoy these hyer forms of art anyway.
Nature makes no leaps, but proceeds step by step. Keep your
workbench and your desk orderly and clean, put upon it oc-
casionally a few simpl objects of art, flowers, post cards and
fotografs ;_ this wil be a beginning for your training in art. The
rest will come naturally, in proportion as your taste develops.
Do not be afraid that your neibor wil make fun of you: at any
rate this woud be a good opportunity for you to show a litl
moral curage. Adorn your room with inexpensiv reproduc-
tions and artiStic souvenir cards; spend a few dollars once in a.
great while for a picture that you wil enjoy the rest of your life.
Now in regard to concerts and good drama ; how much money
do you spend for good music and earnest plays, and how much
for tobacco? I don’t want to seem impertinent, for I love you
dearly, and I know that you try to do your best. But can you
not try a litl harder?
(c). THE RELATIONS OF THE SEXES.
As the last application of the general principls of truth, love,
and beuty to your everyday life, I am going to speak about the
relation of the sexes. The truth of the matter is that thruout
the whole creation, from the lowest animals to the most hyly
civilized nations, there is an attraction between the sexes ; nature
has taken a good care to assure the continuation of the species,
the permanence of life on this planet. This is part of the truth,
but not the Whole truth. The rest in application to humanity
can be seen by looking at this matter from an evolutionary point
of view. The continuation of the species means the welfare of
the species. Animals, plants, and savages succeed in their strugl
for existence primarily by their numbers. Not so among the
civilized races ; our welfare is primarily promoted by proper
political, industrial, and moral institutions, and by scientific dis-
coveries. Therefore, the attraction between the sexes must
acquire among us a nobler significance than a mere instinct in-
dispensabl for the propagation of the race. It must be justified
by the welfare of the race, in the broadest sense of the word.
Keep this interpretation in mind and you wil understand how
Some Lzfe Ideals. 11
a union of .man and woman, not of mere male and female, leads
to the hyest manifestations of truth, goodness, and beuty.
Man’s nature develops fully only in the presence and thru the in-
fluence ofzoimen, and vice versa. I
The differences in the bodily and mental make-up help to
bring Out each other’s capabilities more clearly, while a deep-
rooted desire to shine before the opposit sex spurs to perfection.
Nay, even more, a man brings out sides of a woman’s nature
which no wimen can bring out; quaint litl perls in her soul
that she herself never dremt of. So are man’s curage and gener-
osity dubld and tripld thru a woman’s presence. Each helps
the other to interpret and to develop their own natures.
Young men and wimen shoud not shun each other’s company.
On the contrary, meeting each other on a frendly basis, for a
common good purpose, in various clubs and societies, promotes
morals in their best modern form.
The advocates of woman sufrage are right : political and
economic equality wil not destroy womanhood ; it wil raise the
woman to new undremt-of heights, unattainabl by a semi-slave.
And it wil help the man just as much, for two reasons: he wil
reap the ful benefit of the new splendor in his own race, and he
wil be able to devote to something better the energy which he
spends now in opposing woman’s just demands.
There is but one ultimate truth, one goodness, one beuty, but
we see them now only in part. The woman sees the same ulti-
mate ideals from a somewhat different pointof view, and it is
thru her alone that we enrich our understanding. However, we
men ar not her dettors by any means, for we disclose to her
other aspects of being, hidden yet from her ken. It is a frendly
co-operation, by which both sexes ar benefited.
Take, for instance, beuty; how different is womanly beuty
and grace from manly vigor and poise. Both ar beutiful, and
it is our privilege to enjoy both. But to enjoy fully all thot of
possession must be givn up: Lern the art of simoat/zetz'e, eon-
templativadmiration, and the whole world wil be yours. Lern to
admire every beutiful man and woman as simbols of truth,
goodness, and beuty, and do not allow any impure desire ever to
tuch your hart. The same is true in regard to woman’s mind :
it is just as brilliant as man’s, but is somewhat different ; it is
more sinthetic, intuitiv. However, for that matter, great seers
and profets also had sinthetic minds. The woman often sees
I2 Some Life Ideals.
‘ quickly and almost unconsciusly thru complicated relations, and
gains results at which a man arrives only thru a laborius pro-
cess of analisis. An evolutionist woud probably explain the
origin of this sinthetic vision by the necessity for a' primitiv
mother to see quickly the danger to her litl ones and to devise
means of protecting them. Insted of deriding wimen for their
inferiority in this or that, we men ought to take an advantage of
this precius feature of their mind, in our privat and public life.
Science wil be greatly benefited by wimen ; there ar at present
too many details and too much analisis brot into it by men. Let
the woman giv us a new and broader view of the universal truth.
The Virgin Mary with her immaculate conception of Jesus is a
beutiful profetic simbol of woman’s place in our civilization.
Take again man’s kindness and that of woman ; how tuching
at both, tho different : One quiet, the other impulsiv, one
planning for general relief, the other anxius to alleviate the
immediate suffering. What a tremendus increase in their power
for good, when working together. Here you see again the evo-
lution of the idea of co-operation of the sexes for the welfare of
the race. In the lower stages this co-operation consisted merely
in propagating the race, and in taking an elementary care of the
ofspring. Now, when the whole civilized humanity is rapidly
becoming one large family, millions of men and wimen can work
for its welfare, united by spiritual rather than material ties.
I suspect that at this juncture some of you feel like pouring on
me a bucket of cold water, to wake me up and make me see the
problem of the relation of the sexes in its true light. “ Here ”,
you remonstrate, “ what you hav just said may be all good and
true for persons that can afford to marry. Your advice wil help
them to a happier married life: it may even induce peepl afraid
of matrimony to marry; especially if you can make them believ
that every woman is such an ideal of perfection as you describe
her. But here is the true situation : on one hand a natural ~de-
sire, an almost irresistibl instinct; on the other hand powerful
economic obstacls and moral restraints which make the natural
satisfaction of this desire impossibl for a large number of men
and women. The sad and disastrus results. to individuals and
to the society as a whole ar too well known to need mentioning.
And what a pile of remedies proposed: from cold baths and
prayers to castration inclusivly.”




Some Life Ideals. 13
If you wish to put the problem in this way I am forced to say
that under the present economic conditions there is and can be
no universal remedy for this evil, but mere palliativs, patch-up
work. We liv in a transitional period, from individualism and
private ownership of necessities of life to collectivism and co-
operativ ownership. We hav lost the advantage of the passing
form of the society, when each man of age coud support his
family; and we hav not yet acquired the advantages of the
coming order when a lasting prosperity wil be the common lot
of all, because of an equitabl exchange of servises. So the
reason I am speaking about the sex problem is not because a
general solution is possibl at present, but in order to indicate
the path of the progress, and to enlistv earnest men and wimen
to work for the gradual improvement of the present unnatural
conditions.
We must distinguish, however, between personal possibil-
ities and social causes. Quite a number of young men and
wimen coud find congenial mates and happy homes right now
by making an effort, perfecting themselvs, and looking more
closely for the opportunities at hand. But for millions of peepl
in this cuntry it is actually an impossibility ; they can be helpd
out of their misery only by a concerted political action. The
obstacls in the path of matrimony ar for them first of all econo-
mic, that is to say, such as ar. caused by the general industrial
conditions in the ,cuntry; consequently, the solution must lie
in a concerted action of the interested parties. It is not neces-
sary for me to specify the action; the minute they see clearly
why they at condemnd to remain singl, or to sel their bodies
for daily bred, they wil know what to vote for.
There is undoutedly a Jack for every jill, but there is also
unquestionably a stone wall between them. Working separately
they cannot break it, united they wil surely destroy it.
Individualists wil accuse me of hipocricy and of begging the
question; they want a remedy which every strong character
coud apply immediatly and obtain his or her happiness even by
crushing others. Let them remember, however, the days before
the revolutionary war, or the days of negro slavery: was in-
dividual action able to alleviate the evils of those days? Did
the solution not lie in a concerted action, however slow this ac-
tion was in coming? So it is in this case, and my advice is:
See clearly the general causes of the sad fact that alarge number

14 Some Life Ideals.
of men and wimen are debard from marriage ; then, while
working out your own individual problem the best yOu can, lend
your influence in favor of the particular changes in economic
conditions that in your opinion wil bring the much needed im-
provement. The willing and suffering majority is there, but
their eyes need to be opend.
It is ridiculus to urge the argument that, if all those desiring
to marry shoud get married, the population woud increase at a
terrific rate. The rate of birth is regulated in all prudent
families even now, and wil be regulated more and more by public
opinion, or by law, if necessary. In proportion as individuals
and families become more and more dependent upon one another
thru industrial co-operation, the community wil naturally ex-
ercise more power over the rate of child birth.
I do not wish to be understood in the sens that nothing can
be accomplisht by personal effort: on the contrary, this whole
address is a plea for personal perfection and altruism. Political
and economic conditions are but external manifestations of ideals
long cherisht by advanced individuals. It is, therefore, the duty
of every one to liv now in the superior atmosfere of truth, good-
ness, and beuty. To this end one must look upon things as
being in the process of making ; but to see them actually im-
proving one must lend his or her effort, one must work with
others, sholder to sholder.
CONCLUSION.
(I) Make all your thots and acts lead to a gradual realization
of the three ultimate ideals: truth, goodness, and beuty. This
is the most secure and satisfying guidance for life.
(2) See things and persons in the process of becoming more
and more perfect; liv in the ideal atmosfere of the conditions
towards which things are tending ; help others to perfection.
(3) Take a ful advantage of the present possibilities, and
enjoy life as it is to-day. Then the next step wil be clear to
you and you shal hav more joy to-morrow.

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Fm
WALTER WILLIAM SKEAT
AN APPRECIATION
By CHARLES P. G. SCOTT
(Reprinted from the Evening Post, New York, October 28, 1912_\
(In this reprint the conventional spelling of the newspaper is to some
extent modernized )
T0 the Editor of the Evening Post:
SIR: The deth of a great scholar is seldom followd by an
adequate statement, in the public press, of his character and
achievements. His character is not such as to glare in the
public eye; his achievements can not be put into loud hedlines.
But the late Professor Walter W. Skeat was not only one of
the great scholars of the world; he was one of the great public
men of the British Empire. Without offis or place, without
political recognition or newspaper trumpeting, he was, never-
theless, one of the constructiv statesmen of Anglo-Saxon civiliza-
tion. Without aggression of arms or push of policy, he extended
the domain of British influence and the sway of Anglo-Saxon
thought. He and Dr. Furnivall, acting in accord, the leaders
of a willing group of scholars, rescued from obscurity or
oblivion the records of six centuries of English literature, and
printed, on pages luminous with learning, the forgotten writings
of ancient worthies and pioneers. These men, the founders and
rulers of the Early English Text Society, the Chaucer Society,
the New Shakspere Society and the English Dialect Society, and
other means of publication, restored to England what her
negligent kings and stolid aristocracy had allowd to rust in
oblivion.
By his labors in the line of English etymology alone,
Professor Skeat achievd a permanency of fame and benefac-
tion. No one can pursue the study of English etymology
Without using his works, and following his ways. His ways
were the ways of truth, and his works, therefore, rest on the
foundations of fact. He used all the kinds of knowledge which
he could find; and he knew what was knowledge, and What
was guess. He acted and wrote in simplicity of spirit.

He was not without a just pride in his achievements. But
he did not hesitate to correct his own mistakes. They were,
for the most part, mistakes that only a scholar had the ability
to commit; and they were trifling in comparison with the
extent and importance of his work. They were like the devia-
tions and hesitations of a Columbus coasting new shores, or of
a Livingston exploring a dark continent. And like a true
scholar, he did not confine his candor to his own errors. He
was perfectly willing to use it for the benefit of his erring
frends; and he did not refuse it to his critics in the periodicals
that are the resorts of confident amateurs.
He never lost his temper. He did n’t have to lose it—he
knew what he was about. A man who is sure may be serene.
This is the secret of the “filosofic mind.”
And Professor Skeat was also genial. He was no mere
Dryasdust. He was always interesting. He had a style. In
reading Notes and Queries, to which, for many years, he con-
tributed articles on etymology and other matters, one could tell
from the first two or three lines of an article that it was from
his hand, tho the ending and the signature were on the reverse
page. Probably no contributor to Notes and Queries was more
interesting and more correct. I am inclined to think that the
higher average of accuracy among the contributors to Notes
and Queries, in the last thirty years, was due in great part to
the fact that they had the benefit of his frequent guidance,
and knew that they had to be careful in their filological state-
ments, or else see their statements gently demolisht in a later
number of that journal by “Walter W. Skeat.”
Among the public servises of Professor Skeat to the English
language, and to the present and future students of that lan-
guage, should be mentiond, as perhaps the greatest public
servis, his work for the regulation and simplification of English
spelling. He knew English in all its changes from the oldest
English or Anglo-Saxon times down. He was one of the few
Englishmen who could read the whole English language. He
had no illusions about the “spelling of Shakespeare” or the
spelling of Shaw. He knew Chaucer, and he knew Chesterton,
each a child of his age, spelling and other fancies included.
He did not even revere the Atheuaeum, and he smiled at the
Saturday Review. What he sought was truth, accuracy,
uniformity, convenience; and, therefore, as a student of Eng-
lish, as an editor of English literature, and especially as an
etymologist, he repeatedly recommended and urged the regula-

3
tion of English spelling. He supported the earlier efforts of
the Philological Society, in cooperation with the American
Philological Association under the guidance of Professor March
and Professor Whitney, to bring about a more enlightend state
of public opinion in regard to the modernization of spelling.
Of course, Well-informd persons know, or ought to know,
that the whole group of filologists, with the filologists in
English at the fore, are unanimous in the opinion that English
spelling, alone of all human inventions, ought not to be kept
for ever exempt from any improvement. But the ways of
improvement and the times and seasons thereof, are, as
Professor Skeat knew, subject to debate and to conjecture, and
will so remain until a larger body of educated opinion is arrayd
on the side of progress. To that end Professor Skeat ceast not
to write letters, articles, chapters in books, bearing on this
subject. On the formation of the Simplified Spelling Society,
he became its president; and when advancing years made it
seem necessary for him to diminish somewhat the variety of his
work, he retired from the presidency in favor of Professor
Gilbert Murray, the Regius professor of Greek in Oxford
University, and became one of the vice-presidents, continuing
as a member of the executiv committee.
The principles of English etymology and lexicografy and
the nature of spelling and printed forms, are establisht beyond
any chance of overthrow; and the work to which Professor
Skeat and Dr. Furnivall devoted their lives is still continued by
a group of scientific scholars. At their hed, the veteran Sir
James A. H. Murray is now guiding into port the great Oxford
English Dictionary, fraught with the gatherd harvest of a
thousand years of Anglo—Saxon thought and action. This great
enterprize, which was from its beginning promoted by Dr.
Furnivall, was in its course, constantly aided by that indefatig-
able restorer of learning and pioneer of progress, Professor
Walter W. Skeat.
CHARLES P. G. SCOTT.
New York. October 25, 1912.


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PUBLIC DINNER
Cavanagh's, No. 258 West 23d Street, Manhattan
JANUARY 4, I913, 7 P. M.
THE ONE HUNDREDTH ANNIVERSARY
OF THE BIRTH OF
Eur 31mm {Human
THE INVENTOR OF FONOGRAFY
K‘s.


PUBLIC DINNER
Chairman, EDWARD J. McNAMARA
Toastmaster, DAVID H. O’KEEFE
Bil of Fair
®$§EEQ§z Blu Points on the haf shel
SUPQPH: Consomme Fonografique ‘
iHlE§g7ififEz Fillet of Sole, a la Finn, Pitman scale
Murfles in Dutch .
IKEfilIUPHfE: Sweetbreads, a la Shorthand
fK®§EiEz Fillet of Beef, a la Logue au Gramme
Green Peas Hasht Brownd Poughteighteaux
gAEIAf—ilffi: Selery
IFENJJgk Harlekin Ice Cream, Cold Storage
Columbine Keighques '
Coughy in haf cups
Musical selections by the Cathedral Qiartet; MARTIN W. BOW-
MAN, First Tenor; GEORGE L. ELLARD, Second Tenor; ED-
WARD CAMPBELL, First Bass; HENRY HOLLAINDER,
Second Bass.
.' if
DELEGATES TO THE PITMAN C'ENTENARY
COMMITTEE
EVENING HIGH SCHOOLS TEACHERS’ CONFERENCE
John F oerster
John W. Brady
GABELSBERGER SHORTHAND SOCIETY
Dr. Rudolf Tombo
HIGH SCHOOL TEACHERS’ ASSOCIATION, Dept. of Stenography
Horace G. Healey
Henry Foley
ISAAC PITMAN SHORTHAND WRITERS’ ASSOCIATION OF
AMERICA
David George
George Robinson
NATIONAL ASSOCIATION OF ISAAC PITMAN SHORTHAND
TEACHERS and WRITERS
Edward McNamara
Byron T. Browne
NEW YORK STATE STENOGRAPHERS’ ASSOCIATION
Frederick R. Beygrau
David H. O’Keefe
SHORTHAND COLLECTORS’ ASSOCIATION
James W. Beers
Oliver McEwan
SHORTHAND CLUB, Inc.
Henry S. Sanders
John H. Ruehmling
SHORTHAND SOCIETY
William Bagnell
Joseph O'Connor
SIMPLIFIED SPELLING BOARD
Dr. Charles P. G. Scott
Henry Gallup Paine
TERM END CLUB
Charles P. Hanson
Arthur P. Sennett
DELEGATE AT LARGE
Robert A. Kells
An exhibit of books, illustrating the history of fonografy and spelling
reform, is being held at the New York Public Library, Fifth Avenue
and Forty-second Street, Manhattan, from January 3 to January IO.


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,=.“T. have now for many years advocated the use of ‘
phonetics—yes, even of phonetical transcription, in
the teaching 0f foreign languages, and have to a large
extent put my theories into practice both in dealing
with children of all ages and with grown persons . . .
We want to have some phonetics introduced into our
schools, because theory has convinced us, and experi-
ment has proved to us, that by means of this science
we can, with decidedly greater certainty, and in an
essentially easier way, give an absolutely better pro-
nunciation in a much shorter space of time than would
be possible Without phonetics. The very first
lesson in a foreign language ought to be devoted to
initiating the pupils into the world of sounds. . . But
of course we have to begin to learn the [current]
orthography some time; and I suppose it is this trans-
ition more than anything else that has frightened
people away from using phonetical transcription,
because they imagine that it must be extremely
difficult. But now all those who have dared to try
phonetical transcription unanimously declare that
they were surprised at the ease with which the trans-
ition took place; there was no trouble worth men-
tioning either for the teacher or the pupils; and they
were surprised at the accuracy in orthography dis-
played by pupils who had been taught in this way.”
Quoted from DR. OTTO J ESPERSEN (1904) , Professor
of English in the University of Copenhagen.
Simplified P ' B ' 1 Oak Park,
Erna. TOYlflunsmg (1113 Est?”
this letter GOSPEL ACBRDING TU MGRC U. S. A.
PRINTED IN FONETIC TRANSCRIPSHUN
O. C. Blackmer, Publisher
Dear Sir:
I take the liberty of sending you, 'under another
cover, a copy of my “Pronounsing Buibl, Gospel
acording tu Mdrc,” with two pamflets on the sub_
ject of teaching reading.
The first 14 pages of Mark, with the Appendix and
the pamflets wil show you clearly the purpose of the
book; and the enclosed circular of Prof. Grauer nar-
rates the success of it as a text-book in teaching a
class of adult foriners to read English.
In regard to this method of teaching a forin lan-
guage I wil refer to the heding of this sheet, which
is quoted from pages 142, 143, 135 and 173 of Dr. Otto
Jespersen’s book, “How to Teach a Foreign Lan-
guage,” (The Macmillan Company). “This book is
interesting from cover to cover, and ranks among the
best of recent works dealing with this department of
practical pedagogics.” The author recently gave a
series of lectures on language subjects in this coun-
try-notably at Columbia University and at the
University of Chicago. Concerning him the London
Guardian says “Dr. J espersen is a professor of
English in the University of Copenhagen, a philolo-
gist of note, and a broad-minded thinker and investi-
gator.”
In printing the Gospel of Mark I used the alfabet
devised by a Committee of the American Philological
Association in 1877——see pages vii, viii, ix, x, of Pre-
face to Pronounsing Bible, and pages 6, 7, of the Ap-
pendix. It is hardly probable that this alfabet in
precisely its present form wil become the Standard
Jt/
IV 4 79/0
Fonetic Alfabet for English thruout the world; but
it answers my purpose for “fonetic transcription,”
and as an alfabet of medium precision it is an effic-
ient means for teaching foriners and others to speak
and read the English language.
In the class work spoken of by Prof. Grauer I had
only the fonetic transcription of Mark as a text-book,
a few hand-made charts, and a blackboard; but I
found I needed more tools, that is, more preliminary
fonetic matter and charts for drilling on sounds be-
fore pupils are transferd to current print. I also
found I needed more fonetic reading matter in order
to fix the habit of getting the correct pronunciation
from the fonetic page. This method and habit wil be
carried into current print by the learner thus taught.
Such additional books and charts, and a manual for
teachers, are now being prepared. The Pronounsing
Reader wil have some 250 pages of interesting mat-
ter, selected and original, covering a large field of
thought and containing an extensiv working vocab-
ulary.
The same method of teaching English can be used
in our common schools with the same decisiv results.
It is based on psychology and economy of time and
effort and ought to be adopted. It is earnestly hoped
that it may be thoroly examind and tested in the class
room, both with foriners and with our own school
children.
I shal be glad to receiv suggestions from you in
regard to this method of teaching English.
Very truly yours,
. .u "k- I
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M
ITell The Truth
Booklet


very Town must make good


on its promises
Facts that Homeseekers are
entitled to know should
not be coverd up
,
,:I
it"


F. 58, October 18, 1909
Made in New York


flddress all communications
HALF MILLION CLUB
Jaxonvil, Fla.
THE NEW .IAXONVIL
The New York of the South
The U. 5. Census of 1920 will show the Florida Gateway
to be the most Modern City in the Southeast.
Jaxonvil has an unusual combination of advantages over
many other localities that guarantee its progress as a cos-
mopolitan distributing center. These great items should
be kept in view in making comparisons with other places:
I. It now has ocean, river, lake and rail commerce.
2. Five trunk line railway systems now center at our
union station—Illinois Central, Atlantic Coast Line, South—
ern Railway, Seaboard Air Line and East Coast Railway.
3. A 24-foot channel to the Atlantic Ocean has been con—
structed by Uncle Sam at a cost of nearly five million dol-
lars, that brings in ships from all parts of the world.
4. And 230 miles of connected lakes and river draws an
inland trade that can not be taken away.
5. It has a mixt population of people from every country
of Europe and natives of every state in the Union, making
it the most American city in the Southeast.
Its mixt population is its greatest asset, and it is this
item that has caused its modern development over the op—
position of the “old” element.
The reconstructed, new, and modern Jaxonvil dates with
the organization of the Half Million Club in 1905.
BOOSTERS AND BUMBOOSTERS.
The genuin booster above all things will tell the truth.
He will tear down the old, where necessary to bild up the
new.
He will not cover up facts the homeseeker should know.
He will not purchase local popularity at the price of his
integrity.
He expects his town to “deliver the goods” insted of
making hot-air speeches.
The bumbooster yells for his town anyway and conceals
its disadvantages.
He traps homeseekers by sensational methods, and exag-
gerated representations.
His town patriotism is a cover for private profits.
His pockets are fild without fair consideration to the
purchaser.
He deals in fairy stories, not in fact.
PAY OF OFFICIALS.
Jax does not pay its officials and employees the usual
salaries and wages that are paid in average cities. The pay
of its policemen and firemen is under the average and should
be increast.
Jax must hav larger city limits, so that taxes may be spred
thin and not piled high. It must hav an equalization of tax
assessment and it must hav a very much larger public in-
come for current city expenses.
The present city limits wer not fixt as a matter of civic
pride or public spirit, but wer forced by the yellow fever
scare of 1888. Neither was the rebilding of the burnd dis-
trict after the fire of 1901 wholly public spirit, for if a man’s
house burns down he is not expected to sleep on his vacant
lot, but to rebild as a matter of necessity.
Public spirit of a city may be judged from the sufficient
pay of policemen, firemen, and other employees, and the ex-
tent of its parks, playgrounds for the children and other
public advantages. Private profits do not make a city, or
show public spirit.




l
l.
FREE DELIVERY OF HOUSEHOLD GOODS FROM
NEW YORK.
A number of mail order houses in New York city hav an-
nounst that they will make free delivery in Jaxonvil of pur-
chases ranging from $5. to $25. The only delivery expense
to be added 15 twenty-five cents cartage from the Jaxonvil
dock to your house; or if the package is light, it will be
carried IO blocks for 10 cents, or I5 blocks for 15 cents by
A. D. T_. messenger service.
Other mail order houses in New York will make delivery
of packages up to 100 pounds for a charge of 80 cents or
less. To which the cartage or A. D. T. charge at Jaxonvil
should be added.
All shipments should be ordered by way of the Clyde
Steamship Package Express—only 3% days New York to
Jaxonvil and 3 steamers each week of the year.
PURE FOOD LABELS—LOWER PRICES—
BETTER QUALITIES.
The New York houses ar under the constant watch of
the Food Law inspectors and the quality of the foods is
therefore of the best. The quantities handled by the houses
are so great that the profits are small and the selling price
is reduced.
The stock is changed so often that it is kept fresh and is
not like goods that may have been on the shelvs for months
or years.
The large houses have an unlimited assortment of every
kind of Dry Goods, so that the selection of styles, colors
and materials is greater than in small stores.
The articles you buy in New York for yourself or your
house will not be exactly like those sold to your neighbor.
This is an item of satisfaction.
A mail order catalog will be sent upon request to any
of the mail order houses of New York.
AUGUST IS THE GREA'SlgcBABRGAIN MONTH IN NEW
R .
The Clyde Steamship Company has for the last ten years
sold summer vacation tickets from Jaxonvil to New York
and return for $35. which includes meals and berth. With
3% days in transit each way, one week is spent on the At-
lantic Ocean, making a most delightful vacation trip. A
long stop-over is allowed in New York on these tickets.
The transportation and living expenses for a two weeks’
trip can be coverd for $50. per person.
No house holder can afford to let such an opportunity
slip by. Boarding in New York may be obtaind as reason-
able as in any other place and a list of boarding houses may
be obtaind in any of the N. Y. Sunday papers. Sunday
papers are on sale at all news-stands in Jaxonvil.
This trip combines a summer vacation, a visit to all the
mail order houses of New York, an opportunity to see its
theaters, parks, zoo, Coney Island and other resorts.
WHY WE ADVOCATE NEW YORK BUYING.
Since we began pointing out to the mass of consumers
that they could buy to better advantage in New York than
in Jaxonvil, we have heard considerable fol-de-rol about our
lack of local patriotism and not encouraging home industries.
In explanation of our attitude, we say: The freight on
goods from New York is less than a cent a pound. The
great majority of consumers do not realize how little this
is. The sellers hav added most exorbitant profits and at
the same time used inferior articles.
Our interests are involvd in the development of the town
as a whole, which means the daily success of the mass of
the people. we are not interested in the sellers who aim
for several hundred per cent. profit, at the expense of con-
sumers who can not afford to be bled to that extent. When
merchants try to make themselves rich in a few years by
sapping the life out of a community, it 15 time to advocate
the mail order buying that is protected by the Federal Gov-
ernment, and is beyond the control of the weekly meetings
of the local high-price league. '
J AXONVIL IN 1905
1112 Overrated Village

Below the Average of Southern Cities, and Standing Only
One Hundred and Thirty-fifth in the Class
of Cities of the U. S. S
POPULATION I905 U. S. CENSUS.
Rank Rank
in U.S. in U.S.
Class. Population. Class. Population.
6 Baltimore . . . . . .546,217 95 Covington . .. 45,877
14 New Orleans . . .309,639 98 Birmingham . 44,640
19 Louisville . . . . ..222,660 102 Augusta ----- - #12511
31 Memphis . . . . . . ..121,235 104 Mobile . . . . . . . .. 42,164
40 Atlanta . . . . . . ..102,702 110 Wheeling . . . . .. 41,058
49 Richmond . . . . .. 86,880 115 Montgomery . 39,769
50 Nashville . . . . .. 84,227 133 Knoxville . . . . .. 35,482
64 Savannah . . . . . . 67,311 135 JAXONVIL ..... 35,301
79 Norfolk . . . . . . .. 58,006 138 Chattanooga ... 34,179
81 Charleston ..... 56,232 142 Macon . . . . . . . .. 32,618
MILES OF PAVED STREETS, 1905 CENSUS.
1 Baltimore . . . . . . . . . .496 11 Covington . . . . . . . . . . 44
2 Louisville . . . . . . . . . . .256 12 Augusta, _ _ _ , _ _ , _ , _ , , 42
3 New Orleans . . . . . . .210 13 Wheeling . . . . . . . . . . . 42
4 Nashville . . . . . . . . . . .195 14 Savannah .... . . . . 40
5 Richmond . . . . . . . . . .124 15 JAXONVIL . . . . . . . 37
6 Memphis . . . . . . . . . . . 92 16 Charleston .... . . . 35
7 Atlanta . . . . . . . . . . .. 80 17 Chattanooga ... . . 25
8 Birmingham . . . . . . .. 67 18 Mobile . . . . . . . . . . . . . . 18
9 Knoxville . . . . . . . . .. 63 19 Montgomery . . .. . . .. 3
10 Norfolk . . . . . . . . . . .. 54 20 Macon . . . . . . . . . . . . .. 6
NUMBER OF ARC LIGHTS, 1905 CENSUS.
1 Louisville . . . . . . . . .1883 11 Montgomery . . . . . . . 383
2 New Orleans . . . . . ..1765 12 JAXONVIL . . . . . . .. 377
3 Baltimore . . . . . . . . .1726 13 Augusta . . . . . . . . . .. 373
4 Atlanta . . . . . . . . . . .. 981 14 Covington . . . . . . . . . 356
5 Nashville . . . . . . . . .. 766. 15 Knoxville . . . . . . . .. 303
6 Richmond . . . . . . . .. 640 16 Mobile . . . . . . . . . . .. 287
7 Savannah . . . . . . . . .. 520 17 Birmingham . . . . . .. 274
8 Wheeling . . . . . . . . . . 510 18 Chattanooga . . . . . .. 248
9 Memphis . . . . . . . . .. 441 19 Charleston . . . . .. 222
10 Norfolk . . . . . . . . . .. 441 20 Macon . . . . . . . . . . . .. 187
NUMBER OF POLICE, 1905 CENSUS.
1 Baltimore . . . . . . . . .1054 11 Augusta . . . . . . . . . . . 79
2 Louisville . . . . . . . . . . 359 12 Birmingham . . . . . .. 76
3 New Orleans .. . . 338 13 Mobile . . . . . . . . . . . . . 70
4 Atlanta . . . . . . . . . .. 222 14 Montgomery . . . . . .. 65
5 Charleston ... . . . 119 15 JAXONVIL . . . . . . .. 63
6 Norfolk . . . . . . . . . .. 108 16 Macon . . . . . . . . . . . .. 58
7 Memphis . . . . . . . . .. 104 17 Knoxville . . . . . . . . . . 56
8 Richmond . . . . . . . .. 102 18 Chattanooga . . . . . . . 56
9 Nashville . . . . . . . . .. 102 19 Wheeling . . . . . . . . .. 49
10 Savannah . . . . . . . . . .. 97 20 Covington . . . . . . . .. 47
NUMBER OF FIREMEN, 1905 CENSUS.
1 Baltimore . . . . . . . . . . 516 11 Norfolk . . . . . . . . . . .. 79
2 New Orleans . . . . . . . . 324 12 Augusta . . . . . . . . . . . . 62
3 Louisville . . . . . . . . .. 259 13 Macon . . . . . . . . . . . . .. 60
4 Richmond . . . . . . . . . . .153 14 Chattanooga . . . . . . .. 55
5 Memphis . . . . . . . . . . . .151 15 Montgomery . . . . . . . . 48
6 Atlanta . . . . . . . . . . . . .149 16 Mobile . . . . . . . . . . . . . . 46
7 Charleston . . . . . . . . .. 99 17 Wheeling . . . . . . . . . .. 45
8 Nashville . . . . . . . . . .. 95 18 Knoxville . . . . . . . . .. 43
9 Savannah . . . . . . . . . .. 87 19 Covington . . . . . . . . .. 38
10 Birmingham . . . . . . .. 86 20 JAXONVIL . . . . . . . .. 38
ACRES OF PARKS, 1905 CENSUS.
1 Baltimore . . . . . . . . .1500 11 JAXONVIL . . . . . . 84
2 Louisville . . . . . . . . . .1320 12 Savannah . . . . . . . . .. 72
3 New Orleans . . . . . ..1218 13 Montgomery . . . . . . . 50
4 Memphis . . . . . . . . . . . 795 14 Augusta . . . . . . . . . . . 42
5 Richmond . . . . . . . .. 378 15 Birmingham . . . . . . . 30
6 Charleston . . . . . . .. 349 16 Mobile . . . . . . . . . . . .. 6
7 Atlanta . . . . . . . . . . . 339 17 Chattanooga . . . . . .. 2
8 Macon . . . . . . . . . . . . . .150 18 Wheeling . . . . . . . . .. 2
9 Norfolk . . . . . . . . . . . 100 19 Knoxville . . . . . . . .. 1
10 Nashville . . . . . . . . . . 86 20 Covington . . . . . . . . . 0



GET OFFICIAL INFORMATION.
We desire to point out to the prospectiv settler or visitor
that he should get official information of any locality, and
not rely wholly on the highly exaggerated literature of real
estate promoters.
To obtain such official information he may communicate
with the U. S. Census Bureau, Washington, D. C.; Depart—
ment of Agriculture, Washington, .D. C.; State Department
of Agriculture, at the capital of any of the states; County
Clerk of any of the counties; City Clerk of any of the cities
or towns.
ASK THE CENSUS OFFICE.
The “U. S. Census Office, Washington, D. C.,” has printed
matter showing the population, taxation, h-alth and public
improvements of all localities of importance. Write to it
for its printed information which is sent free. Its statistics
of 154 cities for 1905 give valuable data for comparisons.
The “Department of Agriculture, Washington, D. C.,” has
some booklets on crops prepared for many sections of the
Country. Write to it for its booklets.
If the Washington government has not been able to col-
lect the desired information,—beware. The County is likely
to be a ded one. Don’t go there.
These reports generally show all the Counties, and County
seats from which comparison of one place with another
may be made.
There are inland locations in the South that hav not
materially changed in 50 years and should be avoided.
ASK THE COUNTY CLERK.
Before you decide to locate in any county, address a letter
to the County Clerk of the County, and ask him to mail
you a FREE County map. If you don’t get it, make up your
mind that the County is not giving proper aid to home-
seekers.
This may be done to each county where you think of lo-
cating and thus you make comparisons, and select the most
progressiv.
The County Commissioners of Duval County, Florida, have
printed such county maps. These cost only one cent each so
the expense is no excuse for any county not having the
maps.
ASK THE CITY CLERK.
Address a letter to the City Clerk of any county seat where
you think of locating, and ask him to mail you the printed
reports of the City officials. The County seats will usually
be under City organization. If you do not get satisfactory
information, set the town down as a backwoods village with-
out up-to-date methods and a poor place for earnings and
an expensiv place for buying. Also that homeseekers are not
fairly treated.
There are many towns, especially in Florida, that “liv off
the tourist.” These towns calculate to make enuf out of
the “winter money spenders” to live a year. In such town
settlers are treated as invaders, and are soon run out.
MILES OF ELECTRIC RAILWAY.
1 Baltimore . . . . . . . . . . .418 11 Chattanooga . . . . . . . . 71
2 Louisville . . . . . . . . . .267 12 Charleston . . . . . . . . .. 68
3 Norfolk . . . . . . . . . . . . .258 13 Covington . . . . . . . . .. 60
4 New Orleans . . . . . . ..194 14 Mobile . . . . . . . . . . . . .. 58
5 Atlanta . . . . . . . . . . . . .176 15 Savannah . . . . . . . . . .. 57
6 Birmingham . . . . . . . .133 16 Augusta . . . . . . . . . . .. 56
7 Wheeling . . . . . . . . . . .121 17 Montgomery . . . . . . .. 41
8 Richmond . . . . . . . . . .120 18 Knoxville . . . . . . . . . .. 39
9 Memphis . . . . . . . . . . . .110 19 JAXONVIL . . . . . . . .. 38
10 Nashville . . . . . . . . . .. 81 20 Macon . . . . . . . . . . . . .. 32
(From the New York Financial Chronicle.)

HALF MILLION CLUB
Organized October 1, 1905
The Only Civic Body in New Jaxonville that has Carried
on 0 Systematic Month-to-Month and Year-to-
Year Advertising.
In 1905 Jaxonvil had no booklets showing statistics that the
homeseeker and tourist wer entitled to know, in order to
intelligently select the town as a desirable place for location.
Investigation showd that Florida was making a tremen-
dous brag about its climate, and natural produce, but was
doing next to nothing to improve its physical condition.
Its direct taxes were high and its bond issues low. As a
result, Florida, in public improvements, grades with North
Dakota and New Mexico, and is only slightly ahed of Ari-
zona.
Its counties can not compare with the average of counties
between Boston and St. Louis.
We collected from time to time data from U. S. reports,
State reports and other reliable sources, and printed same
with a variety of maps that hav been distributed free, at
great expense, to nearly every country in the world.
This Club obtaind a plate of the county map, and through
the transportation companies, jamestown Exhibition, and
its own advertizments, fifty thousand of these maps hav
been distributed free over the United States.
This Club obtaind, for the free use of the people, a com-
plete set of the U. S. Township Maps of the towns in the
County. These may be found at the County Clerk’s office.
The county had no engineer, and the Club set itself to
work to organize a county engineer’s office, and with the
efforts of County Commissioner Miller, such an office was
establisht.
We printed, for free distribution, circulars on such muni—
cipal topics as taxation, finance and public works.
Our maps and circulars in 1905 started the “Greater
Iaxonvil” movement. Since then, several hundred square
miles of subdivisions hav been added by the surveyors, and
about five million dollars of taxable value has been added
within the county.
The Half-Million Club is now the leading civic body of
New Jaxonvil because it has, by hard work, earnd the
honor.
We advocate a policy of absolute honesty in all business
dealings. we aim to practise it ourselvs and we require it
from others.
CHARLES L. BONNEY, SECRETARY
of C. C. & C. L. Bonney, Attorneys, Chicago....1883-1891.
General Counsel, Chicago General Ry. C0 . . . . . . . . ..1891-1904.
Member Chicago Real Estate Board . . . . . . . . . . . . ..1900—1904.
At Jaxonvil 30 years . . . . . . . . . . . . . . . . . . . . . . . . . . ..1879-1909
Secretary, Jaxonvil Half Million Club . . . . . . . . . ..1905—1909
In constructiv enterprizes, connected with city develop—
ment, Mr. Bonney has had wide experience. He has been
an extensiv traveler and has studied city conditions in many
countries—England, Ireland, Scotland, Norway, Sweden, Fin-
land, Russia, Austria, Germany, Holland, Belgium, France,
Switzerland, Mexico, Cuba, Canada and Nova Scotia.
He has also had 25 years’ practise as an attorney in con-
sidering constitutional, legislativ and corporation questions.
We solicit correspondence from conservativ people on com-
mercial, financial. legal and municipal subjects connected
with the Greater z':-: wil district.
Address all comm. tions to the Club, not to officials.



“A LIVE AND VITAL FORCE.”
“Jaxonvil, Fla, seems to be rich in citizen Charles L. Bon-
ney, of the Half-a-Million Club. From all appearances he is
a live and vital force and the inspiration of much of the
best work done in jaxonvil.”—Editorial, Atlanta Geor-
gian, Aug. 21, ’06.
“PROGRESSIVE AND UP-TO-DATE.”
“The Seaboard Air Line Railway has issued a large sixty-
page book on Jaxonvil. It is being given wide circulation by
the progressiv and up-to-date methods of Mr. C. L. Bonney,
the Secretary of the Half Million Club of Iaxonvil.—]udi-
cions Advertising, Jan, 1907.
BOND ISSUES FOR JAXONVIL.
The Half Million Club in June, 1906, filed its first petition
with the County Commissioners to call an election to vote for
bonds for- public improvements. It has kept up a continuous
agitation for bond issues since that time. Early in 1909 this
club arranged a postal card straw vote to ascertain the pub-
lic sentiment on such an issue, the total amount of bonds
desired to be exprest by each voter.
The vote was large and the total amounts voted for, ranged
from a quarter of a million dollars to five million in bonds,
in instalments running over a series of years. It is believd a
bond issue will soon be voted.
CHANCES OF EMPLOYMENT.
Many ask us what chances they have for employment and
profit if they move to Jaxonvil. We desire to give all
logical encouragement that is warranted, but we should not
give advice in individual cases. We attempt to furnish gen-
eral information that may assist each one to decide for
himself. For anyone to move into a strange city is serious
at best, and it should not be done except after careful investi-
giation and thoro comparison between Jaxonvil and other
p aces.
There is in every community—and especially in the south
—an undertow of obstruction running against the stranger
which is neither seen nor heard but must be overcome by each
one going to the new place. This is more so in small towns
than in a cosmopolitan tourist center of mixd population like
Iaxonvil.
In Jaxonvil wages ar not high and vacant positions ar not
numerous. Strangers, without introduction and recommenda-
tions ar not readily receivd. People without employment and
without means of living hav a hard time here as elsewhere.
FURTHER INFORMATION.
Anyone desiring further information about the Jaxonvil
district may write to the Half Million Club.
We can not always supply answers and especially on ques-
tions that relate to individual matters or personal affairs. We
can not state the title to property without an examination of
the abstract and we can not give an opinion on a particular
lot without a visit to the location, involving a considerable
expense.
Our aim is to give general information on a place as a
whole or to point out how a full investigation may be made.
We make no charge for the information we give unless
agreed to in advanse.
CHURCHES AND CLUBS.
We hav 25 churches, costing from $1,000 to $155,000 each
—Adventist, Baptist, Catholic, Christian, Christian Science,
Congregational, Episcopalian, Jewish, Lutheran, Methodist,
Presbyterian, Swedenborgian, Unitarian.
Clubs: Church Club, Country Club, Germania Club, Half
Million Club, Phoenix Club, Power Boat Club, Seminole
Club, W'oman’s Club, Yacht Club, Public Library, Y. M. C. A.

POST OFFIS RECEITS
‘ ‘ Made in Jaxonvil ”
This Unerring Barometer of Trade Shows the New
Business being Added to the Old Town.
There is no better indicator of the truthful growth of a
place than the post offis receits. Such receits come from the
great mass of people and represent items of a few cents or
a few dollars. These items come from nativs and visitors
and they show more correctly than any other item obtain-
able whether a city is cosmopolitan or merely local.
A large wholesale warehouse may largely increase bank
clearings, but without adding population to a city and
without adding to the post oflis receits.
Bank clearings represent, generally, the wholesale trade,
while post offis receits represent the popular trading of the
people at large. This is well illustrated by a comparison
between Jaxonvil and Savannah. For 1908 the bank clear—
ings of Savannah were $194,180,378 and Jaxonvil only
$73,194,128, or $120,986,250 less than Savannah. But for the
year ending March 31, 1909, the post ofi’is receits of Iaxon-
vil were $305,443, and of Savannah only $219,141, or $86,302
less than Jaxonvil.
The post offis reports are not stuft to please real estate
promoters. They ar not based on waterd stocks or illegal
profits; they tell the truth, and that is Why they may be
relied upon by the people. Here are the totals of Jaxonvil
for 14 years:
GROSS RECEIPTS OF IAXONVIL POST OFFICE FOR
FISCAL YEAR ENDING IUNE 30.
1896 . . . . . . . . . . . . . ..$ 67,149 1903 . . . . . . . . . . . . . . .. 118,689
1897 . . . . . . . . . . . . . . . . 67,220 1904 . . . . . . . . . . . . . . . . 147,844
1898 . . . . . . . . . . . . . . . 74,482 1905 . . . . . . . . . . . . . . . 157,989
1899 . . . . . . . . . . . . . . . . 95,645 1906 . . . . . . . . . . . . . . . 182,062
1900 . . . . . . . . . . . . . . . . 86,938 1907 . . . . . . . . . . . . . . . . 211,804
1901 . . . . . . . . . . . . . . . . 95,619 1908 . . . . . . . . . . . . . . . . 258,595
1902 . . . . . . . . . . . . . . . . 106,365 1909 . . . . . . . . . . . . . . . . 305,443
These reports show that the business of the Jaxonvil P. O.
has nearly doubled since 1905.
BANK CLEARINGS FOR 1908.
1 New York..$79,275,880,256 31 Washington. 278,079,235
2 Chicago . 11,853,814,943 32 St. Joseph . 259,340,258
3 Boston 7,338,035,825 33 Salt Lk. Cy. 257,033,974
4 Philadelf 5,937,754,106 34 Columbus .. 255,028,000
5 St. Louis .. 3,074,806,759 35 Fort Worth 254,245,760
6 Pittsburg .. 2,064,632,960 36 Memphis 252,991,082
7 Kansas C. . 1,847,511,624 37 Atlanta .. 230,067,793
8 S. Fran’co.. 1,757,151,850 38 Tacoma 218,113,771
9 Baltimore 1,240,904,390 30 Savannah .. 194,180,378
10 Cincinnati 1,230,180,300 40 Toledo 186,169,934
[1 Minneapolis 1,057,468,860 41 Rochester 175,959,356
[2 New Orleans 786,067,353 42 Hartford 166,906,324
13 Cleveland .. 749,846,710 43 Nashvil 159,675,903
14 Detroit 668,047,524 44 Des Moines. 147,256,894
15 Omaha 602,525,867 45 Peoria 134,689,658
16 Louisville 579,863,327 46 New Haven. 122,823,744
17 Milwaukee . 547,569,295 47 Scranton .. 116,268,804
18 Houston 531,917,806 48 Sioux City.. 113,472,005
19 Los Angeles 505,588,756 49 Norfolk 111,078,245
20 St. Paul 483,976,978 50 Grand Rpds. 106,803,258
21 Seattle 429,499,252 51 Syracuse 103,732,686
22 Denver .. 409,996,642 52 Evansvil . 93,965,446
23 Buffalo . 409,086,607 53 Birmingham 93,943,498
24 Indianapolis 380,372,085 54 Springfield, M. 92,490,213
25 Galveston . 348,451,000 55 Portland, M. 91,908,653
26 Providence . 337,473,600 56 Augusta 83,838,141
27 Portland, 0.. 310,656,514 57 Dayton 81,235,277
28 Spokane 307,791,482 58 Oakland 76,499,911
29 Richmond .. 298,532,561 59 Worcester . 76,189,380
30 Albany 278,976,213 60 Jaxonvil 73,194,128
(Compiled from N. Y. Financial Chronicle.)

GROSS RECEIPTS OF POST OFFISES FOR YEAR
ENDING MARCH 31, 1908.
1 New York ...$19,374,391 29 Columbus ....$ 733,581
2 Chicago . . . . .. 15,310,897 30 Providence 704,080
3 Philadelphia . 6,096,253 31 Portland, 0. .. 695,238
4 Boston . . . . .. 5,597,328 32 Des Moines .. 669,100
5 St. Louis . . . . 4,031,820 3 Toledo . . . . . .. 630,287
6 Brooklyn . . .. 2,404,001 34 Memphis ..... 578,185
7 Cincinnati ... 2,183,214 35 Richmond .... 559,562
8 Pittsburg .. .. 2,059.401 36 Dallas . . . . . .. 547,722
9 San Francisco 2,042,380 37 Nashvil . . . . .. 542,303
10 Baltimore .... 1,992,046 38 Syracuse ..... 524,947
11 Cleveland . .. 1,990,885 39 Dayton . . . . .. 484,178
12 Kansas City. . 1,944,315 40 Albany . . . . .. 471,686
13 Detroit . . . . .. 1,730,824 41 New Haven... 457,309
14 Buffalo . . . . .. 1,670,613 42 Hartford .... 451,061
15 Minneapolis .. 1,613,566 43 Springfield, M. 437,772
16 Washington .. 1,304,093 44 Scranton ..... 432,947
17 Los Angeles.. 1,130,927 45 Grand Rapids. 408,493
18 Milwaukee 1,428,731 46 Jersey City .. 403,029
19 St. Paul . . . 1,065,329 47 Worcester ... 396,262
20 Indianapolis . 1,040,418 48 Spokane ... .. 366,886
21 Denver . . .. 1,004,781 49 Chattanooga . 362,939
22 Newark . .. 938,310 50 Oakland ..... 337,347
23 Louisville . . . . 910,725 51 Salt Lake . 335,595
24 New Orleans. . 896,912 52 Houston ..... 325,366
25 Atlanta . . . . .. 891,326 53 JAXONVIL .. 305,443
26 Rochester ... 879,509 54 Birmingham . 304,768
27 Omaha .... 832,965 55 Lincoln . . . . .. 300,284
28 Seattle . . . . .. 787,078
(Towns with less than $300,000 of receipts omitted.)
In the above report Iax stands as No. 53 in the class.
In the general report of 1908 Jax stood No. 62 in the class,
showing a gain for Iax of nine places in one year.
The fact that Jax stands 53 in the class of post offis re—
ceits and down to No. 60 in the class of bank clearings, and
way down to No. 135 in the class of population (1905), 1n-
dicates that its growing business is floating trade, and not
from settlers.
Atlanta is a well balanst city, as it ranks No. 25 in post offis
receits, No. 37 in bank clearings, and No. 40 in population.
It recently proposed extensiv public improvements _under
bond issues, and its standing in the class of cities Wlll un-
doutedly be still higher in the census of 1910.
MIXED POPULATION.
Jaxonvil has the most cosmopolitan population of any of
the cities of the Southeast. It has a large representation of
Germans, British, Greeks, Scandinavians, Chinese, Japanese
and nativs of other foreign countries, and who give valu;
able aid in taking the city out of the hands of the “slow
crowd. I
The State Census of 1905 gave Jax a population of 35,301.
The city directory of 1909 gave the population as 66,520.
The floating population visiting lax between_October and
June of each season is estimated by transportation managers
as about 200,000.
INCREASE IN POPULATION AT JAXONVIL.
1850 . . . . . . . . . . . . . . . . . 1,045 1900 . . . . . . . . . . . . . . . . . 28,429
1860 . . . . . . . . . . . . . . . . . . 2,118 1905 . . . . . . . . . . . . . . . .. 35,301
1870 . . . . . . . . . . . . . . . . . 6,912 1908 . . . . . . . . . . . . . . . . . 62,000
1880 . . . . . . . . . . . . . . . . . 7,650 1910 . . . . . . . . . . . . . . . ..100,000
1890 . . . . . . . . . . . . . . . . . . 17,201 1920 . . . . . . . . . . . . . . . . . .500,000
NO PARK SYSTEM.
Iaxonvil has no adequate park system, but it has a few
well-kept scatterd squares. The principal. one 15 Peanut
Square, forming a front yard for the Windsor Hotel. A
creditable park system is now being laid out, and W111 be
developt during the next few years. The Real Estate Board
has approved a belt of Parks and Boulevards like the Chicago
system. _ _ _
Los Angeles has 3,753 acres in public parks; St. Louis,
2,198; Kansas City, 2,067; Minneapolis, 1,820; Cleveland,
1,524; St. Paul, 1,323; Detroit, 1,194; Jaxonvil, only 84.


“TAKE HOLD LIKE MEN”
“ Clean Up the Town”
Good Advice to Municipal Authorities from the San
Francisco “Call” on the Policy of Negation.
The following Editorial appears in the San Francisco
“Call” of October 3, 1909: 4'
“There is a hot fight in progress at Jacksonville, Fla, be- ‘fl'l
cause the Half Million Club of that city has presumed to j
apply publicity as a means of discipline for the local Bumbles. In order to bring the municipal authorities to a sense of the l,
situation the club is advertising the fact that the sanitary
conditions of the town are the worst possible and that by
consequence the typhoid death rate runs as high as I55 per
100,000. Of the club’s circular the New York Medical
Record says:
This quotes the United States census ofiice mor-
tality statistics as saying that Jacksonville ranks
third among the very large number of municipalities
in which typhoid fever is continuously or nearly con—
tinuously prevalent with high mortality.
The typhoid death rate is given as 155 per
100,000 of population.
Jacksonville is also placed second in the list of
highest death rates from malaria among the minor
cities, with a rate of 78 per 100,000.
In the list of total death rates the name of Jack-
sonville appears at the top with a rate of 28 per 1,000.
The circular then states that every resident should
demand of the public authorities that every swamp,
marsh and-creek of greater Jacksonville be placed
under one health board and that long time bonds be
issued for all sanitary improvements necessary to
reduce the high local death rate to the average of
civilized communities.
“It is not difficult to understand what a storm of angry
and indignant protest this circular has provoked in Jack-
sonville. In that city, as in San Francisco, the Let Us
Alone club is active and vociferous. “Clean up the town,”
shout the boosters. “You are a scoundrel and are hurting
business!” is the reply. It does not seem to occur to these
obstreperous people that the right way to meet such charges,
fully supported by official statistics, is to change the con-
ditions. For awhile San Francisco was inclined to follow
the same policy of negation in relation to the bubonic plague,
but it was soon found that the plan would not work and
we took hold like men to clean up the town and did it so
thoroughly that the whole world sat up and took notice.
“The man who raises the cry of ‘hurting business’ as a plea
for neglect of duty is himself a danger to the community.”
DETH RATE BY SEASONS.
The first quarter of the year has the least deth loss, and
may be given as the helthiest quarter. This is also the tour-
ists’ season.
The second quarter—April, May and June, shows a small
per cent. of increase.
The third quarter—July, August and September, shows a
Small increase over the second quarter.
The last quarter—October, November and December,—
shows the greatest deth loss.
This would indicate local causes growing out of the neg—
lect to put in proper public improvements.
The officials do not now have sufficient revenue to provide
necessary sanitation required for the summer months.
“CHICAGO OZONE.”
“JACKSONVILLE, THE NEW YORK OF
THE SOUTH, now being reconstructed by ‘Com-
vmercial Democrats’ and Chicago Ozone. Wide-
open city—it’s the limit. Don’t scatter in wild south~
ern feud towns. Our Tell-the-Truth booklet free.
Write Half Million Club.—[Everybody’s Maga-
zme.
“Referring ‘to this advertizement, the secretary of the
Jacksonville Half Million Club asks: “How’s Chicago ozone
as the right material for the making of a New York?’
“Fine, but why a New York? Ah, we remember, now.
Atlanta got in first by announcing her ambition to be the
Chicago of the South—Editorial, Chicago Record-Herald,
Aug 17, ’09.
The above adv.—-copied from Everybodys—will appear in
over eighty-four million news prints during 1909-10.
“The Half Million Club is perhaps the greatest single ad—
vertizer of this city.”—]acksonville Times Union.
“COMMERCIAL DEMOCRATS.”
“Those who remember the fierceness with which Senator
Tillman turned several years ago on his former colleague,
Senator John L. McLaurin, for adopting some mildly ad-
vanced views on the subject of protection to the cotton in—
dustry and the promotion of trade in cottons with the Far
East by giving postal subventions to American steamship
lines are somewhat nonplussed to find Mr. Tillman now
far outrunning Mr. McLaurin in devotion to the idea of
advancing trade and industry in South Carolina by no less
incriminating Republican or semi-Republican expedients. Mr.
McLaurin called himself a Commercial Democrat. Mr. Till-
man called him an Assistant Republican and drove him out
of the Democratic organization in South Carolina.
“Hasn’t Saul, the persecutor, become Paul, the convert?
Mr. McLaurin is dead. If he were alive, Mr. Tillman would
clearly owe it to appearances to invite him back into the
party and to propose that they renew political activities to-
gether as Commercial De1nocrats.”—-—Editorial, New York
Tribune, July 4, ’09.
STOP! LOOKH LISTEN!
The homeseeker should investigate the intended COUNTY
as thoroly as possible before moving into it. If his investi—
gations from a distance are encouraging then he should visit
the particular land and examin it before concluding to try
to liv upon it. He should particularly note whether the land
is fenst. And he should have a reliable surveyor certify that
{the land described in the papers is the land within the fens
ines.
No state should be considerd as a whole, for some parts
of it may be highly desirable and other parts of the same
State may be the worst kind of a locality for the stranger.
The city limits of the southern cities are generally very
small and contain few farms. The homeseeker will most
likely come under the County government, County officials
and County authorities, and he therefore will be more in-
terested in County affairs than in city or state.
It is important for him to inquire whether the county has
Good Roads, Inter Urban Trollies, Police Protection, Drain-
age and local laws which assist or annoy the homeseeker.
Some of the southern states, counties and towns have the
most ridiculous kind of freak laws, and the administration
of public affairs is only a matter of local favoritism.

MATTERS OF CLIMATE
flsk the Wet/Jer Man
Warm Clothing and Coal Fires are Needed in Winters—-
Cool and Breezy Nights in Summer.
.The U._ S. VVether Bureau at Jaxonvil has records of
cllmate s1nce June, 1829. In January, 1908, it printed a
booklet giving a very complete and reliable statement. This
Wlll be sent free to anyone writing for it.
Jaxonvil is a "Windy City” like Chicago, but it has only
three of the Chicago seasons. Six months of summer; three
months of fall and three months of spring. Its so--cald win-
ter is like the November-March wether of Chicago. Sun—
stroge is unknown at Jaxonvil because of the cool summer
Win s.
January is the coldest month, and July the hottest. There
are two rainy and two dry seasons. September and March
rainy. April and November dry. Snow occurs seldom.
The prevailing winds of the colder months are north-
east and of the warmer months from the southwest.
The wind velocities are weakest about sunrise and gradu-
ally increase to a maximum about 3 p. m. The average
velocity is eight miles per hour for the year.
July has the least sunshine. Drizzling rains are most
frequent in December. Killing frosts may occur from No-
vember to April. The average dampness at 7 a. m. is 83
per cent.; at 2 p. m., 60 per cent.; at 7 p. m., 76 per cent.
Hurricanes may occur from August to October. Tornadoes
and waterspouts are rare.
Jaxonvil averages 22 to 25 fair days for every month of
the year.
Dampness along the Atlantic Coast from Boston to Jax-
onvil is about the same—80 per cent.
Rainfall along the Atlantic Coast from Boston to Jaxonvil
is about the same, 45 to 55 inches per annum.
The range of temperature, from lowest to highest, in Chi-
cago, is 124 degrees, in New York 105 degrees, and in
Jaxonvil 94 degrees.
The people’s season in Jaxonvil begins in October. The
millionaire’s season begins in January.
A MILD WINTER.
On February 13, 1899, Jaxonvil had 2 inches of snow. It
had a snow flurry in 1869, 1892, 1893, 1895 and 1901. A very
good record. Our streets are clean, not sloppy.
The average number of days below freezing for each year
for Jaxonvil is 7. December averages 2; January averages
3; February averages 2. Occasionally November and March
may have one freezing day.
The lowest temperature in Jaxonvil was in February,
1899, when the mercury dropt to 10 degrees. In December,
1894, it had 14 degrees; in January, 1886, it had 15 degrees;
in March, 1899, it had 26 degrees. The average for De-
cember is 56, for January 55, and for February 58.
\NARM CLOTHING—COAL FIRES.
Visitors to Jaxonvil in winter, and especially invalids,
should bring with them plenty of warm clothing and should
not accept quarters not provided with steam heat or coal
stoves. The wood fire in an open grate is pretty to look at,
but it is a sham for comfort.
In the small towns no heating facilities are provided and
the stranger who asks for a fire is bluft into the idea that
one is not needed.
The Palm Beach literature, sent over the U. S., does not
indicate Jaxonvil climate. Palm Beach is 300 miles south of
Jaxonvil. In Jaxonvil the women wear furs and velvet hats
during the winter months, and men wear hevy overcoats.


SURVEYS AND LAND TITLES.
The U. S. Land Office made surveys of this district in
1855. In case of litigation its section corners generally con-
trol property locations.
A township map by the U. S. Land Office may be obtained
at very small cost, and a certified copy of the U. 5. Field
Notes may be had for a few dollars.
Anyone buying land should insist on knowing the nearest
U. S. Government section corner and all locations should
be verified under the printed rules of the U. S. Land Office.
These rules may be obtained free upon request to Washington.
The county commissioners have faild to observ the law
to preserve these corner posts, which neglect has resulted in
much uncertain and unreliable work by local private sur-
veyors. And in turn each private surveyor has often located
property in a different place from the other private survey.
The land laws of Florida ar very crude and ar inadequate
to protect the owner, especially if he be a non-resident.
Tax claims are easy, and adverse possession may be claimd
by cutting firewood. It is very unsafe to buy unfenst prop-
erty. In 99 cases out of 100 there will be a dispute about
land lines and possession.
Every purchaser of land should provide in his contract for
purchase that he have a complete Abstract of Title from the
Government title down to date. The contract of purchase,
and the deed, should contain all the Common Law Warran-
ties. The so-cald Guaranty-Policy of Title is not recom-
mended.
The contract for land, deed of conveyance and abstract of
title should be examind by one of the establisht abstract com-
panies of New York, Chicago or other large city, before the
final payments ar made.
SWAMPS, TYPHOID AND MALARIA.
“Florida has the largest swamp area with more than eigh-
teen million acres; Louisiana has 9,500,000; Mississippi
6,000,000; Michigan nearly 5,000,000; Arkansas nearly 6,000,-
000; Minnesota nearly 4,000,000; Wisconsin 3,000,000; Illinois,
Georgia, Maine, North Carolina and Texas about 2,500,000
each; Missouri and South Carolina about 2,000,000 each;
while Alabama, California, New York and Virginia have
over 1,000,000 each.”—Chicago Record-Herald.
The State Comptroller of Florida issued a report show-
ing the per cent. of the areas of the larger counties improved,
and unimproved. This report shows that 65 to 99 per cent.
of the acres ar wild lands.
County County Seat Per cent
County County Seat Per cent
improved improved
Leon (Tallahassee) .....35 Alachua (Vainesvil) . . %
Madison (Madison) .. . . .32 Orange (Orlando) . . . . .. 2%
Jackson (Marianna). . . . .131/2 Hillsboro (Tampa) . . . . .. 2%
Hamilton (Jasper) . . . . . .10 Escambia. (Pensacola). . . 1
Marion (Ocala) . . . . . . . .. 8 Santa Rosa (Milton) 1
Gadsden (Quincy) . . . . .. 5% Walton (De Funlac) 1
Wakulla (Crawfordvil) .. 4 DUVAL (JAXONVIL) . . . . 1
The very poor showing made by some of the counties is
due to the failure of the County Commissioners to cut open
a system of roads. The State law provides that roads shall
be opened on all Section lines established by the U. S. Land
ofiis, but the country commissioners have neglected this duty.
Where this system of roads has not been cut open beware of
such a county.
Richmond, Va., has: made a creditable improvement in
drainage. In 1908 it had only 4 cases of malaria against 123
in 1907. The cost of the improvement was only $43,000.
J OKINGS ON JOLLY JAX. ‘
Made Everywhere
Jaxonvil has become the Blue Ribbon Joke-Spot of the
C cuntry—F unny Flick E7'i7ZgS—B lafant
Bamboozle—Jolly Jabberings.
Jaxonvil is evidently green at the advertizing game.—
Printers Ink.
Jaxonvil is the largest ten cent piece “of its size” in the
United States.
“Jaxonvil reminds me of a hen sitting on china eggs.”-~
St. Paul Banker.
Jaxonvil is known as the State Lunch Counter or the
Toll Gate of Florida.
Everything in Jax is growing rapidly. Its mosquitoes are
now as large as turkeys.
Jax has no establisht basis for doing business. It is a
tradmg post where trappers meet.
In Florida, cattle and hogs roam at large, but vegetables
gust be fenced in. So Florida livs on cand goods from the
1 orth.
Carrie Nation may have done some bad work with her
hatchfit, but the Half Million Club is doing good work with
a ma et.
Jaxonvil is the best baby city in the United States, but
she is old enuf to cut her eye teeth and discontinue three
cornerd clothing.
Jax lives on cand goods, as it has no truck farms.
Ninety-nine per cent. of the county area is “wild lands” with
undraind marshes.
Even during an epidemic of grip, Washington is a more
delightful winter resort than Howling Houston or Jabbering
Jaxonvil—Washington Post.
“Houston, Dallas and San Antonio are in dispute as to
which of them is entitled to be referd to as the Jaxonvil
of the Southwest.”—Ti1nes-Union.
“Is it quite proper to refer to it as ‘Bonney Jaxonvil’?
Atlanta is now calling itself the ‘I-Ialf Million City.’ Hope
Bonney, of Jaxonvil, hasn’t transferred his activities to that
city.”—-Tainpa Tribune.
In 1870 Jax was a larger city that Los Angeles—there’s a
reason. Los Angeles now has over 300,000 people, while
Jax is still in its baby clothes—there’s a reason. Los An-
geles now has 61 square miles in its city limits, while Jax
has only 7 square miles—there’s a reason.
Jax brags that it was “so strong” during the panic, that
its banks did not need to issue clearing house certificates.
Podunk, Skedunk, Yazoo and Oshkosh make the same brag.
New York, Chicago and other cities, whose banks issued
large amounts of clearing house certificates, and thus
helped its customers, quickly recovered and ar now on a
4 and 5 per cent. interest basis. In Jax the bank rate is still
8 per cent. See! “Of its size.” Hooray! Hooray!
“It is one of the dreams of Jaxonvil to rival Atlanta, and
this effort of our sister city shows that her strenuous en—
devor toward municipal importance is stretcht toward the
example of the best and highest city in the South. But it
must remember that Atlanta never sits still, and never keeps
still, and not only grows while Jaxonvil sleeps but while it
is awake. By the time Jaxonvil catches Atlanta, Atlanta
will hav passed New Orleans and will be fingering the scalps
of Washington and Baltimore.”—Atlanta Georgian.


MADE IN HOUSTON.
“Mr. Bonney, the Jaxonvil boomer, calls that town the
New York of the South. We wish to record the fact that
while we despise Jaxonvil for its innate meanness and wick-
edness, we have never administerd a knock approximating
that.”—Houston Post, Feb. 19, ’09.
“There were 200 more deths than births in Jaxonvil last
year. The orange diet which prevails over there seems to
be far more profitable to the undertakers than to the baby
carriage and soothing syrup trade.”—H0ust0n Post.
“Jaxonvil is big enuf to attract burglars. It is trying to
get a second man to help manage the public works of the
city. It has not discharged its city hall janitor yet. All of
this shows that Jaxonvil is not confining her attention to
her orange-fed and cheeky-peached lasses.”—Houston Post.
“The l'Vashington Herald notes that the Jaxonvil Times-
Union’s exclamation of “Hades is here and now!” has met
an approving chorus all over the country. The remark is
common to Florida’s visitors in the winter time and is
echoed by the home people when the visitors leav. It is
about right.”—Houst0n Post.
“The Times-Union informs us that ‘Greater Jaxonvil is a
condition and not a theory.’ We believ it. The secretary of
the Half Million club there informs us that street signs are
being put up and that the mayor has been allowd a type-
writer."——Honslon Post.
California Board of Trade,
San Francisco, Dec. 12, 1908.
Half Million Club:
“We noticed in the Houston Post that there were 200 more
deths than births in Jaxonvil last year. Now, if you wish
your town to grow, you must change the conditions. If you
can’t do that, you must change the doctors. Have your
drug stores carry a stock of cradles and have your aldermen
purchase a few storks for your parks.
' “H W. W.”
The above was referd to the president of the City Council.
“The official figures of the city helth department of Jaxon—
vil show that during the year 1907 there were 992 deths and
only 794 births in that town. The Half Million club of
Greater Jaxonvil has issued a circular saying: ‘If we do
not attract home-seekers the town will die out,’ and as a
condition necessary to securing more home—seekers the prop-
osition is laid down that “we need more drainage, more good
roads.’ We ar doing a little better in Charleston in the
way of births and deths, but home-seekers would look in vain
here for the attraction of good roads. The Summerville
highway is under construction, but the progress is slow be-
cause the people who would use the road most and_would
most profit by its construction are so niggardly in their con-
tributions.”—Charleston News and Courier.
PUBLIC IMPROVEMENTS.
At the beginning of the current year the total public im-
provements in Jax were of a cost of $8,669.711. _
Uncle Sam furnisht more than half of this value in the
construction of our 24-foot channel to the Atlantic Ocean.
The county furnished less than ten per cent. in its .county
buildings and roads. The city improvements in buildings,
pavements, bridges and viaducts furnisht about 40 per cent.
of the total value.
BACK Wooos LAWLESSNESS
Settle Near the City
Don't Scatter in Wild Southern Feud Towns, "where Night
Riders and White Cats Execute Private Laws (and
Private Citizens) After Dark.
If anyone is contemplating a change of permanent resi-
dence into any of the Southern States, he should first care-
fully consider the very wide differences between the ad-
vanst conditions of the Southern cities and the back woods
towns. The Southeastern States hav 20 cities, shown in the
U. S. Census reports of 1905, each having over 30,000 people.
The stranger will find it greatly to his advantage to settle in
or near one of these cities.
The back woods feud towns do not tolerate new comers
entering into the affairs of their communities. Local judges,
local juries, and local officials are of one society as against
the new comers and his personal and property rights
receiv scant recognition. He is treated as an offensiv in-
vader.
The editor of a Southern paper is reported as saying that
1,347,121 Southerners have moved away from Southern
States. When a country can not induce its own people to
remain within its borders, but such a great number go to
other States to better themselves, it may be taken as a
warning to the stranger not to try an experiment absolutely
certain to result in financial failure, ill-helth and possibly
physical violence.
We reprint a few items in support of these comments:
“Lexington, Ky.—-The stock barn of Lee Lawrence in Boyle
County was burnd by night riders last night, and his tobacco
beds salted, causing a loss of $5,000. No insurance.”—New
York Herald, April 12, 1908.
“The assassinations and attempted assassinations in Es-
cambia and Franklin Counties, Florida, recently, are a revival
of a most cowardly means of revenge that prevaild during
the days of carpet—bag—rule in the western counties. It is
not only cowardly, but disgraceful to the perpetrators, who
deserve no mercy if detected. Honest men always advocate
an open fight and a fair field.”——Editorial, Metropolis, April
29, 1908.
“Richmond, Va.—Acting in compliance with orders from
Gov. Swanson, the sheriff was directed to summon 80 men
and proceed at once against the camp of the Zimmerman
band of outlaws, several of whom are wanted for murder.
The outlaw stronghold is 8 miles back in the densely wooded
hills. The shooting is supposedly the result of an old
feud existing between two men—New York Herald, Oct
2, 1908.
“Knoxville, Tenn—John Bennett, Edward Thomas and
J. W. McKenney were shot and instantly kild and the Rev.
Mr. King was mortally wounded, while standing near the
doorway of the little Baptist Church near Anthras, in Camp-
bell county. The congregation had just been dismisst. The
affair is characterized as a wholesale wanton murder by
drunken men returning from a blind tiger.”—New York
Herald, Oct. 1, 1908.
“Eddyville, Ky.——Night riders 300 strong visited Eddyville
at one o’clock this morning and whipt ten men. No one
has been able to offer any explanation. Over 1000 shots wer
fired. The home of Judge Rucker was badly damaged, the
walls being riddled with bullets, and doors and shutters wer
torn off. The mob awakened County Judge Crumbaugh and
warned him that his immunity from similar punishment
hereafter depended entirely on the frendship he was ex-
pected to show the organization.”—-Chicago Record-Herald,
February 17, 1908.


'I
,i
O
_+
l
Lynching It is almost incredible that a negro should
for a new have been'lynched because he sued for dam—
Offense ages _a white man who had_ shot his cow, yet
that is the statement made in a dispatch from
Louisiana, printed yesterday. If the story was
true, if the negro was really strung up to the branch of a
tree and riddled with bullets simply because he applied to
the courts for redress when wrongfully deprived of his
property, the affair was in some ways about the worst mani~
festation of the lynching spirit that has ever disgraced the
country.
Always in theory, and usually in practice, a mob killing is
the infliction of wild justice for crimes so heinous that the
slow process of law can be called inadequate. In this case,
however, there seems to have been not even the poor ex-
cuse that the victim of the lynchers deserved killing. Had
he shot the man who shot his cow, his taking off would have
been at least explicable, and, in conceivable conditions, de-
fensible, but to hang him because he went to law for the
adjustment of his grievance was a complete abandonment
of civilization. If any considerable number of people took
part in the murder, that part of Louisiana—Moorehouse
Parish—must be in sorer need of missionaries than Darkest
Africa or the South Sea Islands.--—Edit0rtal, New York
Times, Aug. 17, ’09.
OUTRAGE WAS PERPETRATED.
While Judge Sheppard of the United States Court was
absent from his home it was stript of furniture by bailiffs
under an attachment. Judge Sheppard’s secretary was charged
with exceeding the speed limit with the judge’s automobile
and with injuring a negro. While Judge Sheppard was ab-
sent from home and Mrs. Sheppard was ill, two justis court
bailiffs entered his home and took from it every article 'of
furniture, excepting the beds, took the wearing apparel of
both Judge and Mrs. Sheppard and even the toys of the
children. This was done under a claim of $500. Upon
giving a replevin bond the goods wer returned to Judge
Sheppard’s home—Metropolis news item from Atlanta,
April 10, 1909.
“There are various forms of peonage, and they exist here
and there in different parts of the South and in different
forms and for different reasons. It is not true, as many
people believ from the sensational stories that have been
told by government agents and indignant travelers that the
practis is common in every community. The crime is more
general in the turpentine and lumber camps and phosphate
mines than anywhere else and it occasionally appears on
ordinary plantations where it cannot be prevented so long
as the wicked law authorizes a sale to the highest bidder
0f the labor of persons convicted of petty offenses and
crimes.”—Chicago Record-Herald, June 5, 1908.
“Tampa, April 11.——News reacht here today of the killing
of Charles Whitehurst, George Griffin, and Charles Smith,
white orange packers at Lake Harney, 23 miles from San-
ford. While the victims and ten other white men, employd
in the packing house operated by Auburn & Son, were sleep-
ing, a party of armed men set fire to the house, and as the
inmates ran from the burning building the attacking party
opend fire on them, with rifles and shot guns. Ten escaped
and aroused the neighborhood, but no clue could be found
to the assassins. The men killed were recently from Geor-
gia, and the crime is believd to be the work of men who
had been refused employment in the packing house, who
resented bringing packers from other places.”——Tiines-Unzon,
April 12, 1908.




“GEORGIA JUDGE IN OPEN REBELLION AGAINST
FEDERAL GOVERNMENT.”
“Atlanta, Ga., Sept. 25.—By his order to Sheriff Thurman
to disobey the orders of the United States Circuit Court,
Judge A. W. Fite of Dade County is in open rebellion
against the United States.
“Judge Fite of Trenton, Ga., to-day ordered Thurman not
to comply with the writ of habeas corpus issued by United
States Circuit Judge J. T. Newman of this city. This writ
commanded the sheriff to produce Charles E. Stegall, a
government gager, who refused to testify before the Dade
County grand jury, because as an internal revenue officer
he is sworn to reveal to no one anything he learns by virtue
of his position. Fite thereupon was put in jail ,for contempt.
“The Dade County jurist also orderd the arrest of United
States Internal Revenue Collector H. A. Rucker of this city.
“United States Attorney Tate obtained a writ for Rucker,
who is a negro, before the sheriff could get his prisoner
out of the county. Rucker is wanted for instructing Stegall
not to testify.
“The trouble arose out of the supposed existence of a
distillery in Dade County, in a prohibition state. The mere
fact that a gager is stationd there indicated to the county
officers that the law was being violated.”—Record Herald,
Chicago, Sept. 26, ’09.
DUVAL COUNTY.

This is the county in which Jaxonvil is the county seat.
It has 844 square miles. Its tax books show 464,884 acres
of wild lands. This is because the county commissioners
have neglected the state law for opening roads on the Gov-
ernment section lines. The work is now progressing slowly
and the next few years will show many changes.
There has been no official attempt to ditch or drain Duval
county. The average annual rain fall is 52 inches. The
ground is therefore often water-soakt unless ditclit and gar-
den truck will rot before it can ripen. Some of this land is
95 feet above the St. Johns river, but is still a marsh.
Jaxonvil is not connected by an improved road with any
other county seat and is like Robinson Crusoe alone in a
world of its own.
Jaxonvil is 14 feet above water level. Whitehouse, 9 miles
west, has an elevation of 95% feet. Baldwin, 15 miles west,
has an elevation of 86 feet. The east bank of St. Johns Lake
and River has an elevation of 20 to 30 feet.
IMPORTANCE OF DUVAL
_ A report of the State Controller recently issued, showd the
license taxes paid in 1903 by 45 counties:
Duval County (Jaxonvil) paid . . . . . . . . . . . . . . . .. $58,084
Hillsboro County (Tampa) paid . . . . . . . . . . . . . .. 44,509
Escambia County (Pensacola) paid . . . . . . . . . . . .. 24,729
These three paid more than one—half of the whole sum.
24 other counties combined paid only . . . . . . . . . . . .. 24,680
or $10,000 less than half the sum paid by Duval county.
LOOK AT THE MAP.
Jaxonvil is the nearest Atlantic seaport to Kansas City
and the Great \tVest.
And it is the nearest Atlantic seaport to the West Indies,
Panama and South American ports.
Jaxonvil is due South from Cleveland, Ohio, and works
on central standard U. S. time.
And it is also about seventy-five miles north of the line
of Galveston. And it is only 25 miles from Georgia.
And it is 400 miles north of Key West, Florida, which is
half the distance between Washington and Jaxonvil.
And it is only “one sleep” from New York. W'ashington,
and Cincinnati.

“A DANGER SIGNAL.”
“\Vhen Judges defy each other, disregard each other’s
writs, and are defied by Executive officers, how can the man
in the street be expected to respect either party to the con-
troversy, whatever its merits? And when this mutual de—
fiance and disrespect is exhibited in several States almost
simultaneously, is it not a danger signal as to the tenden—
cies in public life?
“According to our dispatch from Atlanta yesterday, a
Georgia Judge for several days refused obedience to a writ
of habeas corpus issued by a Federal Judge, and finally sur-
rendered his prisoner only upon reasonable belief that a
troop of cavalry would support the Federal Judge.
“And only the other day were published the details of a
similar incident in Alabama. The Governor of that State
had the assurance to tell the President of the United States
that there would be trouble if he did not “call down” the
Federal Judge, and received the merited reply that, if any
such trouble arose, it would be stopped peremptorily.
“Both these incidents concerned themselves with the pro-
hibition movement. Similar incidents were concerned with
the anti-railway agitation. If they arose over those ques-
tions, they would be occasioned by any other question re-
specting which partisan feeling ran high. In neither matter
was the question involved as important as the preservation
of the writ of habeas corpus, and the exercise of full comity
between courts. Respect for law should begin with those
highest in authority, and especially with Judges—Editorial,
New York Times, Sep. 29, ’09.
LAKE ST. JOHN.
This lake is 3 miles wide and 55 miles long. Jaxonvil is
at the north end and Palatka is at the south limits. It offers
unlimited facilities for boating, winter homes and truck
farms. It is surrounded by beautiful foliage, known as ham-
mock lands.
Official neglect to lay out a system of Good Roads along
this lake has prevented the civilized development that would
otherwise take place.
ATLANTIC BEACH.
The ocean frontage of the county is about 15 miles. Half
of this is a hard, sandy beach some 200 feet wide. It is 18
miles from the city, and may be reacht by steam railroad.
One of the famous Flagler hotels is at this beach.
A WORD OF WARNING.
Readers of this pamphlet, who may be induced, by the
narrativ of the advantages and attractions and resources of
Jaxonvil, to make an investment in this section, before com—
ing themselves, should exercize caution. Here, as elsewhere,
ar to be found all kinds of properties—good, bad and indif-
ferent. Also all kinds of people, many of whom ar honest
and reliable, while others ar—otherwise. As a body, our
real estate dealers rank as high in integrity as any similar
body of people in the world. It is quite natural, however,
that among the many hundreds of real estate agents there
should be found, now and again, a few who are willing to
follow the advice: “Get money, my son—honestly, if you
can, but get money.”
It is not a difficult thing to ascertain, thro proper channels,
the standing of a person in Jaxonvil who seeks to do busi-
ness. If you fail to do this, but send money for investment
thro a person of whom you know little, in a property of
which you know less, you should not be surprized if, as a
result, you find that you have the experience, and the other
man the money. This, however, is no more true of Jaxonvil
than of any other part of the world.


NCW In this booklet we
use the simplified
se spellings recom-
mended by the Simplified Spelling Board,
and some more of the same sensible sort.
Persons desiring information in detail as
to the rccommendations of the Board in
regard to simplified spelling may receive
its circulars, free, by addressing
SIMPLIFIED SPELLING BOARD
1 Madison Avenue New York, N. Y.






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ON TEACHING READING WITH A FONETIC ALFABET
BY 0. o. BLACKMER, OAK PARK (CHICAGO,) ILL.
Read at the first annual meeting of the Simplified Spelling Board,
held in New York, April 3, 4, 5, 1907.
[A few simplified spellings are used in this article]
It is conceded that the English language, in its march around the
world, is bound and handicapt, not by its spoken but by its written form;
not by its speech but by its spelling.
If all English words were fonetically spelt, as are Italian, Spanish,
and German words, there would be little to impede its onward conquering
march. It would become the dominant and intellectual language of the
world. As our first circular says: “For this destiny it is fitted by its use
as the medium of the widest commerce and the most progressive civiliza-
tion, by its cosmopolitan vocabulary, and by its grammatical simplicity.”
We are not likely, however, to see English words spelt as they are
pronounced for many years to come. For a long time our written and
printed language will remain essentially as it is, and the imperative neces-
sity is laid upon all, native and foren born, to learn it as they find it.
But can not something be done at once to expedite the learning of
our handicapt language and hasten its spred over the world?
I think two things may be done now to loosen the fetters, reduce the
handicaps, and lighten the burdens of acquiring reading and spelling.
The first step is to drop silent and useless letters and reduce the
violations of analogy. This work has been taken up by the Simplified
Spelling Board. The first year’s Work is a great success. The Board has
recommended a few simplifications, and they are now used by thousands
of our most intelligent citizens.
Moreover, the agitation of this movement by_ the Board has awakened
the dormant fonetic sense of the general public and shown that spelling
is not a divine but a human institution which may be handled with impunity.

2
As Robert Louis Stevenson says : “Many have changed the spelling of
words and lived, and the pillars of the universe remain unshaken.”
And this brings me to the second step.
'We should adopt a better, a quicker, a more far-reaching method of
teaching reading and spelling than is now used. The old historic A—B—C
method, the recent word-method, and methods combining the latter with
fonic drill, are in general use. But none of them is satisfactory. The
A—B—C method fails because we have a deficient and redundant alfabet,
and a most inconsistent spelling. The pure word-method fails because,
after a few pages, it becomes a very heavy tax on the memory, and be—
cause, by ignoring the letters, it furnishes no key with which to unlock
new words. The combination methods have some points of excellence,
but they are for the most part intricate and perplexing to both teachers
and pupils. v
The method of teaching reading and spelling-which I recommend, and
the benefit that would arise therefrom, are ably set forth by Mr. George
D. Broomell in the March number of the Elementary School Teacher. I
assume that most of those present have read his very suggestive article.
In the first place we should have for temporary use a fonetic alfabet,
wherein every sound has its own unvarying sign and every sign its own
unvarying sound. To obtain such an alfabet is not difficult. It may be
arranged from any of the key-alfabets of current English dictionaries.
The 1877 alfabet of the American Philological Association is a most ex—
cellent one for this purpose. There are plenty of fonetic alfabets from
which to choose. It is not the specific fonetic alfabet that is of the most
importance: it is the Method of Teaching. Briefly the method is as
follows :
Having a fonetic alfabet, reading and spelllng should be taught by
the alfabetic, syllabic, word-method. The method consists, first, in teach-
ing the letters by name and by sound: second, in blending the letters
into syllables and words : and, third, in combining the words into senten-
ces. The steps in this method are few, short, certain, natural, logical.
With three letters and two words built up from them, a sentence is
formed and the child begins to read. Having carefully gone over the six
steps of the method with these three letters and two words, the child
has mastered the whole process of learning to read and spell. His future
work in fonetic print is simply one of accretion.
And this process, founded and perfected in fonetic print, is carried
over into the learning of current print. Bad as our current spelling is,
every word contains more or less letters which retain their historic,
fonetic values. The consonants are in most cases fonetic. The vowels
are the most lawless; but even they can be reduced to some degree of
law and analogy and order. The child whose faculties have been trained
and stimulated by the logical fonetic process, eagerly attacks new words
in current print on their fonetic side and easily conquers them.
The six steps with specific directions for taking them are given below:
(1) The teacher utters distinctly the name of a letter, which name

3
contains, or should contain, the sound of the letter. This utterance ap-
peals directly to the organs of hearing, and by repetition by the teacher,
the name is imprest on the pupil’s mind thru the auditory sense.
(2) The pupil imitates the teacher, giving the name of the letter,
which, by repetition is imprest on the mind of the pupil thru the vocal
organs. This is the natural process by which a child learns to talk.
He bears and imitates.
(3) The letter is printed by the teacher on the blackboard, and the
two things—the name of the letter and its form—are associated together.
This third step appeals to the eye: the letter is visualized. It is a
letter-picture and is more easily visualized and remembered than a word-
picture composed of several letters. To impress the form of the letter
on the mind thru the eye, the pupil should see it many times on the
blackboard, or on cards, or blocks, or in the book.
(4) As we “learn by doing,” the band should help the eye to vis-
ualize the letter. Pupils should print the letter many times on the black-
board, or slate, or writing pad. At this point the teacher should go back
and take the same letter thru the four steps, using the sound of the letter
insted of its name. The ground should be gone over a third time using
both name and sound. This will fix the necessary distinction between the
name and the sound of a letter. These four steps are recognized in con-
nection with spelling by the late Professor Fred W. Smedley of the Uni—
versity of Chicago, in his report on “Child Study,” and they may be called
the “audio-articulatory-visual-hand-motor” process. At this point the
teacher selects a second letter and takes it thru the same four steps in
the same manner.
(5) When these two letters are thus learned by the ear, the mouth,
the eye, and the hand, they are combined or blended to make a word.
The letters are named or sounded consecutively and pronounced together
by sound to make the word. This naming and sounding of the letters
and blending them in a word is oral spelling. In addition to oral spelling,
every word should be repeatedly pronounced at sight without spelling,
and be visualized as a whole. The teacher now selects a third letter and
takes it thru the four steps as previously directed. A new word is formed
by blending it according to the fifth step with a letter already learned.
(6) We shall now have two words, which, if the three letters have
been properly selected, can be formed into a sentence. The sentence is
short, but it is reading. This is accomplisht with three letters and two
words. The child has begun to read. His future progress consists in
learning new letters, blending them into new syllables and words, con-
structing and reading new sentences.
CHART OF
The Process of Teaching Reading and Spelling by the Fonetic, Alfabet—
ic, Syllabic, Word-Method. The Alfabet of the American Philological
Association (1877) is used to illustrate the Method.
(a) The letter s is taken thru the first 4 steps : first, by name; second, by
sound ; third, by both name and sound.
(b) The letter i as in police is taken thru the first 4 steps. The name
and the sound are the same.
(c) The letters s and i are blended to make the word si.
(d) The letter in is taken thru the first 4 steps: first by name; sec-
ond, by sound; third, by both name and sound.
(e) The letters in and i are blended to make the word mi.
(f) The words si and mi are combined to make the sentence si mi.
Reading begins at this point.


(a) (b) if) (d) (e) (f)
1ststep Hear Auditualize s'i m;
2d “ Utter Vocalize isii 3d “ See Visualize m
l ' 5
4th “ Make Manualize lsgi’ lml
Visualize , l i l i
| I 5th “ Blend Manualize ls m i_
Vocalize ! s i l m i I
Visualize Sl ‘mi
6th “ Combine Manualize Si mi
&Read Vocalize Si mi
Visualize l _ " si mi


The sentence, si mi, is short, but it is reading; and as reading is the
result sought, it should begin at the earliest possible moment. Time should
not be wasted by prolonged and unneccessary drill on letters and sounds
and combinations of sounds and syllables before using them to make real
words to read with.
Sufficient exercise in the correct utterance of the elementary sounds
and their combinations will be had by following the six Steps in the thoro,
systematic, cumulative way shown above. All new letters are to be
treated like s and i and in, and care should be taken to select such as will
combine with those already learned to make familiar words.
The long vowel d, in dh, fdther, and the corresponding'short vowel o, in
so’fo, (i-hd’, will give the words ind, md’mci, and the sentences si md’ma;

5
si mi, md’mo, and others. The letter p will give the word pd’pd and more
sentences. The pronouns oi (I) and moi (my) can now be built up and
more reading matter furnisht. And so the cumulative work should go on.
It is believed that this method of Teaching Reading is based on true
child-psychology ; and that by its use, the pupil will visualize and memorize
words much more rapidly than by the pure word-method or by any other
method yet devised. The pupil will also have the important additional
advantages of learning the names of the letters, of mastering their sounds,
and of using his reason and constructive faculties in building up words and
sentences. '
In a very short time the thirty-two elementary sounds of the English
language will be differentiated and their visible representations or letter-
pictures will be visualized and memorized. The pupil will have a key with
which he can instantly unlock any new word he finds in fonetic, or pro-
nouncing print. When the pupil has had a sufficient amount of fonetic
reading to become expert in it and in the steps and methods of it, he is
transferred to current print.
Mr. Harold Cox, M. P., in the London Daily Graphic, speaks of this
“transition” process and its results as follows_:
“Transition, if not too early, will be easy, and conventional spelling
will be learned more thoroly by contrast, and because the intelectual facul-
ties have been developt by the training pursued. The double process will
take less time than the present single process and will give a result more
satisfactory ; for the child taught thus will both spell and speak better.”
The method which I have briefly outlined does not conflict in any way
with the work of the Simplified Spelling Board. The two things will move
along concurrently and harmoniously, and each will help the other.
Nor does it antagonize any vested interests. The method furnishes a
much needed introduction to all reading books now in use ; and by shorten-
ing the time of learning to read and decreasing the toil and difficulty of
it, the demand for reading matter will be increast.
I have not time to show that the fonetic, alfabetic, syllabic, word-
method began with alfabetic writing—was used in Greece 1000 years ago—
was carried into Italy—past over to Spain, France, Germany, England,
and the United States. The primary books in most European countries
show that this historic, alfabetic method is the one most commonly used
today. ~
Nor have I time to notice the attempts to teach reading with a fonetic
alfabet which have been made at different times during the past 60 years.
The attempts were successful in doing the things proposed. They saved
time and made good readers and spellers of current English. But the
number and complexity of the letters of some of the alfabets, the faulty
methods of teaching, the ignorance of the teachers in fonetic science, the
meager amount of fonetic 0r pronouncing print furnisht, and the hostile
attitude of the general public to even a temporary fonetic spelling, were
sufficient causes of the failure of fonetic teaching to gain a foothold in
our educational system.
Let it be clearly understood, that a fonetic alfabet, used in teaching
to read current print, is not intended for permanent use. It is merely a
temporary expedient. It is simply a better instrument, a labor-saving
machine, (1 scaffolding, a bridge, an inclined plane by which the difficult
task of acquiring the art of reading our badly spelt language shall be
lightened and the time shortened.
Any person who really loves his native English, even tho utterly op—
posed to any change in its spelling, should heartily approve this Fonetic
Word-Method of teaching, this movement to spred more rapidly the knowl-
edge and use of our incomparable tongue.
In conclusion, let me urge that this method of teaching reading and
spelling be taken up by some appropriate committee and thoroly examined,
and its claims fully tested.
Our Normal Schools and Universities are fully equipt with teachers,
zealous, trained, and fully competent to do this work. Child-study and
child-psychology were never in so advanced a state. Never before in the
history of the world was more attention given to “the child in our midst.”
Grammar, and Geography, and History, and Arithmetic have all been
subjected to severe scrutiny by able committies. The teaching of these
branches has been, thereby, greatly improved. Has not the time come to
investigate methods of teaching reading and spelling? May not some of
“the waste in our present educational system,” spoken of by President
Nicholas Murray Butler, in his address before the National Educational
Association in 1902, be found just at this point; and may not some of this
“waste” be prevented by the immediate use of this fonetic, alfabetic,
syllabic, word-method of teaching reading and spelling?
Publisht in the Journal of Orthoepy and Orthography, June, 1907.

Fonic Publishing House, Ringos, New Jersey, U. S. A:


































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[Reprinted from Scmncn, N. 8., Vol. XXX VI., No.
915, Pages 53—54, July 12, 1912]
“ PRONOUNOED GEN ”
To THE EDITOR OF SCIENCE: One' of your
correspondents, Dr. G. H. Shull, discussing in
SCIENCE for May 24, 1912, the spelling and
pronunciation of the word gene, used by
writers on genetics, says that it is “pro-
nounced gen.”
This is a good example of the dilemma in
which men of science are placed. They must
use language, they must translate and trans-
literate language, they must concern them-
selves endlessly with nomenclature, they must
strive to change nomenclature or strive to
prevent any change. And they must at times
mention pronunciations, if only to object to
them. Sometimes they seriously wish to con-
vey a pronunciation on paper to their intelli-
gent readers. And here is a case. Dr. Shull,
a trained man of science, writes to the intelli-
gent readers of SCIENCE, and says that a cer-
tain artificial word is “ pronounced gen.”
And what does that mean? It means one
of two, three or four or more possible pro-
nunciations. The reader has to guess what
pronunciation is intended. In other words, a
man of science, writing in a journal of sci-
ence, about an elementary matter, completely
fails to accomplish his purpose.
\Vhy? Because some orthodox men of sci-
ence object to any accurate indication in
print of the sounds of the human voice; be-
cause they object to any representation of
sounds that is not contained in certain tra-
ditional spelling-books and dictionaries (that
is, in certain stereotype plates owned by cer-
tain dealers in printed ware); because they






2
will not give a hearing to the men of science
who understand the subject; because they
close their minds and their journals to science
itself, when it mentions language. The
J aspers of science will not listen to the astron-
omers. “ The sun do move,” and we won’t
hear another word! And so our real men of
science, when they wish to state facts of lan-
guage, must express their meaning imperfectly
or ambiguously, or else keep silence. But si-
lence also is ambiguous.
How long is this condition to continue?
How long will the controlling men of science
oppose the introduction into science of a cor-
rect and intelligible way of indicating the
sounds of the human voice? How long will
the American men of science who control
scientific societies and scientific institutions
and scientific journals, ignore or suppress the
proposals of philological scholars to provide a
definite system of indicating the sounds of the
English language? How long will they oppose
the movement to bring about a regulation of
English spelling, so that English words may be
spelt correctly and intelligibly, and so that a
given man of science, in a journal devoted to
science, and bearing the name of SCIENCE may
present a simple idea, in simple letters, in a
sure and certain way? How long? Ask our
respected friends President X and Professor Y
and Dr. Z, Editor P and Director Q, who sit
at the gates of science, and scrutinize the
tickets, and exclude every man who does not
spell according to their Mohammedan way.
In the name of the Prophet, phigsl
In the meantime the leaders in science will
be writing in SCIENCE statements about lan-
guage that are in fact futile, because, as we
lawyers say, they are “void for uncertainty.”
Of course I know, and you know, Mr. Editor,
what Dr. Shull means when he says “pro-
nounced gen ” ; but we know it by a process of
inference, and by a course of special study.

3
No one else can tell what he means, except
through the same process. The man of sci-
ence wishes to be clear, but his colleagues
won’t let him. In the name of the Prophet,
phigs-l CHARLES P. G. SooTT
YONKERS, N. Y.,
June 24, 1912

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AN IMPORTANT QUESTION.
The 1877 Fonetic Alfabet permitted the use of two
signs for the k-sound, viz., c and k. While giving
preference to c as in cat, it allowed k as in kit. ~ This
was not strictly fonetic and is confusing to those
learning to read. '
Scholars are not agreed Whether c or k is the better
sign for this sound. With one exception, all present
dictionaries adopt k in their key-alfabets to represent
pronounciation, and makers of fonetic alfabets almost
universally use k.
Under these circumstances, I shal esteem it a great
favor if you wil reply (not for publication) to the
following question: In a fonetic alfabet intended for
“fonetic transcription” in teaching foriners and
others to read English, do you prefer the letter c for
the k-sound, as used in the “Pronounsing Marc,” or
the letter k for the same sound, as in the inclosed
pages of “A proposed Pronouncing Reader?”
@fl Wee/M
Oak Park, 111., June, 1910.








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(2,11 /L((’./¢¢(/ IL; 70
SPELLING REFORM
Some Considerations as to an Alphabet and
a System of Spelling to be proposed
by the Simplified Spelling Board.


FUNDAMENTAL PRINCIPLES.
P. 1. The system aught to be such that every mono=
syllable seen, may be pronounced at sight, and all other
words when the place of the accent is known; and also such
that every word heard may be written without learning any
spelling lesson lists.
P. 2. The system ought to be such that those who now
read, will have little difficulty in reading it, and those who
learn it first, can readily go from it to the reading of our
present books.
P. 3 The system ought to be so arranged that it may
not seem to threaten to throw out of use our present fonts of
type and printing machines.
P. 4. The system should disturb, as little as may be,
the present dictionary order of words.
P. 5 It is indispensible that the system should be one
which school authorities can be induced to have taught to
children.
\\\\.\\ \-
\ \\\\\\ ' 4\\\\‘\' \\ l“'
\\\\\.\\ \\\\ A“ A\ \\ N &\ .\“
\\ \\ . .\\ f\ \\ A“
\\ \\I\ A” \\|:.‘ i\\\\\\ A‘
\\
l A \
A CONCLUSION
Therefore it seems desirable that we should use the
letters and digraphs and marked letters that are now familiar,
and on account of P. 3, that all marked letters should have
digraph substitutes.
AS TO CONSONANTS
In accordance with P. 2 and P. 4, we may continue to
use ch, ng, sh and th (as in thin) and add zh as in pleasure
and a marked th (as in they) and also we should retain qu
for kw, as now, and wh as now used for hw; xalso for ks
(but not for gz) and not to be used where s is added by way
of inflection.
Besides the cases already mentioned the k sound is
represented by k and c and on account of both P. 2 and P. 4
it would be well to retain both, if it can be done under
general rules without memorized spelling.
The following are suggested:—Before e, e, i and i use
k, and before other letters use c. At the end of a word use
k, except where ac or ic at the end ofa word may be
followed by al or ally in a derivative word. In such words
use c, as music, maniac.
As to voweIS—Use a, e, i, o, u and 00 unmarked for the
short sound of those letters, as in mat, met, pin, not, hut
and foot. Use the same letters with the macron or long
mark above each for the long sound of each, as in mate,
mete, pine, note, mute and boot. Also use these digraphs.
au. as in haul, oi, as in oil, and ou, as in out.
N} '



2
now, for we know that improvements go very slow on the
other side, and we cannot afford to stand still and wait for
them. It is believed that they still spell wagon with two g’s.
Experiment has shown again and again that sucha
system for beginners will make learning to read easier
and quicker, and what is quite surprising it has also proved
that pupils so taught make better spellers than others.
One thing to be done as soon as possible after such a
system is introduced, is to get all civil service boards and
such bodies, to allow the new spelling to be used in writing
examination papers with the same credit as the old, even if
a separate test is made in the old spelling. After that the
learning to read the old spelling may be put off till the 3rd
grade, and finally learning the old spelling may be dropped,
but not the reading of the old reading.
Probably the most perplexing thing about the vowel
sounds is the singular and remarkable effect which the sound
of r has on the preceding vowel in the Old spelling. Thus
ai or a—e with r give the sound of short a as in fair or fare.
This a is identical with a in fat; a before I gives Italian a
as in far and bar, equal to our 0 in not, while 0 before r
gives us au as in fork and nor. This may probably have
been the sound of short 0 once, and is frequently retained
in some words now, as log, dog, wroth, etc. But e, i, y and
u before r all have the sound of short u as generally spoken,
as her, sir, myrrh, fur. This curious twist of the vowels
before r, and the difficulties arising from it, belong to our
present spelling and nor to any reformed system.
5
2% $ \‘Q k\\§\‘s"®\§\\\ k‘ NIX-"b (\I \N‘ \\\\.\\‘\& A“ R\ \.\& ".\\\ .\“\ t\\l\-§\\‘N \\ &~\\\\\\\ was.»
It is well known that the vowel systems proposed by
most of our philologists are planned to give the vowel letters
the continental values, and the question arises, why so? Two
reasons are prominent, lst, because they are not thinking
of principle 2, and 2nd because one’s mind naturally gives
importance to the things which have cost labor. These men
have given much study and labor to French, German,
Italian, Spanish and Latin, while their English has come as
it were by nature and not by study, hence they give undue
weight to the vowel systems they have acquired. But in
fact these systems do not fit our language. In English.
where a word and its derivatives are compared, it will be
found that the short a and long a-are interchanged, if there
is a change, and so with the other vowels. Compare:
Opaque, opacity, metropolis, metropolitan, divide, division,
divine, divinity, pose, posture, depose, deposit, Metropolis,
metropolitan, duke, duchess, ducat.
This is so characteristic of the language that, when for
the sake of emphasis, a speaker wishes to strengthen the
force of a word, he will change the vowel unconsciously,
according to this rule. Thus possess becomes po-sess and
possession becomes po—session, and so with other words.
In regard to such letters and digraphs as represent
compound sounds, it is to be remarked that for the purpose
of soelling no analysis is necessary. Probably a very small
percentage of people know that, long i is a dipthong or that
h comes before w in which, but all use those letters properly.
swmrNW,
6 Weehawken,
ERAN
Letter Nam e
5
ai
E
a
at
an
be
co
che
de
e
et
ef
ge
h e
it
ja
ka
el
em
en
in g
Key \Vord
fate
fat
haul
bet
cone
church
did
meet
met
fed
(as in)
hay
pine
pin
jail
kind
loop
may
nut
sing
note
“not
Other \VuI‘dS containing the same sound.
la—dy, may, main, prey, eight
can, care, hair, where
call, bawl. fork, cloth, ought
cob,ebb
cat, cob, cur, music
hitch, question
duck, odd, filled
pe-ter, fear, field, ceil
bread, said
staff, elephant. cough
geese, good, fog, exist, (x is for gz)
hen, hut
ti-dy, I, fly, flies, high, sign, buy, lye
sieve, Mary, honey
join, page, bridge
seek, back, ache
hall, hovel. apple
met, ham, lamb, palm
ran, known, gnaw, heaven
ink (ingk), finger (fing-ger)
po-ny. no, 0, oh, old, toe, low
boat, soul, though
-- what, bother, father, past, palm
7
palm and balm. If short 0 is not thought fit for these words
ah should be added to the alphabet and used. It would
seem however that short 0 would be sufficient for even these,
especially as it will have a tendency to correct the very
general fault of pronouncing them with short a. It should
also be borne in mind that to use both a ando for this sound
probably makes necessary a spelling lesson. We know
when to use a. and when 0, because we have learned to spell,
but a beginner would not know.
There are many cases where words spelled with u or ew
have come to be pronounced like 00. This is particularly
the case after r. So far as the usage is established such
words should be spelled with 66.
As to the machine substitute digraphs spoken of above,
every child, when taught the letters, should also be taught
these, as merely another form of the same letter, as capitals
are, thus the letter a and ai are both a, ai being used where
no marked letters can be had in the font or on a typewriter.
But children’s school-books should use the marked letters.
SOME GENERAL REMARKS
Such an alphabet as is here proposed, if put at once into
use in the schools, would not at all prevent any future
further reform that might be found desirable, after experi-
ence. The great point is to get some phonetic system into
use in the schools and then let things grow. Every pupil so
taught will become a believer in improved spelling. It is
not even necessary to wait for an agreementwith English
authorities for this. Let it be understood that it is tentative
and used in hope of further improvement and yet push it




4
On account of P. 3, provide extra forms for marked
letters as follows: For marked 31 either dh or tH for a,
ai as in pail, for 6, cc as in meet, for i, ie as in die, for 6,
0a as in boat, for n, ue as in due, and for 66, 0e as in
shoe.
The marked letters in German are in place of
digraphs formerly in use. In a similar but rather reverse
manner these digraphs are in place of marked letters, as a
somewhat temporary expedient.
NAMES OF LETTERS
All letter names should contain the sound of the
letter, thus c, co, h, ha, g, ge (as in geese) It would also
be well to call 11 nu, All digraphs should be named and
spoken of as one letter, thus call ch che and not c-h. This is
very important.
It would probably be desirable to name the short vowels
by putting t after the sound of each as at, et, it, ot, ut and
oot.
It is not really necessary that the letters should repre-
sent every variety in sound that can be imagined, or even
heard. It only needs to represent the sounds of a word so
that the word can be recognized.
In words like fast ask and grass use short 0. For a in
such words as fare and fair use short a. For words like fur,
myrrh, her and sir use short 11. For words like far, bar and
father use short 0. For unaccented a at the end of a word
use short 0, unless where short u is needed. There are a
few words where the Italian a sound is really heard, as calm,
3
qu
wh
X
zh
OO
oot
oi
ou
pe
cu
que
ar
es
she
te
itli
tha
nu
ut
ve
we
wha
ex
ye
ezh
Z8
pool
foot
oil
out
pan
queen
rear
so
short
tea
thin
they
mute
nut
vex
wood
whale
fox
young
azure
zeal
move, do, shoe
put, wolf, could
toy
bough, cow
hip
(not used alone)
acquire, choir
purr, rhubarb, wrong
since, pass, face, precise
fish, motion, passion, precious, cetaceous
fat, doubt, baked
path
with
du—ty, music, new, due, view, feudal
dove, does, fur. her, sir, myrrh, pious
have, of
way, persuade
white, what
express (not gz as in exist)
use (yfiz and yfis), million, Europe
pleasure, brasier
buzz, his, as, rags
8



47
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a:

wig11__. ..a .
BY REQUEST OF THE AUTHOR
this Paper is sent by the Executiv Committee of the Simpli-
fied Spelling Board to the members of the Board and of the
Advisory Council, for their information. '
The Executiv Committee willingly-copforms to the wish
of the members of the Board and Council‘sfo-r information
that may be of interest on any side of the discussion, and to
the desire of authors to place their ideas before such a body
of scholars; but the Committee is, of course, not responsible
for the contents of any Paper thus sent.
MCMX-Vll-I




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THE ALF ABET
ADAPTED FOR FONETIC USE








...BY...
C. L. ANNAN, M. AM. Soc. C. E.
ST. PAUL, MINN., JULY, 1910








A native of Massachusetts and a resident of Maine,
Colorado, Kansas, New Mexico, Mexico (various parts),
Nebraska, Arkansas, Michigan, and Minnesota, I have
by natural inclination noted the manner of speech of the
people among whom I have livd.
About four years ago the idea of proposing a fonetic
alfabet for the use of dialect writers was conceived.
The alfabet was publisht in the New York Times
Saturday Review of Books July 14, 1906, and in the
St. Paul Pioneer Press July 22 following.
Up to that time fonetic authorities, neither ancient
nor modern, had been consulted by the adapter.
Shortly afterward the work of some of the older
masters: Franklin, Storrs, Ellis and others, was examined
and correspondence was sought with later authorities.
A’criticism of the 1904 report of the joint committee
which revised the Hscientific” alfabet of 1877 was sent
to Prof. E. S. Sheldon and graciously received.
In the meantime the work of Marage was read with
interest.
Helpful hints and acceptabl suggestions resulted
from communication with:
Mr. O. C. Blackmer of Oak Park, Ill.
Prof.,Geo. O. Curme of the Northwestern Univer-
sity.
Prof. C. H. Grandgent of Harvard University.
Judge J. C. Ruppenthal of Russell, Kansas.
Dr. C. P. G. Scott, Secretary of the Simplified
Spelling Board.
Prof. Raymond Weeks of the University of Missouri,
now of Columbia University.

BY REQUEST OF THE AUTHOR
this Paper is sent by the Executiv Committee of the Simpli-
fied Spelling Board to the members of the Board and of the
Advisory Council, for their information.
The Executiv Committee willingly conforms to the wish
of the members of the Board and Council for any information
that may be of interest on any side of the discussion, and to
the desire of authors to place their ideas before such a body
of scholars; but the Committee is, of course, not responsible
for the contents of any Paper thus sent.
MCMX~VIl~l


3
THE ADAPTED ALFABET
aabdefghiijklmnooprstuuv
wyzchdhshthzhng
Here is an alfabet of 33 letters (counting each
digraf a letter) an addition of practically but four letters
to those with which usage has made everybody familiar
in a general way if not precisely. We are accustomd
to find c representing k s c ch th and ts. It is con-
sequently dropt as an individual letter and appears
with the value of ts only in the digraf ch.
With the above alfafiet, used in a ratz'wzal way, it 2'; pom}!
to irza’z'ratefanrtira/[y every mum! in the Eng/ir/z [anguaga
Column I of the following Table of Vowels is heded
HUniversal Vowels,” and yet in. reciting the English
alfabet not one of tile wave/r in that ca/zmm will be prerire/y
rauflded. The vowels of the English alfabet, as common-
1y pronounct, are all compounds as found in Column II
of table: ei ii ai ou iw. This explains why Jespersen
finds that HOne of the most unbecoming mistakes which
Englishmen make in their pronuncination of foreign
languages is their diphthongizing of all English long
vowels.” (How to Teach a Foreign Language, Page 157.)
It is necessary to clearly conceive the difthongal
character of all English long vowels, for all thatfa/lowr
depend: on the rerognitim 0f this elemental priflrz'pl.
Then fix in mind the important fact that the indi-
vidual letters of the adapted alfabet deal exclusively
with the quality of sound.
Quantity will in general be indicated by the vowel
combinations, which is as it should be. HThe notions of
quantity had become mixed up with those of quality.”
(Page 24 Report of a Joint Committee on a Phonetic

TABLE OF VOWE LS













h
A as m 53
< '5 g g I " "‘ g ‘5 3
g u > z 2 a" 3 o m § CUSTOMARY FONETIC
$5; '25 3% E E 9?. 5 SPELLING SPELLINc,
z > _, a z > g E: 5 a
D U HI 0 <
I II III IV V
| a a Father Fadher'
veil veil
2 ei é %mare mail“
~ alaq cieii
3 5 a at at
4- 51] 5 air 26%|-
5 e e my met
6 ii 7 gRus R|_|_s
‘ mete muf
7 { l fin l q n1qth rmrh
a: ai aisle ail
v A Fern FTrn
9 I U {Fir FTr
burn birn
l0 0 o obeq obcii
H ou 6 {Soul 50m
note. hour
12 (5 9 not n6?
l3 6i (9': oil 6i!
I4- 012 6 Four foiir'
IS 5G 5% north nB‘u'rfh
as u u {qOod qud
pujh push
A ru 2,
'7 w u {mod} rwa
I8 iw ii] view viw
v U hul‘ hm
'9 u {a aboul' Clbdui‘
20 iii iU sI-arure starifir
2| uCi G poor pufir
22 Au au doubl' daur
23 q q qield qiild



5
English Alphabet.) The Joint Committee overlookt
the fact that the principal defect in the alfabet they were
revising was this same mixture of notions.
For convenience the vowels in Column III of table
are distinguisht by the breve. Any other simpl mark,
as a dot or a dash above or below, would serve the same
purpose. The point to be emfasized is that éut me
diarrz'tz'c mark applied t0 but four vowel: gives us the four new
symbols needed to complete a fonetic alfabet of our
language.
The universal vowels: a e i o and u are the Spanish
vowels, of which Jespersen says: HIn Finnish and
Spanish the orthography is so nearly phonetical that
only relatively few changes are necessary in order to
indicate the pronunciation.” (How to Teach a Foreign
Language, Page 165.)
It was while studying Spanish among a Spanish
speaking people that the fonetic key presented itself to
me, but what was then observed was not applied until
twenty-five years later.
CONTESTED POINTS—See Table
ei: (2 II) French e is not the equivalent of e in
column V. Fete is not pronounct like fate. e is in
effect ee, the quality of the e sound remaining un-
changd. Not so in the case of fate in which a : ei.
(2 II.) The difference between fé‘te and fate is the
differerence between ee and ei.
0U: (11 II) This sound is also restricted to
English. The sound of elementary o (10 I) in an ac-
cented syllabl does not occur in English except colloqui-
ally. The New England farmer says kolt (colt) and hol

6
(whole) instead of koult and houl. The 6 in dr6le
bears the same relation to the o in droll that the e in fete
does to the a in fate. 6 = 00; o = on. That is to say,
French 6 is not the equivalent of 6 in line 11 column V.
ai: (8 II) That ai as in aisle should be univer-
sally accepted as a difthong, while ei as in veil and ou
as in soul, positively parallel cases as to quality, are
denied equal difthongal character, is possibly due to the
fact that e and 6 have been selected by eminent fone-
ticians for a duty beyond their capacity in English.
W: (17 II) w, as its name implies, is uu. And
furthermore, w as a consonant is inconsistent in a
fonetic scheme. It presupposes a quantity considera-
tion. Franklin ignored it. The French and Spanish
find it superfluous.
. u: (16 I) ufulfils to all practical purposes the
consonant function of w.
y: As a consonant y is naturally in the same class
as w.
On page 239 Whitney’s Oriental and Linquistic
Studies will be found HIf we fix the organs to say i,
(pique) and then, instead of prolonging the sound, utter
it with utmost brevity before another vowel sound, as a
* t t * we shall have an unmistakable and perfect ya.
An 11 if treated in like manner will give us a wa.” On
page 241 he says: “The English is the only Modern
European literary language which has retained it (w) as
a full member of the alfabet.”
Now as to the well defined difthongs in column IV.
When r follows a, o, 6, or u, it takes on a vowel
quality because it cannot otherwise be pronounced, that
is, r then becomes fir.

7
Drop the consonant quality of r (retaining only its
obscure vowel sound) and it will be obvious that the
difthongs in column V are indeed difthongs of a posi-
tive character.
Objections may be raised to the duty assigned to i.
(9 III) It is invariably used in conection with r to
represent a sound which customary usage expresses
variously by i u e ea 0 on or ie. It might reasonably be
represented solely by i as there are at least 250 words
in the English language in which i preceding r is so
pronounced. The main objectlon to its use is, perhaps,
that in the alfabet of 1877 0 denotes the sound in
question.
As an illustration of the scope of the adapted alfa-
bet, we may accurately express a manner of speech pos-
sibly more common in the pulpit than on the platform:
HMai peiipfis nau iz tu spiik on dhi uefik ov dhfi
chefich.” This shows the elimination of r and the
afifected modification of ai and i which is not uncommon.
Among other pertinent things in his Notes on
English Verse, Poe said: (essentially) “It iz dhu
neitiur ov Trwth in jenerul tu bi richest huen moust
supirfishfil. ” “Dhfi kliurest sfibjekt mei bi ovfirklauded
bai mifir supirebfindents 6v tok.”
Is it not reasonable to conclude that simplicity and
atrue sense of proportion must govern in a fonetic
alfabet for popular use? To apply basic principles
directly, to ignore artificial refinements, to make a
rational use of the symbols we already have is to advance
toward accomplishment.








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{/64
Teaching Adult Foreigners to Read the English Lan-
guage with a Pronouncing or Fonetic Alfabet
_ . .§. ..—._
DANISH-NORWEGIAN INSTITUTE
' OF
CHICAGO THEOLOGICAL SEMINARY
81 ASHLAND BOULEVARD
Prof. R. A. Jernberg. Dean
Prof. 0. C. Grauer. Secretary
Chicago, 111., Jan. 31, 1910.
Mr. O. C. Blackmer, (of Oak Park, Ill.,) has given thirty-
three hours to a class of Germans, and Scandinavians in
Chicago Theological Seminary, many of whom had never
before read the English language. He first taught them his
own system of Pronouncing English and then took them thru
6 the Gospel of Mark printed in that system. After learning
the system of markings, they all read the Gospel very redily.
He then transferd them to the reading of English as it is
commonly written, With surprising rediness they seemed
to strike the correct pronunciation of the vowels, and appar—
ently were months ahed of others who had not begun with
this system of fonetic transcription.
Afterwards I personally tested a few of the men who had
not read English before entering the class. Reading an
article containing 250 words in average modern English which
they had not seen before, one of them mispronounced only
six words and the other only eight, and both seemed to
understand fairly well what they had been reading.
It seems to me that Mr. Blackmer has demonstrated that
his system is a great help to the foreigner who undertakes to
learn correctly to spell and read English.


Professor of Historical and Systematic Theology. Danish—
Norwegian Institute of Chicago Theological Seminary.
Postscript by O. C. Blackmer. March 8,1910.
A month after the foregoing examination of the class in read-
ing'every-day English, Prof. Grauer tested three of the men, who
could not read English at the beginning, on new matter selected
from Ralph Waldo Emerson. These selections were chosen

because they containd longer and more unusual words than they
had seen before, and because the ideas were more abstruse.
The first selection containd 360 words from "Compensation,"
Prose Works of Emerson, Vol. 1, 1883, p. 281, beginning, “We can
not part," and ending, “wide neighborhoods of men."
The second selection containd 356 words from “Nature, Ad-
dresses, and Lectures," 1888, p. 14, beginning, “To go into a soli-
tude," and ending, “warranty-deeds give no title."
In reading the first selection one of the men mispronounced
21 words but on further trial correctly pronounced 8 of these,
making a total of 13 words mispronounced out of 360.
The second man, reading the same, mist 17 words but recov-
erd 5, a total of 12 words mist out of 360.
The third man read from “Naturen and mist 13 words, recov-
ering 4, a total of 9 words mist in 356.
Concerning this test, Professor Grauer says: “The men seemd
to attack the pronunciation of the unusual words with more confi-
dence than those who had not had the fonetic training.
When stopt because of failure to pronounce correctly, they
would try to syllabicatc the words; and, the vowels giving them
the most trouble, they would try the different vowel sounds, and
after a few attempts they generally struck the correct pronuncia-
tion themselves. _
The initial fonetic training these men have had has given
them greater interest in the mastery of the meaning of words, as
words; and, in their spelling exercises, there have been consider-
ably fewer mistakes than in previous classes."
It is claimd (and the claim is proved as above) that a pre-
liminary, alfabetic, syllabic method of learning to read fonetic
print is carried over into the learning of current print. Bad as is
our current spelling, nearly every word contains some letters which
retain their historic, fonetic value. The consonants are mostly
fonetic. The vowels are lawless: but even they can be reduced
to some degree of law, analogy, and order. The learner, whose
faculties have been sufficiently traind and stimulated by the log-
ical, fonetic method, confidently attacks new words in current
print on their fonetic side; and, after a few systematic attempts,
he will generally get the current pronunciation. He has an ever-
present key with which to unlock new words.
The results of the experiment, as narrated by Professor
Grauer, show that all adult foreigners, who can read their own
language, can learn to read English by means of thisf‘new teach-
ing"—this Alfabetic, Syllabic \Vord~Method——in from 33 to 48
hours, equal to two weeks with four hours of teaching each day.
Any intelligent teacher can use this method.
The Americanization of foreigners, alredy here or to come,
by teaching them to read English in the shortest possible time, is
certainly one of the most important, economic, filanthropic move-
ments before the American people.
“The harvest indeed is plentious, but the laborers are few.
‘1
THE PHONE'I‘IO ENGLISH ALPHABET.


M'O’ii'li’s PHONOLOGY AM) PHONOTYPE
Identifies,
Analyzes and
e‘ _ Classifies
Every bound of the
lnglish Language
that requires Alphabetic representation.
It :LiSO gives full instruetion for the production
ot'ezich sound and contains 1"
The Phonetic ETI/gl’lib'll Alphabet.
Sample pages free on request.
Paper 25 cents, Cloth cents.
J OHN M. Mo'r'r,
SOUTH HAVEN, MIOH.

{Ti Fonetic Inglis Alfabet
(lwérdz.
Medal and Diploma bai World’z Columbian Commission Chicago 1893
Diploma bai Board ev Lady Managers ev W. C. Exposition Chicago 1893
Diploma ev Honorable Mention bai Exposition Universelle Paris 1900
artistic aroma partéc a-baut a-buv a—men a-left a-las betani
v art or arm argiu alarm aha amz lava bare barj dart sarjent
ai (eye, I) ail (aisle) ais (ice) bai (by) stai (sty) vain (vine)
au (ouch) auns(ounce) aur(our) aut(0ut) aul(owl) hau(how)
am at aft asp bat cap cad dat vocal rural flag gap mat nac
ar afar bar car car dar far flar glar har par rar snar scwar
bib blab bUlb bat bel bin stab blac bac bad tab cab bio bled
crac cab cat casc tac talc tic are curb cap hac stac rac clec
dard din cad éec bad bend sud dub dart an ear mad dap dep
did ded def dig dip dred dud bid dard dart had delt gud led
eirial end eni met net feret send edit bles bre'n ges gest pet
méntén estet méz déz fréz mél él éd dé sé we fél grét bréc
faif fifti flip flag sift left rif gelf fI‘Jr raft ruf ffirst flem
gag gig grog grip ges gest gé veg gost giv egz géz gilt go
hed hej hasp hut hud hél hold hemz hfir him hem hat hemp
it in iz bil bild siti tizic fil grip giv jil liv bigin pin piti tin
biliv brif dir did fil gis hid jir li liv mi mit ni si pir wi wic
iu (mute) miuzic (music) hiu (hew) biuti (beauty) siut (suit)
jet jab jib jilt jem plej wej jug jent jard jUj jest jolt jfirm
lal lad led lid lip litl nesl bolt colt level bevel levur liv lig
(em) mum man stem lump hemp mo mold hom mesc em sizm me
(1 i
i
a {i
l
b (hi)
0 (ci)
dzch (di)
(1 (di)
6 l
L
f (ef)
(gi)
h (hi)
i
1
i
.l 06
1 (el)
m
n
(en) nun band ten rent nel sent net men hen név hwen bend nit
Uzng (in) sin swilj tun ban fan ranc barjc iijc SlIJC rirjc mine brin riij
l
propoz provoc promot o-bé o-mit tobaco profes fresco potéto
6 b6 to 6d r6 so do go W6 no at bold tocn dor sors mod flor

A
[ otumnal ogust’ not tot cot noc actor lébor solem croc blotur
J, o 61 ot so set bot bol col cot cloz poz oltar oltur abhor brot
i oi join boil oint rijois toil béi coin poiz véiej oistur loitur
p (pi) pip pest spel spun imp pump rap sip piupil pur pil lip spic
r (ar) ror rar sord rist.run murj brot rot purj sat’ur run rum are
S (es) sis sins sens silc steps gas swift mist sors sip mes pest stil
fi:sh (ifi) fiip difi wifi fioc hufi difit wofit smafit .66 find fifi .fiift fiéz
ZIZh (zi) aaur mezur vizun ozur hoaur sizur lizur aur re-zim ivé-aun
t (ti) tent tint twit twist strut trét téc tart trust tent stét stén
nr.:th (in) hin nine breh helti sen huro hurd tea on he not tirfi boti tin
dzdh (iii) dis (this) tiem [ten wift fiat [tan doz fadur rtiz [tar mudur
[ judifial pufi put buc bufi huc cue cruc wulf fulur wud wulen
u l pfil rud rul ya cucu uz gram tru swan mun nun soul volyum
[‘ hut hub but tub cuf huri sulfur murmur undur sufur levur
U L hurt hurd urn urj unfurl hurs surd surj burn hurl hur murtl
v (vi) velvet valv vest siv giv vitlz vivid vurb vél vot ivolv vim
W (Wu) wo wuf woz Wel twin wejd swit hwurl hwid wovn wil wil
y (yi) Vyet yes yel yot yunyun yunit yuh yus yuz yir yist yoc yfil
z (zi) zest zist (xyst) ziijc haz hiz prizm zil sniz boz foz noz lenz
iii Fonetic Iijglifi Alfabet iz best on [ti alfabet frémd in 1877 bai a
Comiti ov Iii Clmerican Filolojical Asosiéfiun and iii recomendéfiunz ov rili
iiii Comiti consisted ov Profeser W. D. Whitney
ov Yale Colej and editor in dif ov Iii Century Dicfiuneri, Dr. J. Hammond
Comiti for its Complifiun.
Trumbull ov Yale Colej, Profeser F. J. Child ov Harvard Yunivursiti, Pro-
feser Francis A. March ov Lafayette Colej and Consultiij editor ov [ti
Standard Dicfiuneri, and Profeser S. S. Haldeman ov Iii Yunivursiti ov
Pennsylvania. Profeser Haldeman woz a Colaborétor en [ti supliment
(1866) ov Worcester’z Dicfiuneri.
dis alfabet had twenti-sics leturz intended tu form a part ov Iii complit-
ed alfabet ; ov ftiz, ét ar vauelz and étin ar consonants, and ar faund in xii
Fonetic Iijglifi Alfabet wid pauur asaind tu id bai Iii Comiti.
ng, sh, th, dh, zh wur yuzd and olso rlLi foloilj transizunal leturz a:é, ers,
Daigrafs ch,
'ezi, g-zj, i:ai, kzc, q:c, 2:2, ii, 11::iu, x:cs. In its riport Iii comiti
sed, “ iii so-céld leturz ov transizun ar leturz not nided in [ii ultimét alfabet

propozd.” di macron woz yuzd on vauelz tu .60 di ful saundz. di Speliij
Riform Asosiéfiun adopted and recomended dis alfabet.
di foloin ecsurpts ar from di riport ov di Comiti :—
“ It simz best tu folo di Latin and Udur langwejez ritn in Roman leturz,
in di yus ov a singl sain for a fiort vauel and its lon, distingwifiir] dem hwen
grét egzactnes iz ricwaird, bai a daiacritieal mare.”
“ For di consonants nau reprizented bai daigrafs niu leturz wud bi
dizairabl, but no particyular formz ar nau recomended. ”
di ném ov a vauel letur iz di ful saund ov di vauel it reprizents.
di surcumflecs iz waidli recognaizd az a distinctiv sain for lenti; on a
vauel it dinots dat di ful saund ov di vauel fiud bi voist, ecsept in unstrest
silablz. In ordineri print di surcumflecs iz not yuzd on a, a, o, u.
di ném ov a consonant letur iz di saund it iz asaind tu reprizent folod
or prisided bai a vauel saund, az pi, bi, e1, em, en.
di nem ov a consonant letur fiud contén its sound, darfor niu némz ar
givn tu c, g, h, W, y. Izzard and zed wur formerli némz ov z(zi). di orijin
and miniij ov di fréz “From é tu izard” iz aparent. C iz némd ci (key),
g, gi az in gis (geese), h, hi (hee), w, wu (woo), y, yi (yee).
di niu consonant leturz d 13 .6 a ti d hav dér apropriet némz, di sém az
yuzd in di Standard Dicfiuneri, viz: (ii, in, ifi,‘ai, in, di. Si p. 2104.
Tu vauel saundz combaind in di sem silabl ar turmd a diftiorj. dar ar
but for diftioijz in di Inglifi langwej ; dé or hard in di foloiij sentens: Bai
(buy) aur(our) miul(mule) 611(011). '
Diftioijz fiud bi ecsprest bai dér eliments az fion in ci wurdz for saundz
ov a, i, o, and in di abuv paragraf. dé ar dus ecsprest in di Standard Dic-
fiuneri. “6i, nau printed 0i, iz risivd,at wuns, and au, nau printed ou, iz
sin tu nid tu leturz ; but ai iz so jenurali ritn i, az in fine, pine, discraibd az
Ion i, and printed i in dicfiuneriz, dat di ecspanfiun ov it tu ai surpraiziz
and its aciuresi iz not at wuns pursivd. (1 similar stétment iz tru abaut iu,
hwid iz jenurli ritn u az in music. But az u iz faund alon, az in ful, rude,
fonetic nisesiti ricwairz sum adifiun tu di u ov music, or dénj ov it ; and so
6v qi ; 1913 i iz i ov machine. Ful diftloljgal raitilj iz nau yuzd in di GXford
dicfiuneri, and in di wurcs ov di Inglifi filolojists az wel az doz ov udur
cuntriz.” Standard Dicfiuneri p. 2104.
For ful analisis ov di saundz ov di Inglifi langwej ; lesnz instructirj hau
tu prodius dem, and ecsursaizez in voisiij dem, si Mott’s Fonoloji and
Fonotaip.
JOHN M. MOTT.
. South Haven, Mich. if
' J fin 10, 1909.
fl"

Ji-vV-l/Wmlu.
L11,
THE N. E. A. ALPHABET
AND THE NEW SPELLINGS OF THE
SIMPLIFIED SPELLIN G SOCIETY
RAYMOND WEEKS
COLUMBIA UNIVERSITY
NEW YORK
TROW PRINTING COMPANY
Am» -
5‘ ~12: "7%,.- . a
a 3’5: .- >54:
1912

J destind {its
“5 r
.\

THE NEW SPELLINGS OF THE SIMPIFIED
SPELLING SOCIETY
TheISiinplified Spelling Society of England has recently issued an
interesting and important pamphlet entitled “Simplified Spelling:
an Appeal to Common Sense.” In this booklet the Society proposes
a rather full, tho perhaps not final, scheme for the simplification of
English spelling. ‘
It should be noted that the scheme does not involve the use of a
phonetic alphabet. The committee expressly disclaims any effort in
that direction (pp. 29—30). It does not furnish a “pronunciation
‘key” for use in dictionaries, encyclopedias, school books, handbooks,
etc. It proposes outright a new spelling, of the same kind as the
present conventional spelling, tho somewhat less removed from
genuine phonetic form. '
Perhaps the committee means to usher in a reformed spelling
free enough from the inconsistencies and monstrosities of our present
spelling to make respellings for the sake of pronunciation virtually
needless. In that, the present scheme fails. Written English, as
these proposed new spellings would make it, would still be far more
unphonetic than Spanish, Italian and German (to name only a few
well-known languages). Yet in the home of each of these languages
scholars have to use a phonetic respelling when they wish to indicate
clearly and consistently the pronunciation—even the current,
normal pronunciation—cf the language.
A man who really can not see the absolute and impassable gulf
between the proposed new English spelling and a phonetic spelling,
is in need of a surgical operation. A man who, knowing the difference
between the two, yet attempts to persuade the less attentive among
our teachers that a substitute for the N. E. A. alphabet lies in the
proposed new spellings, should be set in his proper light before all
men.
Aside, then, from the question of the improbability of an early and
general adoption of the reformed spellings now proposed by the
English committee, it remains true, as the Joint Committee Report
3

declared in 1904, that “we need now, without further waiting, an
adequate, precise, unambiguous, and generally accepted notation
that we can teach to the young in school, thereby training their
vocal organs and leading them to pronounce the language more ac-
curately and intelligently, a notation that will at the same time
facilitate our learning of foreign languages, and the learning of Eng-
lish by foreigners.”
We want the “pronunciation key” used in our dictionaries and
school books to be an alphabet capable also of being used efficiently
in the phonetic instruction that should be a part—should be the
basis, in fact—of all our language instruction from primary up. We
do not want two such alphabets, one for use in the school room and
the other in our dictionaries. The simple but genuine phonetic
alphabet adequate for the former use will be also best for the
latter. ' '
Even in the quite improbable case that the proposed new spell-
ings should be adopted universally—if in all our newspapers, maga-
zines, books, and private writings, we should by a miracle be per-
suaded within a measurable time to employ the new spellings—we
should still have to have a phonetic alphabet for phonetic uses: as a
“key to pronunciation,” and as a means of phonetic instruction in
our schools from primary up to graduate studies. The phoneticians
of England who, as members of the Simplified Spelling Society’s
committee, propose the present simplified spellings, would not and
could not use those spellings in their treatises and text-books on
phonetics. Nor can teachers who attempt to avail themselves of the
help that phonetic instruction and exercises offer in the beginning
work in any language, attain the best results without a scientific
phonetic alphabet to work with.
What is a phonetic alphabet?
1. A phonetic alphabet should leave no room for misunderstand-
ing or confusion which must arise when a given letter is employed
now in one value and now in another.
In the proposed new English spellings, the letter a appears in
six difierent combinations, as follows:
Present spelling: father far fat fare fade fraud
Proposed spelling: faather far fat fair faid fraud
N. E. A. spelling: fdther fdr fat far fed frod
4

The N. E. A. spellings here are phonetic; the proposed spellings
are not a whit more phonetic than present forms. One must read
the a in four values (five, if we difierentiate the “short” and the
“long” vowels of fat and fare , which in America differ in
length only, in England slightly also in quality). One can net,
therefore, know what a means until one has taken note of its
neighbors; that is, a is not a phonetic symbol—the fixt symbol of
a given sound—but a sign unfixt in value, dependent for its inter-
pretation upon its juxtaposition to other letters.
The same is true of all the other vowel signs (e i o u)
in the proposed new spellings. Not one has a fixt value.
That is just the trouble with ordinary spellings. The difference
is only that the new spellings are not so bad as the old.
2. A phonetic alphabet should represent a given sound always by
a given symbol.
In the proposed new spellings, however, this is not done. Take
the words far my out . The vowel sounds here are a ai uu
respectively; that is, the sound a is an element of each word, and
is so recognized in the N. E. A. phonetlc forms fdr II.(1l out.
The English committee does not at all propose to give the sound
uniform representation in their new spellings. They merely change
y to '11 in my . That is, the sound a is to be represented
by a in the first word,.by o in the third word, and not at all
in the second word. Again, in the words laud and lord we
hear the vowel e . The English committee proposes to represent
the sound by au in the first of these words, and by 0 in the
second.
When you call a spelling phonetic, you mean that every time you
hear a sound in any word you will, if you look also at the written
word, see the chosen symbol for that sound in the spelling. And
that is the only kind of spelling that very young children should
face. After they have reacht some degree of facility and confidence
in pronunciation of English, they will be less disturbed and confused
and puzzled by the misleading features of the ordinary spelling.
3. A phonetic alphabet should represent a simple sound by a
simple sign, a compound or diphthonged sound by the proper signs
combined. It should consistently indicate whether the sound is
simple or compound.
5

The proposed new spellings represent simple sounds frequently
by double signs, as in the respellings faather ( 6 ), fair (5 ) ,
faid (é), laud (6), truuth (1'1), yueth (1'1), loed
( 6 ) , etc. ; and diphthonged sound by a single sign, as in mi and
dial, where i = (1i. i
4. A phonetic alphabet employs for diphthonged sounds a com-
bination of the signs that represent the constituent elements of the
diphthongs.
The proposed new spellings represent diphthongs by symbols
arbitrarily chosen from conventional spellings: as in coin , where
the diphthong is not 0 +i but 0 + i ; out , where the
diphthong is not 0 +u but a + u; liet, where the diphé
thong is not i + e but a + i. And in mi and dial, as
seen above, a diphthong (ai ) is represented by a single symbol
(i), which, moreover, gives no hint of the chief element (a)
of the diphthong.
5. A phonetic alphabet should employ a uniform means of in-
dicating the “long” stage of a vowel sound without dissociating it
from the “short.” -
_ The proposed new spellings use not fewer than seven ways to
mark a “long” vowel sign, and in no one of them does the letter em-
ployed have the phonetic value that it has when representing a
“short” vowel. The seven ways are— '
(1) A double letter: faather feed truuth.
(2) A single letter followed by “silent” e: liet (light) loed
( load) yueth (youth) .
(3) A single letter followed by a non-silent vowel sign: \bloing
juel seing (seeing) . i
(4) A single letter followed by r : far lord.
(5) A combination of two letters : laud faid (fade) .
(6) A combination of two letters followed by r :- fair .
(7) A single letter without support: go tru me.
In short, a phonetic alphabet should- be uniformly consistent in
its use no less than in its choice of symbols. We associate with a
given symbol a given sound, once for all. That symbol retains its
value in all its combinations. To allow it any other value is to de-
sert the scientific basis of phonetic spelling, and substitute for an
instrument of precision an instrument of uncertain action. That is
6

why phoneticians can not work with the conventional spelling, nor
with alphabets that differ from the conventional alphabet only in
the degree in which they allow arbitrary choice and varying use of
symbols. That is why, in the study of speech-sounds, whether in
primary work or higher, pupils too need a scientific phonetic alphabet
to save them from hesitation, uncertainty, confusion, error. It is
especially important that the little child’s instruction should be' free
from anything misleading or inconsistent.
To recapitulate briefly a few of the details of the proposed
English spellings:
The letter a does not always mean a (fat) ; it some-
times means a (faather far), sometimes helps to mean 5
(faid), or 5. (fair), or 6 (fraud).-
The letter e does not always mean e (met) ; it some-
times means i (me se=see seing=seeing meed ), some-
times 3 (sister) , and sometimes is silent (loed=l0ad liet =
light yueth = youth ) .
The letter _i does not always mean i (bit) ; it sometimes
means ai (mi = my dial), and sometimes must be consid-
ered silent ( faid _= fade) —except when, as in southern England,
the long vowel e isfaltered to diphthongal character.
The letter 0 does not always mean 0 (not cost); it
sometimes means 6 (no), sometimes (1 (out), some-
times 11 (good). .
The letter a does not always mean u (but) ,' it some-
times means fi (truuth tru buun = boon) , sometimes 6
(curl) , sometimes merges its value altogether with that of an
accompanying letter ( laud ). '
This review does not exhaust the inconsistencies of the proposed
new spellings. It is not meant as an attack upon them. On the
contrary, every well-wisher of the movement for the amelioration of
English spelling will welcome the step that the Simplified Spelling
Society has taken toward simplification.
All that is now intended is to guard against the danger that some
who in our country favor the adoption of a scientific key alphabet
may be led thru imperfect or misleading information to assume that
the proposed new spellings of the English Simplified Spelling Society
furnish a new phonetic alphabet.
7

They do nothing of the sort. In no sense can they furnish a sub-
stitute either for the Alphabet phonélique internationale used almost
exclusively in Europe for phonetic work, or for the N. E. A. alphabet
in this country.
RAYMOND WEEKs.
New York City, February 10, 1912.
' l'li-lflw


[Letter from Professor Calvin Thomas]
COLUMBIA UNIVERSITY
in the City of New York
Feb. 7, 1912.
This in reply to your letter of yesterday.
The Rippmann-Archer [Simplified Spelling Society, London, Eng-
land] notation makes not the slightest pretense of being a fonetic
alfabet. Rippmann, himself a good fonetician, hassaid that with
emfasis over and over again. It violates every principle of a scien-
tific alfabet and cud not possibly be used for any of the purposes
which make a fonetic alfabet desirable. This is not my opinion
merely, but what the British foneticians themselves admit. Their
notation simply doesn’t tuch the question of a fonetic alfabet.
As to the reasons which have led modern scholars in every land to
use the Latin values of the vowels in any fonetic alfabet employing
the Roman letters, or modified forms of them, I don’t know that
anything clearer or more conclusive has been written than what is
found on p. 8 of the “Report of the Joint Committee.” I enclose
the pertinent matter.
Sincerely yours,
(Signed) CALVIN THOMAS.
(Dr. Thomas is chairman of the Executive Committee of the Sim~
plified Spelling Board, of which Prof. Thomas R. Lounsbury of Yale
University, is president.)

[Extract from the “Report of the Joint Committee,” referred to
in Professor Thomas’s letter.]
Now it is very desirable that the English-speaking peoples, if they are to adopt an
alphabet for popular—scientific purposes, should adopt one that is in harmony with
international phonetic science. Complete agreement upon an international pho-
netic alphabet is probably out of the question, for the reason that each language has
certain sounds peculiar to itself, and has also its own more or less peculiar way of
using the Roman letters. In any case an international alphabet would contain a
much larger number of letters than are necessary for the purposes here in view.
Our concern is with the representation of English sounds; but the committee is
strongly of the opinion that a good alphabet for English should conform in essentials
to international usage, wherever such usage has become fairly well settled. We can
not afford, it is not to our interest, to insulate ourselves. The argument is much
the same as that which has led the scientific world to adopt the metric system of
weights and measures and a common code of electrical units. When it comes, then,
to a choice of symbols for our sounds, settled international usage must be regarded
as a very important criterion.
Does any one ask, perchance, why we should go to the continentals instead of in—
sisting that they come to us? The answer is that it is we rather than they, or we
much more than they, who have departed from the good old path. The vowel-
scheme above referred to was once the scheme of the English language, as well as
that of the other languages that adopted the Roman alphabet. But it has changed
lamentably in our hands. The consequence is that such spellings as fate, seen, wine,
house, while they seem natural enough to us because we are used to them, strike the
rest of the world as an utterly perverse use of the Roman letters. From their point
of view the words should be spelled fét, sin, wain, haus. Can we expect those who
have retained the original conditions to join us who have departed from them for
the worse? 'For example, can we expect those who have always used the letter i in
its original value to give up their own good custom and adopt our bad custom of
using i for the diphthong in wine, and of representing its original and proper sound
by ee, as in seen, or ea, as in bean, or ie as in mien, or ei, as in receive? Such a ques-
tion answers itself. It is not for the continentals to come to us in our perversity,
but for us to go to them, and in so doing to return to the good habits of our own
yogth—the habits we had before we departed from the path of orthographic recti-
tu e.
Fortunately the use of the Roman letters in their original values has now become
familiar to a large part of the English-speaking public, and tends to become still
more familiar thru the extensive study of German in our schools and colleges, and
thru the general adoption, at least in the United States, of the so-called Roman
pronunciation of Latin. Moreover, the principle is supported by very authorita-
tive practice. It was adopted in the phonetic alphabet recommended in 1877 by
the American Philological Association; and that alphabet, with the addition of dia-
critic marks for the unstressed vowels, is used by the Standard Dictionary in its
careful treatment of pronunciation. The principle of employing the fundamental
Vowel-signs in their earlier values has furthermore been adopted by the makers of
the monumental Oxford Dictionary,-—-a work of the highest possible authority—as
also by the United States Board of Geographic Names, the Bureau of American
Ethnology, the Royal Geographical Society, and the Government of India. The
principle is carried out in the alphabet of the spelling-reform associations of the
United States and of England, and is followed in most recent dictionaries and glos-
saries of Asiatic, African, Polynesian, and Amerindian languages.






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1
2
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5
6
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8
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10
11
12
13
14
15
A 16
17
13
19
20
21
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41
The Americanization of Carver.
[For key see fourth page]
[Read deliberately, pronouncing each word distinctly.]
John Carver had climbed Mont Blanc, had seen the moon rise over the Taj Mahal at Agra, and
the sun rise over the Himalayas at Darjiling; he had shot tigers in the country north of Delhi, and
lions in Rhodesia; he had Wintered at Nice and spent a summer on the Trondhjem Fiord. His family
had been American for ten generations, but he had never been west of Des Moines, Iowa. So on this
June morning as the train de luxe pulled out of Kansas City, he was in unknown country. Up the
valley of the Kansas the great mogul hauled them, while Carver in the buffet car was eating an a-la-carte
breakfast.
déjeuner, but for the most part he gave strict attention to the pomelo, coffee, rolls, and beef a la mode
After breakfast he read one of the d’Artagnan romances of Dumas,
From time to time the changing panorama of cornfield and river inveigled him from his
which he had ordered from the menu.
for the plains seemed to him not very different from the steppes of Russia or the llanos of Colombia.
In the afternoon the beautiful scenery along the Arkansas River aroused him somewhat from the habitual
ennui of a rather blasé globe-trotter. The gentle, rhythmic oscillation of the train was so soothing that
when his berth was ready after supper he needed no soporific, but dropped off easily to sleep, the last
thing he remembered being the porter’s raucous call of “La Junta, change here for Pueblo, Colorado
Springs, and Manitou.” By morning the train had crossed the confines of Colorado, climbed a steep in-
cline, and pierced the divide in a long tunnel.
When Carver awoke in the morning it was to view the lofty mesas, precipitous buttes, and sinuous
arroyos of New Mexico. All day he traveled through this desolate but yet fascinating region, stopping
for short intervals at picturesque Albuquerque on the Rio Grande, or at some desolate Indian village
where the aborigines, gaunt and stolid, came from their adobe houses to sell pottery.
The third morning found the train climbing the grade northward from the main line, through the
heart of the Coconino forest. By nine the grand Canon of the Colorado was reached. Carver walked
up a short flight of steps from the station, and stood upon the brink of the Titan of Chasms. Before
him stretched the world as it appeared upon the third day of Creation, a vast, chaotic empire chiseled
from the plateau by the diluvial waters through aeons of forgotten time. Over all brooded the stillness
of the primeval world.
Carver, who was a licensed pilot of an aéronautic club, had a vertiginous feeling; he seemed to be
looking back ten million years into the past of the earth, for he knew that in this rainless, frostless region
the erosive forces of nature, save only the river itself, are so held in abeyance, that the paleolithic
autochthones of the Southwest must in their dull, simian fashion, have looked out over this selfsame
scene. Then he turned back to the hotel, where, at least, man was a mensurable quantity.
He saw the Canon again just before sundown, saw there chiaroscuro such as a Rembrandt could not
adumbrate. He watched the sun go down and the stars come out, watched the Canon fade into the
ghoulish haunt of some implacable chthonian deity. He saw the Canon at sunrise, saw pinnacle and peak
He
saw the Canon when diaphanous cumuli hovered in the side canons, bringing the sky to earth, joining
grow rosy with the first sunbeam, saw the bulwarks of shadow driven into the furthest recesses.
the terrestrial world to the empyrean. He came to know the Canon too, learned to distinguish gneiss
from schist in the talus below the rock walls, learned that the angularity of the formations was possible
because in the Pleistocene period no glacier, bearing detritus, crept down this valley to rub off corners.
He had planned to stay a week; he stayed a year, and when he left it was by the shortest route
to Yellowstone Park. The cosmopolite had reverted to an American.

If you wish a supply of this pronunciation test, free of all expense, write to G. & C. Merriam Co., Springfield, Mass.,
For over 68 years Publishers of the Genuine Webster’s Dictionaries.


‘ ‘ v “.1
-__I¢ML> I







CHART OF ENGLISH SOUNDS, AS REPRESENTED IN


NOTES.
[The figures refer to sections in the
GUIDE, unless preceded by “p."-page.]
VOWEL SOUNDS.
Column I shows the vowel symbols
used in the respelling for pronun-
ciation in Webster’s New Inter-
national Dictionary.
‘ Column II contains words illustra-
tive of the symbols in column I.
Column III gives equivalent sym-
bols which may be used in marking
words without respelling.
Column IV contains wo'rds illus-
trative of the symbols in column Il'I.
Column V shows various other
spellings representing the same
sound, with references to the GUIDE
TO PRONUNCIATION, pp. xxxvii-lxxv
of the Dictionary, where the symbols
are fully described. See also KEY
TO THE svnsons, p. xxxvii.
Vowels in general are described,
with views of the vocal organs, in
the GUIDE, §§ 36-48. For a de-
scription of each vowel sound in
detail, see ELEMENTS or SPOKEN
ENGLISH, Part III, §§ 112-269 of the
GUIDE. For the function of vowels
in syllable forming, see § 110.
i, '6, ii, 'i'i, indicate sounds that vary
considerably according to their po-
sition with reference to accent and
to their neighboring sounds, and
also according to the rate and
style of speaking (§§ 7-8). Thus,
the '5 in ch‘d-"ot'ic is more nearly
like 5 than is the '5 in sen’d'te (§§
124-5). The symbols if, ‘e', 5', fl, italic,
used in unaccented syllables, indi-
cate that. in the most formal speech,
the sounds indicated by the same
symbols not italicized are used, but
that in ordinary speech these sounds
are more or less obscured.
For diphthongs, etc. , see §§ 95-100.
For quantity, accent, emphasis,
etc., see §§ 73-93.
For the apostrophe as in able
(a'b'l), chasm (kaz"m), eat'en
' (Et' ’n), etc., see KEY TO THE SYM-
BOLS, p. xxxvii, and § 51.
For i (French u) in words not yet
naturalized, see § 248.
V


a» m M aa- ail -
3( 8| 2, ac e) or G( or ol ~< —| m m ea c» 0| a- m- a:
011
G) §( =( fil- fil




I! III IV
ale 2 they
sen'fite g os’prgy
am
v I
ac-count . . . . .
c’are e thére
'arm
ask
I .
so fa . . . .l .
Eve " po-l'l'ce
J- , n 00 ,
e-vent fl-as co
End . . . , . .
I v
recent ~ .13, . ._ .I. .
1.. a,1 1 ar, ehX fr,
f’V er 0,5'r ac’tfir,zephir
Ice 7 my,
‘ill ‘3" piti‘r
61d . . . . . . .
'6-bey’ . . . . . .
b’dd / a what
con-neat . . . . . . .
A a all
orb aw a11,auk,law
W
soft . . . . . . .
oil 0y boy .
ffid 1! d2, rude
V _
foot ., u wolf, full
out ow Cow
use I . . . . . . .
i'i-nite . . . . . . .
v e 0
up/ 0 son
ClI' ciis .. - -
am e,1 her, bird

6,}7 work, myrrh

{pain day, break, veil,
o-bey’, etc., § 113
Mon’day, etc., § 124-5
plaid, guar’antee, § 116
§ 126
air, bear, heir, prayer,
l§ 114
{ calm, half, haunt, § 117,
133
§ 119
§ 127
,: feet, beam, de-ceive',
key, field, etc., § 149
§ 156
,1 feath'er, heif’er, friend,
bur’y, etc., § 150-151
§158
§ 157
{via height, aisle, rye,
eye, ay, etc., § 179
{for'eigrn guin'ea, bis'-
cuit, steve, etc., § 181
{ oh, roam, foe, grow, sew,
beau, etc., ’9‘ 200
5 210
{knowl'edga hough,
etc., § 204
§ 211
{ err-traor'di-na-ry, geor'-
gic, broad, etc., §202
§ 205
§ 212
{ group” drew, fruit,
ca-noe ,rheum,etc. , § 214
would, § 215
§ 216‘
{ beau'ty, feud, pew, lieu,
View, cue, etc., § 241-3
§ 250
g does, blood, touch.
etc., § 246
{ p1 ous, por'poise, at'om,
na'tlon, etc., §251
{ earn. guer'don, jour'nal,
§ 247
If you wish a supply of these Charts, free of all expense, write to G. & C. Merriam Co., Springfield Mass
SEND FOR A PAMPI-ILET DESCRIBING WEBSTER’S NEW INTERNATIONAL DICTIONARY .












WEBSTER’S NEW INTERNATIONAL DICTIONARY.


NOTES.
CONSONANT
SOUNDS.
Column VI
shows the con-
sonant symbols
used in the re-
spelling for pro-
nunciation in
Webster’s New
International
Dictionary.
Column VII
ives words il-
ustrative of the
symbols in col-
umn VI.
Column VIII
contains equiv-
alent symbols,
used to mark
pronunciation
without respell-
mg.
Column IX
includes words
illustrative of
the symbols in
column VIII.
Column X
shows various
other spellings
representing
the same sound,
with references-
to the GUIDE,
where the sym-
bols are fully
described.
Consonants.
For a general
description of
consonants,with
classification
and table, see
GUIDE, §§ 49-71.
For consonants
in combination,
see §§101-9. For
the function of
consonants in
syllable forming
see § 110. For a
description 0 f
each consonant
in detail,see EL-
EMENTS 0F SPO-
KEN ENGLISH,
Part III, §§ 112-
2690ftheGUIDE.
For N, indi-
catingnasals,as
in French, see
K E Y T_O T H E
SYMBOLS, page
x x x vi i a n d
G U I D E , § 6 0,
NOTE 2.


VI VII VIII IX X
b be, , rob’ber, § 132
- h,Ch"t','ht’ ,
ch chln, much 332tc§139r1s ian rig eous
d (10, did bdel’Ii-um, sad’dle, § 145
/
di.-i VET (lure ('dll-lr) . . , , , _ _ gran'deur, § 109
. . /
f fife, 1f ph pha/n tom laugh, etc., §167, 235
g E fog ghost, guard, plague, § 168
- / .. - /
gz ex-1st (eg- 2; 6§-ISt §230
h hat, hold . . . . . . . who, § 176
hw when (hwén) wh when, what §258
i jug, jig ad's sem, hedge 9380359418118 h M I
- - l i , is cuit, oug , o - ique', k kill, kmd e,eh eat, eho rus Iain s191 ;
ks tax (taks) x tax, wax 9259
kw queen (kwen) qu queen §219
I hol'low, kiln, § 193-4
9V e
/ {drachm phlegm, thumb,
m mem O'I'y _ ham’mer, eltlc.,d§ 196 k t
. ' 7 t! ' , 7
n mne . . . litl-itl'icsl’lnififni, {1°97
1] bank (bank) 11 , bank song, etc., § 193
ng lOIlg' to'ngue, etc., § 198
in 3. a . . . . . ‘haP'ry, §217
p p ’ p p {mei/icy, rhi-noc'er-os, myrrh,
r rap, roar . . . . . . mort’gage, §220-3
. . "‘,h',h',l,
s so, this g cell, Vice liféélfesiiéfi 22158355234
0 . I I - I - r -
sh ship, hash gh ma-ghlne IZfif’filiiffitgfgfitlfingggt‘fgi;'
b kd, h ,d bt,‘ -d' t’,
t tee}! tart lygclit, £03315, phthig'lic,lc§ 235-9
tll thin, wealth phthi’sis, etc., §236-9
45h thlS thTS §236-8
tjl na'tu(re (-)t_if1r) . 9109-235
- /
v ' van, I'e-Vlve of, Ste'phen, §255, 167, 218
W we, WOOd quit, sua'sion, etc., §256-7
y yard, be-YQnd/ , _ _ . . on'ion, etc., §263~5
. { dis-cem', dis-solve; czar,
z zeal, haze s 1g, has rasp'ber-ry,xe’bec, 5266, 226-7
I I ' I .1 . - . -
zh az ure (azh fir) . . . . . {Lilieti’liaiiii5tllllféazléiw















KEY.
Th6 A-me’r'i-kdn-i-za’shun 6v K'ar'vér.
[The system of respelling for pronunciation is the one used in Webster’s New International Dictionary.
See second and third pages of this sheet]
1‘ Jén Karlvé'r had klimd M6N' Brew, had sén thé md'dn riz 6'vé'r thE Taj Ma-hiil! at A'gra, and
2 thé siln riz dlvér thS Hi-ma'ld-yaz at Dar-jé'ling; he had shdt ti'gérz in thé kiinltri nérth 5v Dél'é, and
3 li'iinz in Rd-dé'zhi-d; hé had win'térd at Nés and spént d siimlér 6n thé Trbn'yém Fydrd. Hiz fam'i-li
4 had bin A-mér'i-ka'n fér tén jén'ér-a'shilnz, but hé had név'ér bin wést 5v DE Moin', I'd-wd. S6 6n this
5 J0_on mdrlning az thé tran d5 liiks' pdbld out by Kanlzds Sit'i, hé wéz in iin-n6n' kiln'tri. Up thé
6 Valli 6v thé Kan'zas thé grit mU-gl'il' hold them, hwil Kar'vér in thé' b66-f5.’ kar W6z ét'ing an a-la-kart'
7 brék'fast.
8 da'zhU'na', biIt f6r thE m6st part hé giv strikt d-ténlshiin t66 thé p6m'é-16, kbf'i, rdlz, and béf a la InddI
9 hwich hé had 6r'd5rd from thé' mén'fi. Af'tér brék'fdst hé réd wiin 6v thE dar'tan'yaN' IrU-man'séz 5v Dii'mii',
10 f6r thé' planz sémd t5?) him n61: vérli diflér-e'nt frbm I215 stéps 5v Rilsh'a 6r thé l'a'nc'iz b'v K6-16m'bé-a'.
11 In the af'tSr-noTm'thE bfi'ti-fIYJl sén'ér-i d-lbng! the Ar'kfin-sé’ Rivlér a-rouzdI him sfim'hwét' from théha-bit'jl-a'l
12 iiN'nwé' 6v d rdth'ér bla'za' gldb'trot'ér. Th5 jén't’l, rith'mik os'i-la/shiin b'v thé' tran W62 s6 stith'ing that
13 hwén hiz bfirth w6z réd'i ama- siipl'é'r hé néd'éd n6 sop'd-rif'ik, biit dropt 6f éz'i-li t66 slép, thé last
14 thing hé ré-mém'bérd bé'ing thE pdrltérz rolkus kol 5v “La HcYm'ta, chanj hér for Pwéb'lc'), Kbl’U-ra'dd
Bi mdrlning thé tran had krdst thé' konlfinz 6v K61'6-ra'd6, klimd a stép in-
From tim to'6 tim thé chfin'jing pan'b-ra'ma 5v kérn'féld' and riv'ér in-vé'g’ld him frém hiz
15 Springz, and Man'i-tfi.”
16 klin', and pérst thé' di-vid' in a ldng tfin'él.
17 Hwén Kar'vér a-wdk' in thE mér'ning it w6z t6?) vfi thé' lbf'ti milsiiz, pré-sip'i-tiis bits, and sin'Ii-us
18 i-roi'éz 5v N11 Mék'si-kfi. .Ol. .da-hé trév'é'ldthrdb this dés'd-lat bfit yét fas'i-nat'ing ré'jun, stdp'ing
19 f6r shért in'tEr-va'lz at pik'tjlr-ésk' Al'bi'I-kfirlké 6n thé Ré'd Gran'da, 6r at sum désIU-lat In'di-a'n vil'aj,
20 hwar the ab’U-rij'i-néz, gant and stél'id, kam frdm thar a-délbé houz'éz t6?) sél pdtlér-i.
21 T-hé thfird mér'ning found thé tran klim/ing thé' grad n6rth'wérd from this man lin, thrJ) thé
22 hart b'v thd Kd'kU-né'nd for'ést. Bi nin thé Grand Kan'yiin 6v thé Kol'U-ra'dt') w6z récht.
23 iip a shdrt flit 6v stéps from thé sta'shiln, and sttT§d u-ponl thé brink 5v thé Tiltd'n 5v Kaz’mz. Bé-fdr!
24 him stréoht thé' wurld as it d-pérd' fi-pdn' thE thfird d5. 5v Kré-a/shz‘ln, a vast, ka-ot'ik ém'pir chiz'é'ld
25 fr6n1 thé phi-t6I bi thé di-lfi'vi-a'l wéltérz thrcTo élonz 5v for-gbtl’n tim. O'vér 61 brcfid'éd thE stil'nés
Kar'vér wokt
26 5v thé pri-mé'va'l wfirld.
27 Kar'vé'r, h65 w6z a li'sénst pi'lut 5V in a'ér-b-noltik kll‘ib, had a vér-tijli-nz‘is‘fél'ing; hé sérnd t6'6 bé
28 ld'ék'ing bak tén mil'yiin yérz in't(Y) thé past 5v the firth, for hé 1111 that in this ran'lés, frést'lés ré'jun
29
30
31
32
33
3'4
35 gr6 r6z'i with thé ffirst sfin'bém', s6 thé brifil'warks b'v shadlé driv"n in'tti) thé ffir'thést ré-sés'éz.
thé é-rd'siv fdrlséz 5v na'tiir, sav 6n'li thé riv'ér it'sélf, ar s6 héld in a-ba'oins, that thé pa'lé-U-lith'ik
6-t6k'th6-néz b'v the") South'wéstI miist in thar diil, sim'i-(Zn fash'iin, hav lb'ékt out 6'vér this self/sam'
Llilh‘én hé tfirnd bak t6?) thé hU-tél', hwar, at 16st, man woz a mén'shd'D-rd-b’l kwon'ti-ti.
Hé s6 th5 Kanlyiin a-gén' ji'lst bé-f6r' sun/doun', s6 thar kya'rd-skfilrf) silch as a Rém'brant kdéd n6t
Hé wdcht thé sun g6 doun and thé starz kilm out, wocht thé Kan/yun fad in'tcfi this
sén.
ad-iim'brat.
Hé s6 thé Kan'yiin at siln'riz', s6 pin'a-k’l and pék
Hé
~36 s6 th§ Kan'yiin hwén di-af'a-nus kfi'mfi-li hfivlérd in thé sidI kan'yiinz, hring'ing thé' ski tb'é firth, joinling
37 thé té-I'és'tri-a'l wurld tcTé the ém'pi-ré'd'n. Hé kam t56 116 the? Kan'yiin an, lfirnd tdd dis-tiq'gwish nis
38 frém shist in thé ta'lus bé-loI thé rok wélz, 1Urnd that the an'gi‘i-lar'i-ti b'v thé for-milshiinz wdz pos'i-b’l
39 bé-kéz' in th§ Plis'to-sén pé'ri-b'd n6 gla'shér, bar'ing dé-tri'tiis, krépt doun thé Valli t5?) rlib 5f kdrlnérz.
40 H6 hid pland t6'6 sta a wék; hé stad a yér, and hwén hé left it wéz bi thi shor'tést MEI;
41 an Yéllb-ston Park. ass koz-mop'b-lit has ré-vur'téd t56 an A-mér'i-kd'n.
gfil'ish hiint 5v sfim im-pla'ka-b’l thd'ni-d'n dé'i-ti.
.14":
"\al17












R. C. ELDRIDGE
DRAWER L
NIAGARA FALLS. N. Y.. U. S. A.
A L E T T E B
To those who have openly taken a stand for and advocated an
improved English orthography, and who will receive and care to read the
booklet herewith, entitled "A Phonetic Alphabet".
I well know that I have not made a complete, ideal phonetic
alphabet. I have not tried to make the best alphabet, but to make the
best the great mass of people will accept — one which can be brought into
general use. I sought to make, and think I have made, an alphabet that
will serve the essential purposes for which a phonetic alphabet is de-
sired, and which can be read by any adult reader of English with little
difficulty at first, and with greater certainty, ease and fluency after
a brief familiarity with it than he can ever read our conventional or-
thography. A child can master it in a very small part of the time it
requires to learn our present alphabet. He can learn it in half the time
it would require to learn the Leigh phonetic alphabet with which the
successful St. Louis phonetic tests and experiments were made. When
learned he will very rarely use it amiss. I think all who read the book-
let through will concede that these statements are not overdrawn.
There is no difference in value between the best phonetic al—
phabet possible and the worst, if both die at birth..Not for one moment
during the work on this alphabet was the fact lost sight of that all
work done on it and all expense incurred in producing it would be thrown
away, unless it resulted in displacing and superseding our present or-
thography. It must be such that the adult reader could read it at once
on sight with little difficulty ~ without taking time to learn it. The
thoughtful will at once see that such conditions made the task of fix-
ing letter forms one of much difficulty. Those conditions were the de-
termining factors as to the form of the new letters, the number that
were added, and as to which sound should be assigned to each letter.
Forms differing much from those selected or much greater in number would
have made it more difficult and probably impossible to get the alphabet
accepted.
If I do not adopt the e form for the sound of long a, it is be-
cause all are perfectly familiar with our conventional lower case a used
for that sound. The multitudes see the e form used for that sound much
less frequently. ‘
If I retain the-conventional form for the long sound of e, and
again something near to it but readily distinguished from it for the
short sound of e, it is because I know that every reader of English will
know at a glance what sounds they stand for, and will read the print
with practically the same ease and readiness with which they have here-
tofore read our conventional spelling.
If I decline to use an i form for the long sound of e, it is
not only because another form is almost universally in use for that
sound, but because the 1 form is not in such popular use for that sound
and would not be as readily recognized as representing it. I avoid mak-
ing these cianges, knowing that to make them would leave the alphabet
for my exclusive possession and use.

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B' C' EFDBiDGE
MIVGVB‘Q’ hVFFE' M' A" {T 2' V'

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I am not seeking to reform the alphabet nor to conform it to
the alphabets of other nations, nor to swap one form for another in fit-
ting the letters to sounds for the sake of making improvements. To do
that would be to saddle it as a rider onto a different proposition and
kill the original one. I seek to add seven new letters to take seven
sounds from our present vowels, so that each of the twelve will repre—
sent one vowel sound, and to make the forms of these new letters such as
to be easily recognized as representing each its proper sound. The
alphabet thus-produced is a practical success. I have many times had
the booklet, or parts of it, read aloud to me, and I now know that any
intelligent reader of English can from the first read the work with some—
degree of fluency, and would completely master it in a very short time
by his ordinary daily reading. Each one of you who have read the book
through will give the same testimony. With the help of the language
scholars of this country, this alphabet can be put into general use.
_ If 1 undertook to make changes mentioned above and others,
this effort to attain a phonetic alphabet and phonetic spelling would
cease to be feasible. It would land where all other efforts for phonet—
ic alphabets have landed since their need was realized ~ in the ditch.
If the friends of a reformed orthography will generally waive their de—
votion to a few features that are very dear to them but which are not
now in general use nor likely to be, and give this new proposition cor-
dial support, we may reasonably hope that a movement for the installa-
tion of a phonetic alphabet and phonetic spelling will soon have a bet-
ter standing and brighter prospects than ever before, and that possibly
it may be assured within twelve to_eighteen months. Are there adequate
reasons for withholding that cordial support? Is there_a prospect for
better anywhere in sight? Can you not, for the sake of getting a great
deal, afford to yield a little? While you scholars have determined that
the coming phonetic alphabet must meet the most exacting demands of the
highest scholarship of the race, have you not overlooked the fact that
you are outnumbered a thousand to one, and possibly ten thousand to one,
by those who, making no claims to a high degree of scholarship, will,
one way or another, determine whether a new alphabet shall be introduced,
and what it shall be? Do you realize that about two thirds of the en-
rolled scholars of the United States are in rural schools? Have you con-
sidered that of the about 5,000 counties of the United States each has
a county school superintendent and each of these an army of minor school
officers to please, and nearly all of them a rural constituency; that
these people year by year are taking a deeper and deeper interest in
school affairs and are steadily improving their schools? You cannot pass
a phonetic alphabet of any kind into general use without the observation
and consent 2f those people. While these conditions make it impossible
to introduce a complete and we will say, perfect, phonetic alphabet into
general use at once, they well prepare the great public for ready ac-
ceptance of that which can be seen almost at a glance to be a marked im-
provement, a great saver of money and time, and a much more rapid method
of acquiring an education than that now in use. You will make a fatal
mistake if you judge the parentage of the country, which is enormous in
number and the governing element of the country, to be either dull or
stupid. When clearly shown a thing is for their benefit, easy to master
and inexpensive, they will accept it.
It is unbelievable that the ones who will read this letter
will knowingly take the ground that unless they can have a phonetic
alphabet just to suit them, they will not have any at all. But each
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_ 3 _


one of you know that no power on earth could now or for years to come
unite the highest scholarship of the country on a complete phonetic al—
phabet. In the field of lexicography a state of chaos, antagonism and
jealousy prevails. As you know, three associations of learning and ed-
ucation, the greatest in the land, the National Educational Association,
the Modern Language Association and the American fhilological Associa—
tion, formed a joint committee, presumably of their most capable mem~
hers, whose business it was to agree upon a phonetic alphabet. For tal-
ent, ability and special knowledge and fitness for the work in hand,
probably that committee was never excelled. Yet, after seven strenuous
years of endeavor they were unable to agree. The real difficulties in-
herent to the problem make harmonizing almost impossible. Everyone who
will get this letter is probably acquainted with all the facts as I have
‘ detailed them. What earthly hope can you have of reaching an agreement
on a complete phonetic alphabet other than by beginning with a simple
phonetic alphabet, one which is thoroughly efficient and can be read by
anyone on sight, not insisting on loading it down with all you may think
desirable, and growing into a full and complete alphabet as the scholars
of the country can agree from time to time on points? Let us begin with
what we can get, a good, working alphabet that does well the work of a
phonetic alphabet and is the easiest possible to install. Let us not be
so particular as to blight all chance for advancement.
The means of introduction of the alphabet have been studied
as faithfully, and I think as intelligently, as has its production and
the manner of its exhibition in the booklet which is printed with it.
While every move in that program has its alternative and a defeat any-
where along the line would not be fatal, I would look upon the general
approval and help of the members of the Simplified Spelling Board and
their co-workers as of very great importance and value, and as really
assuring the ultimate success of the venture. that endorsement would
not lie dormant. It would be utilized. Opportunities for inserting an
opening wedge for a phonetic alphabet are many fold more numerous than
for simplified spelling, and unlike simplified spelling it is not a
half way measure.
I do not expect her desire that this alphabet be endorsed as
Wholly satisfactory. It is not so to me. But it may be truthfully
claimed that it is an important and valuable improvement over that
which is at present in use; that it may be used in our primary schools
with very great advantage; that it may be substituted for our current
print without turning the world up—side—down or subjecting adult read-
ers to more than a minimum of delay or uncertainty in reading; that it
is a pronouncing dictionary for each word used; and that when the trans-
ition from the old orthography to the new is completed it will prove a
vast improvement over that which will be discarded and a general and
almost immeasurable blessing. In my own mind I look upon it as a secure
and certain stepping stone from that which we now have to as perfect an
orthography as Anglo—Saxon scholarship can devise. As this would be in-
' troduced, so, later on, any desired amendments could be made. Its intro-
duction as I believe would have a considerable indirect value by teach-
ing the fact that instead of a change in the alphabet being an almost
impossible thing to achieve, if rightly managed it may be done with lit-
tle difficulty. Of course it would have to be shown that the change was
needed, and that it was worth the making. We must not forget that as we
delay action, each day more than two million childhood school days are
uselessly spent in tedious, irksome studies for the want of a simple,
easily attained and inexpensively installed phonetic alphabet. Time and
_money spent, both wasted. '
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_ 4 _
It would be a very important help if we could almost immedi-
ately get a primer and a first and second reader printed by this alpha—
bet, that teachers and school officers could see and know exactly what
they would have, and whet the proposition is. I regret that financially
and otherwise, I am unable to do that work. There is nothing so convinc-
ing as to see the actual thing proposed, in working order. I'might have
described the alphabet l devised, and even have shown the new letters
by themselves, forever, and no one would have got a clear idea of their
work; but as shown at work in the booklet they have made a good impres—
sion so far as I am informed. Anyway, no one is deceived as to what they
are and what they will do.
I believe the responsibility upon those for whom this letter
is intended is large. The great mass of the people cannot afford to have
you turn this proposition down. They cannot afford to have you do less
than to give it a hearty, loyal support. Remember the children, how many
there are, and how greet and how immediate are their needs of relief.
I shall be glad to have a reply at your early convenience, and
hope the proposition may meet with approval from you as an individual,
and from your executive board as well if that can be. Trusting that the
best thing will be done, I am,
Very truly yours,
R. 0. Eldridge,
Niagara Falls, N. Y., U. S. A.
To do without capital letters is not a part
of the proposition. Those who have my pemphlet
"Six Thousand Common English Words" will find
that subject more fully treated on page nine.





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[lob
For the Children’s Sake
Simpler Spelling
Who Advocate It
How Can You Promote lt
Issued by
' THE STANDING COMMITTEE ON SIMPLIFIED SPELLING
{Created 1902)
ILLINOIS STATE TEACHERs' ASSOCIATION

COMMITTEE
*E. O. Vaile, Chairman R. E. Hieronymus
' Oak Park, 111. Sec. Educ'l Commis’n, Eureka
>l‘Rev. Wm. E. Barton Thomas McClelland
Pastor Cong. Church, Oak Park Pres. Knox College, Galcsburg
*Prof. Nathaniel Butler David Felmley
UniveTSIty 0f Chlcago Pres. State Normal, Normal
*Everett Sisson W- WI Ea nest
n’g Editor, The Continent Supt. of School; Urbana
*L. Wilbur Messer_ *E' c. Rosseter
.n’ sec' Y' M' C‘ A'l’lChlcago Dist. Supt. of Schools, Chicago
*Avon S. Ha
- - Prof. D. K. Dodge
Prm' calumfrt H' 5" (éhlciqlgo State University, Champaign
*Prof. Otis W. Cal we P. R. Walker
univers“), 0f Chmago Supt. of Schools, Rockford
*Prof. George 0. Curme ‘ _
' rthwestern Univ., Evanston *Executive Sub-Committee
mpliments of .......................................................... ..
1911
A Few of the Eminent Advocates
of Simplifying Our Spelling
Three
of the
foremost
Philologists
the world
has
produced

Max Mueller, Oxford University.
England.
W. D. Whitney, Yale University,
Francis A. March, Lafayette.
To these must be added, with a few excep—
tions, all the eminent philologists of England
and America, living or dead, a list too long for
these pages.
Every editor of every English dictionary pub-
lish to-day in either country, is a pronounced
advocate of simplified spelling.
\Vebster him-
self was an ardent reformer.
_’)_..

Max Mueller I
If my friends tell me that the idea of a reform
of spelling is entirely Quixotic, that it is a mere
waste of time to try to influence a whole nation
to surrender its historical orthography and to
write phonetically, I bow to their superior wis-
dom as men of the world. But as I am not a
man of the world, but rather an observer of the
world, my interest in the subject, my convictions
as to what is right and wrong, remain just the
same. . . Language is not made for scholars
and etymologists, and if the Whole race of Eng-
lish etymologists were really to be swept away
by the introduction of a spelling reform, I hope
they would be the first to rejoice in sacrificing
themselves in so good a cause.
Dr. Whitney
The real etymologist, the historic student of
language, is wholly independent of any such
paltry assistance, and would rejoice above measure
to barter every “historical” item in our spelling
. . . for a strict phonetic picture of the language
as spoken at that distance in the past.
There is one dominant. practical reason for a
reform of our orthography, and it is this—the
immense waste of time and effort involved in
learning the present irregular spelling. It is the
generations of children to come who appeal to
us to save. them from the affliction which we
have endured and forgotten.
Dr. March
Our wretched spelling makes millions of il-
literates. Three years are spent in our primary
schools in learning to read and spell a little. The
German advances as far in a twelvemonth. .
\Nelsh boys pick up Welsh, and German boys
German, without formal teaching of spelling.
They read right off as soon as they learn their
letters. . . The child should have its reason awak-
ened by order, fitness, law, in objects it is first
made to study. But woe to the child who tries
to use reason in spelling English. The whole
thing is confounding, stupefying, and perverting;
it makes great numbers hate the sight of a book
forever.
__3__.
Distinguished
Statesmen
Jurists
Philosophers
Scientists
Educators
and
Authors

\rv’illiam E. Gladstone.
Theodore Roosevelt.
Cnarles Sumner.
Morrison R. Waite (Chief Justice).
David J. Brewer (Assoc. Justice).
Peter S. Grosscup.
David Dudley Field.
Charles Darwin.
Benjamin Franklin.
John Stuart Mill.
Andrew Carnegie.
W. D. Howells.
T. W. Higginson.
Oliver Wendell Holmes.
Edward Eggleston.
E. Bulwer Lytton.
Donald G. Mitchell.
Bishop Thirlwall.
David Swing.
Newell Dwight Hillis.
W. H. Venable.
Alfred Tennyson.
John Greenleaf Whittier.
James Russell Lowell.
Richard Watson Gilder.
Henry Cabot Lodge, U. S. Senator,
_4_

William E. Gladstone
I often think that if I were a foreigner and
had to set about learning English I should go
mad. . . . . It is not in my power to offer to
give any time, under present circumstances, to
the undertaking which I recommend and in
which I should gladly have found myself able to
join. I would gladly lead if I were younger and
had some things off my hands.
Charles Sumner
The English language has an immense future.
But there must be harmony between the written
and spoken word. In helping this reform you
are a benefactor.
Morrison R. Waite
For the sake of coming generations I hope it
may be accomplished.
Andrew Carnegie
Any man who gets rid of a “ph” performs a
service to the English-speaking race.
Bishop Thirlwall
I look upon the established system (of spell-
ing), if an accidental custom may be so called, as
a mass of anomalies, the growth of ignorance
and chance, equally repugnant to good taste and
common sense.
Lord Lytton
A more lying, round-about, puzzle-headed de—
lusion than that by which we confuse the child’s
clear instincts of truth in our accursed system of
spelling was never concocted by the father of
falsehood.
Richard Watson Gilder
All my prejudices are against simplified spell
ing. and all my convictions are in favor of it.
I-
__3__
University
and
College
Presidents,
Past or
Present

E. _Benj. Andrews, Brown Univer-
sity, University of Nebraska.
I. W. Andrews, Marietta College.
Nicholas Murray Butler, Columbia.
F. A. P. Barnard, “
Elmer E. Brown, New York Uni-
versity, formerly U. S. Commis—
sioner of Education.
S. L. Caldwell, Vassar College.
Franklin Carter, Williams College.
Paul A. Chadbourne, “ “
William C. Cattell, Lafayette.
Aaron L. Chapin, Beloit College.
Thomas Chase, Haverford College.
Andrew S. Draper, University of
Illinois, now Commissioner of
Education, State of New York.
E. J. James, University of Illinois.
J. M. Gregory, “ “
James H. Fairchild, Oberlin.
William G. Frost, Berea College.
Samuel Fallows, Univ. of \Nis.
Charles R. Van Hise, “ “
Daniel C. Gilman, Johns Hopkins.
Wm. R. Harper, Univ. of Chicago.
Harry Pratt Judson, “ “
David Starr Jordan, Stanford.
E. O. Haven, Univ. of Michigan.
Edwin S. Holden, Univ. of Cal.
Benjamin Ide Wheeler, “ “
James Marvin, Univ. of Kansas. -
Cyrus Northrup, Univ. of Minn.
George E. Vincent, “ “
Noah Porter, Yale University.
Julius H. Seelve. Amherst College.
Lucius C. Seelve, Smith College.
Andrew D. White, Cornell. U. S-
Ambassador to Russia and to
Germany.
_6__

Edmund J. James
I have difficulty in understanding how any in—
telligent man can be satisfied with the present
illogical, absurd, unhistorical method of English
spelling. . . . I can see how he may content
himself With it from apathy, or laziness, or a
feeling of helplessness. . . . Our posterity will
have difficulty in understanding how a century
which could develop the steam engine, electric
telegraph, telephone, etc., could be content with
such an incomplete and bungling instrument as
our so—called orthography.
E. Benj. Andrews
I see no reason why a school principal should
not rule and declare and give his pupils to un-
derstand that the short forms adopted by the
N. E. A. and by the Simplified Spelling Board,
are, to say the least. good alternative spellings,
insisting that when they appear in written work
they shall not be stigmatized as erroneous.
William G. Frost
Anyone who has resided in Germany and seen
the children read almost at sight, and attain pre-
cision and accuracy without any such imperti-
nence as a “pronouncing dictionary,” would be
converted at once.
Andrew D. White
Two reasons strike my mind very forcibly:
First. The fearful waste of time on the part
of millions of our children, in learning the most
illogical mode of spelling, probably, that this
world has ever seen; the only real result being
to weary them of books and to blunt their rea-
soning faculties.
Secondly. The barrier which our present sys—
tem establishes against the most important agent
in the rapid civilization and Christianization of
the world. . . . I have no doubt that. were
English orthography simplified, the English lan—
guage would within a generation or two become
the business language of the more active part of
all these great nations. The effect of 100,000 mis—
sionaries would be but slight when compared. . .
_7_
Wm. H. Maxwell, New York City.
Ella F. Young, Chicago.
Stratton D. Brooks, Boston.
James MacAlister, Philadelphia.
Edward Brooks, Philadelphia.
J. H. Van Sickle, Baltimore.
F. B. Dyer, Cincinnati.
Present or
R. G. Boone, Cincinnati.
W. H. Elson, Cleveland.
Lewis H. Jones, Cleveland.
F. Louis Soldan, St. Louis.
Wm. T. Harris, St. Louis, late U.
S. Commissioner of Education.
J. A. Shawan, Columbus, O.
C. N. Kendall, Indianapolis, now
State of New
Jersey.
J. H. Collins, Springfield, Ill.
C. M. Jordan, Minneapolis.
J. M. Greenwood, Kansas City.
W. C. Martindale, Detroit.
Chas. E. Chadsey, Denver.
Aaron Gove, Denver.
former
Superintend-
ents of our
largest
Superintendent
City School
Systems

Alfred Roncovieri, San Francisco.
This list could be extended without limit.
There are comparatively few school superin-
tendents, principals or teachers who are not
avowed advocates of simplifying our spelling.
The number of eminent educators, professors
and specialists who favor spelling reform is too
great to warrant any illustrative list here.


_3_

v4
Dr. William H. Maxwell
By training and temperament I am opposed to
simplified spelling. For a good bit over fifty
years my eyes have become accustomed to the
ordinary forms of our English words. I dislike
the new forms. I abominate thru for through,”
and I dislike to write that any one has past an
examination. Why, then, do I advocate the use
of simplified spelling in the schools?
Because _I feel certain that, when generally
used, it will be found to be the cause of very
great individual and social uplift. . . . I feel
it to be a duty which I owe, and which every
man who desires the improvement of his fellow
men, owes to society, to sink individual preju-
dices and to advocate that which is for the wel-
fare of all.
Dr. William T. Harris
And worst of all, this study (of spelling) is
only an exercise of the memory and not a culti-
vation of the reason or of the power to think.
The disuse of silent letters will reduce the
bulk of books one-tenth part, and save in the
item of books millions of dollars per annum.
The child who is just commencing his educa-
tion should have something consistent and log-
ical, methodical and philosophical, to employ his
mind, rather than something without either an-
alogy or system; for these first impressions have
sometimes the,power to change and fix the
whole bent of the mind.
Professor Calvin Thomas
The progressive improvement of our spelling
rests on precisely the same intellectual basis as
the progressive improvement of our roads, laws,
schools. transportation, medical practice, or any
other social utility. The desire to promote the
general good is the highest motive known to
the modern man. (That motive), the so-
cial reason. then. is the highest and weightiest
of all considerations. It is that which should
determine our attitude toward the improvement
of our spelling.
__9_

Three Questions
Can an intelligent man claim to be reasonable
and fair-minded who in the face of the foregoing
lists and testimony cited presumes to pronounce
this reform absurd, unreasonable, unscholarly,
impossible, etc.? Full information usually dis-
pels such opinions. The main thing is to
make the facts known.
What must be thought of the educator who,
in spite of the unanswerable arguments
of the indisputable effect of this reform in pro-
moting popular education as well as the in-
dividual child’s progress, and comfort, and suc-
cess in school, contends that the discussion and
endorsement of this movement are out of place
in educational associations?
and
“I object to being compelled to learn again
how to spell.” '
A misapprehension. It is very much easier
to learn to recognize words so as to read them
merely than it is to learn to spell and write
them correctly. As simplified spellings come into
use in greater and greater number will there be
any reason whatever why adults shall not con-
tinue to spell and write the old way. if they
prefer? As to the new way, all they will need
to do will be to learn to recognize the simpler
forms, which will be easy. As for the children
311d young people, they will learn to spell and _
write the new and easy way, while doing no
more with the old hard forms than merely to
learn to read them. So the objection that during
the transition period, be it a generation or more,
all of us, old and young, will practically have to
learn two systems of spelling, vanishes to noth-
ing.
__1()_

Learning from Failure
Max Mueller, Whitney and March came out
decidedly in favor of orthographic improvement
011 scientific as well as educational and economic
grounds, in their works published between 1863
and 1878. They opened the battle for spelling re-
form and the whole world of linguistic scholar-
ship soon enrolled itself under that banner. Agi-
tation was abundant and continuous for twenty
years. Of course the argument was all on one
side, perfectly conclusive and unanswerable. But
in spite of all this no headway was made in the
actual adoption of simpler spellings during the
entire twenty or thirty years. In 1883 the 3,500
amended spellings were agreed upon by joint ac—
tion of the two philological societies of America
and England, and were duly honored with an ap-
pendix place in the dictionaries. But practically
nobody adopted any of them. The list fell dead,
and remained dead. Not a single improved spell-
ing showed any promising sign of coming into
actual public use.
’A New Plan and Its Results
Such was the situation when, in 1898, the Na-
tional Education Association. the largest educa-
tional organization in the world. was led to adopt
in all its literature, the “twelve short spellings,
“tho, thru, thoro, thoroly, altho, thruout, thoro-
fare, catalog, pedagog, etc. This inaugurated a
new idea and mode of attacking the problem. It
involved a systematic, business process of propa—
ganda. What has been the result?
Thru watchful and determined efforts, largely
individual, this great organization has stood true
an
_11_
to the cause and to the twelve simplified forms.
Various smaller organizations of teachers have
been induced to adopt the same spellings.
Several large normal schools have adopted
them in their catalogs and today are using even a
larger number. In fact in the actual use of sim-
plified forms the normal schools are in the van.
Some city superintendents have adopted these
spellings in their annual reports and in a number
of cities the pupils were allowed to use them as
optional spellings in their school work.
Of late years no county superintendents or
secondary teachers or college professors have
been heard of who discount examination manu-
scripts because they contain these short forms.
Not for several years has any person on a pro—
gram of the National Education Association in-
sisted upon his right, under its rules, to have the
regular spelling followed in the printing of his
paper in the volume of proceedings.
it was not unusual.
Formerly
There has been a gradual increase in the num-
ber of periodicals, now several hundred. including
some prominent journals, which have adopted
the N. E. A. spellings, and these short forms have
become quite common in advertisements, circu-
lars. posters, catalogs, etc.
boldly adopted them in their books.
A few years ago the chemical section of the
American Association for the Advancement of
Science recommended f for ph, in spelling
chemical terms and to cut off the final e when
misleading. thus sanctioning sulphur, fosforus,
bromin, chlorid, etc., spellings now having dic—
tionary authority.
A few authors have


_13_


In 1906 the Modern Language Association
adopted in its publications the entire list of 300
simpler forms recommended by the Simplified
Spelling Board, which list includes all the twelve
N. E. A. spellings.
Over 40,000 persons, largely college professors
and teachers, are, according to their pledge, using
simplified spelling to-day in their personal corre-
spondence.
A considerable measure of cohesion, of solid-
arity, has been given to the movement, and a
scholarly head-center has been established which
all classes respect and look to as authority.
Here are definite, tangible effects achieved with-
in the last twelve years by definite processes
under energetic personal guidance. Every candid
man must admit that substantial progress has
been made since 1898. The above record shows
it. The plan and method then inaugurated have
brought direct practical results. These twelve
years have proved that the way has been found
which can be depended upon with confidence to
bring results in proportion to the scale and activ-
ity of the efforts.
The Specific Problem Now Before Us
The field of reform has been authoritatively.
surveyed and the stakes set by the Simplified
Spelling Board as far ahead as this generation is
likely to advance. The thing now is to execute
the purely business proposition of spreading cor-
rect information and interest among the people.
This is a tangible, quantitative, educational prob-
lem that can be figured out in dollars and cents.
It is a huge Panama Canal job, but definite and
measurable, and the means to accomplish it are
_13_
definite and certain in their results. \Vise meth-
ods, on a business basis, in a persistent, active
campaign of publicity and promotion, of educa-
tion and persuasion, will just as certainly bring
reform in this field as those methods are achieving
progress and reform right under our own observa-
tion to-day in commercial, and civic, and agri-
cultural, and religious, and social betterment and
uplift lines. Set the fathers and mothers right on
this question of our burdensome, stultifying, in-
defensible spelling, arouse the social conscience,
and as sure as righteousness and charity domi-
nate human kind our children's children will have
a system of spelling which they will inastei-“with-
out tears, in fact without knowing it. It is mere-
ly a question of light,—and more light.
The New York Simplified Spelling Committee
has spent about $20,000 a year for the last five
years in promotion work. It has the guarantee
of $30,000 a year for the next five years. Should
not Chicago and its territory do as well? Such
a sum spent in this progressive, central region, in
our spirit and by our methods, would bring re-
_sults that could be felt and appreciated. Money
is the thing needed. If the philanthropists of
this section will do what Mr. Carnegie is doing
for New York, the executive sub-committee
which issues this circular will engage to nominate
wise and discreet trustees to insure the jtlCllCintlS
applicatiOn of the money in promoting this
cause.
With similar centers of education and persua-
sion established in San Francisco and Toronto——
both seem possible, particularly the former—the
dawn of a sensible system of spelling on this
continent would not be far off.

_14_

Despise Not the Day of Small Things
While waiting and hoping for this large propa-
ganda let every friend of this reform “chip in”
whatever amount he can to help it along. Money
is needed for postage, stationery, printing, type-
writing, and clerk hire. All our committee had
this year, $55.00, came out of our own pockets
and the pockets of personal friends. Now it is
your turn. Without money we can do nothing.
If you can spare 25 cents, or $1.00, or $5.00, or
$25.00, send it along. We will carefully put it to
excellent use in preparing and distributing litera-
ture.
How You Can Help the Cause
Speak of it and for it whenever you have a
chance, especially to people of influence and
means. Don’t be slow to show interest, even en-
thusiasm. Excepting the cause of world peace
there is no reform before our people which will
be so beneficent and far-reaching in its conse-
quences as reform in our spelling. It needs ad-
vocates, “boosters.” Do your share! You can
advocate 'it and urge younger persons to use it,
altho you may not use it yourself.
Adopt amended spellings in your personal cor-
respondence. If you fear they may be charged
to ignorance, send 35 cents to our chairman and
he will order a rubber stamp sent to you by
which you can neatly say at the top of your let-
ters, “The simplified spelling in this letter is
authorized by the Simplified Spelling Board.” An
ink pad will cost 35 cents more.
Send for a supply of these leaflets (any quan—
tity at 35 cents per 100) and enclose one in every
letter you send out.
_15_
Get this leaflet into the hands of your friends,
professional and business men and women of all
kinds. Maybe some of them at your suggestion
will distribute it in their letters or hand it to
their patrons.
Interest the young people and the school chil-
dren in this leaflet. It is written for them as well
as for grown-ups. With a little explanation they
will take a keen interest in the subject, and see
that the golden rule clearly requires us to do for
the coming boys and girls what we all wish pre-
ceding generations had done for us, viz., make
our spelling rational and simple, as it ought to
be. Urge the young folks to have the leaflet
read at home, and to take a hand in distributing
it. Let them unite and order for themselves.
The children should be stimulated to take an ac—
tive interest in a matter of such special concern
to them and to the billions of boys and girls of
the future. This is a most natural and urgent
cause for a new children’s crusade of a genuine
and effective type. Be discreet to avoid friction
and antagonism, but establish your boys and girls
in the facts and arguments for simplifying our
spelling, and then “let come what will come.” It
will be a blessed “mischief” that may soon be
afoot. .
Hand the leaflet to the editors and printers in
your town and urge the wisdom of their adopt—
ing at least the twelve N. E. A. spellings.
After the leaflet has had time to take effect
in your community, especially in the families of
the school trustees. put copies of the following
petition into interested hands, particularly of
leading women and young people, to secure sig-
natures:


_16_

To the School Trustees of
Gentlemen: As citizens interested in our schools and
young people, we beg to submit that it seems to us right
and proper that distinct permission should be given to
them to adopt, if they wish to, such simpler spellings as
are approved by the Simplified Spelling Board, and within
such limits as your judgment may prescribe.
Respectfully asking consideration for this suggestion, we
remain your petitioners:
After enough names have been secured, get a
committee of citizens, the larger the better, to
wait upon the board and present the petition.
What extent of option is it wise to allow to
progressive pupils?
l. Certainly they should be allowed and even
encouraged to use the twelve N. E. A. short
words and all others like them. It is absurd at
this day to discredit these spellings as unauthor-
ized. To this list may well be added gard (for
guard), gage, gost, gastly, iland, foren, Time,
Words which do not come under the following
rules, but which cry out loudly against the four-
teenth or fifteenth century pedantry or caprice
that fixed their present spelling.
2. The most comprehensive and most easily
applied rule is probably this: Omit final e when
phonetically misleading; and also after 1v and rv.
The normal function of final e is to lengthen the
preceding vowel: thus, kit, kite; bat, bate; din,
dine; dot, dote; met, mete. Hence it is mislead-
ing or useless in such words as give (which ought
to rime with dive), engine, promise, infinite, ac—
tive, serve, twelve, etc.
3. Another easy rule tho with an important
exception, is: When ed final is pronounced as (i
write it simply d. When it is pronounced as t
write it simply t; as armd, hangd, kist, dipt, packt.
_17_
But when the finale 6 affects the preceding vowel
the e must be retained. Bakt for baked will not
do, nor dind for dined, nor deduct for deduced,
etc.
4. Change ph and gh to f; alfabet, fotograf,
draft, laft, etc.
5. Omit silent b and n always; det, dout, lam,
autum, condem, etc.
6. In the combination ea, sounded as in earth
or heart, use the letter which is pronounced and
omit the other: hed, ment, hart, harth, etc.
7. Omit te from ette final and ue from gue;
coquet, quartet, leag, harang, but not tong.
Change to Milton’s way, tung.
8. Use one 1 in place of two always; til, shal,
skilful, etc.
9. When 2 is the sound use that letter instead
of s; advize, exercize, enterprize, organize, etc.
10. When ice is pronounced is spell it so;
notis, servis, justis, etc.
These rules, authorized by the Simplified Spell-
ing Board, cover a considerable portion of our
silent letters and simpler anomalies. Even when
all are applied they cause a surprisingly slight
change in the appearance of a printed page, but
they make decidedly for economy and the use
of common sense in spelling.
So far as the pupils are concerned no harm
will be done if the School Board sanctions the
adoption of all these rules at'once by the pupils
under its authority. But as a matter of policy
it is desirable to maintain as much order and
uniformity as possible in the greater or less
amount of irregularity which is bound to attend
this transition from the old to the new. Hence

_1g_

it may be best to let the pupils who choose
adopt one designated rule at a time. After a lit—
tle practice and mastery of that one let another
be specified which they may adopt if they wish.
This will cause less annoyance to the teachers
and less danger of reaction in the community.
Of course when a rule is once thrown open a
double standard in regard to all words that come
under it must at once be recognized and perfect
freedom be allowed to use either.
By this regulated option confusion and the
criticism of opponents will be reduced to a min-
imum. When the boys and girls begin to apply
for business positions they can safeguard them—
selves against their simplified spelling, if it seems
necessary, by using the rubber stamp elsewhere
alluded to.
Explanations in regard to these words and an
alphabetic list of simplifications under them can
be had of the Simplified Spelling Board, No. 1
Madison avenue, New York, for the asking.
Information
Of course you will want fuller information on
this subject for yourself and your friends than
this leaflet contains. 1
The U. S. Bureau of Education, Washington,
D. C., will send you free, Circular of Informa-
tion, Number 202, 86 pp., on The Spelling Re-
form,
The Simplified Spelling Board, No. 1 Madison
avenue, New York, will send you valuable mat—
ter free.
Of the large number of magazine articles only
a few can be referred to here. American An-
thropologist, for April, 1893; Scribner’s Monthly,
_19_
Vol. 18; Century, Vols. 3 and 62; Fortnightly
Review, Vol. 25; Living Age, Vol. 129; Harper’s
Monthly, Vol. 85; Nation, Vol. 4; Westminster
Review, Vol. 51.
Consult Max Mueller‘s “Science of Language,’
and Whitney’s “Language and the Study of Lan-
guage,” and “Oriental and Linguistic Studies”
(second series).
Two authoritative books on the subject which
ought to be in your school library are:
“The Spelling Problem,” 142 pp., 35 cents.
“Spelling and Spelling Reform,” 356 pp., $1.50.
These two books you can order thru you}
dealer, or the chairman of our committee will
send them on receipt of the price. Your reading
pupils will take an interest in these books.
We regret that it is impracticable to send out
this leaflet gratis. The members of our commit-
tee cannot draw more from their pockets at pres-
ent. It is now incumbent on other friends of the
cause to replenish our fund. This leaflet will be
mailed in any quantity at 35 cents per 100, which
is less than they cost.
In orders of 500 any desired imprint or card
will be printed in the proper place at the bottom
of the first page.
Send all communications and remittances to
the chairman of the committee.
!


THE PROGRESS OF SIMPLIFIED SPELLING
By BRANDER MATTHEWS, D.C.L.
PROFESSOR OF DRAMATIC LITERATURE IN COLUMBIA UNIVERSITY
(Reprinted from The New York Times of October 14, 1912)
To the Editor of the New York Times:
From a casual paragraf in your editorial colums I infer that
you hav a certain curiosity as to the present condition of the
movement on behalf of Simplified Spelling.
It is now seven years since the Simplified Spelling Board
was organized, and the question may well be askt: “What has it
achievd?” The answer to this is that it has accomplisht more
than its most sanguin members dared to hope for when the
work began. Of course, the victory is not won in this seven
years’ war with well-meaning ignorance and aggressiv prejudis.
The public has not accepted all or most of the orthografic simpli-
fications recommended; but this acceptance was not expected by
any member of the Board. We had taken to heart Lord Morley’s
shrewd remark (in his “Voltaire”) that “nearly all lovers of
improvement are apt in the heat of a generous enthusiasm to
forget that if all the world were ready to embrace their cause
their improvement could hardly be needed.”
As a matter of fact, many of the simpler spellings we hav
urged hav been adopted by more publications than we had antic-
ipated—by far more than can be known to anybody who has
not taken the trouble to investigate. Certain of our briefer orth-
ografies are stelthily creeping into more general use, especially
in business correspondence, in catalogs, and in advertizements.
As they become less strange, they become less abhorrent; famili-
arity breeds toleration, to say the least. In fact, the old violence
of opposition to any and all change in spelling seems to be dying
down. Many of those who still object strenuously to our specific
simplifications are ready to admit that orthografy is not all that

2
it should be and that it will profit by some sort of improvement
which will better fit English for its future use as a world-
language.
We are told that in seven years men change their bodies;
and the efforts of the Simplified Spelling Board in its seven
years of activity hav led many men to change their minds. As
Prof. Lounsbury put it pithily, one of our main purposes is “the
gradual diffusion of intelligence among the educated classes.”
We hav pretty well broken down the superstition that the die-
tionary is divinely inspired; and we hav disestablisht the twin
belief that there is now and has always been a fixt and final
standard of English spelling, to depart from which is to sin
against light. A more general knowledge now exists that our
orthografy has never been uniform, and that it has always been
changing, either for the better or for the worse, ever since the
language first began to be written. No more do we listen to the
shrill shriek that our simplifications will “ destroy the language.”
Very rarely do we hear the outworn argument that any attempt
to better spelling will bring confusion and conceal etymology.
Indeed, the most of our opponents hav relinquisht argument.
They take refuge now in a frank declaration of prejudis in favor
of the spellings they happen individually to prefer. And, of
course, this makes our task only the harder; we can overcome
argument—but prejudis will yield only to enlightenment, and
inertia can be conquerd only by time. But we cannot fail to
feel encouraged when we note how quickly the atmosfere of
arrogant hostility has been dissipated and how much more open-
minded the discussion has become. And we are still more
encouraged when we call the roll of the prominent educators
who hav been won over and who are seeing to it that the rising
generation shall not harden into the prejudis which may hav
possest their parents. It is in the schools that we hav done our
best Work; and it is among the teachers that we hav our
strongest allies. This might hav been expected, since the cum-
brous and illogical spelling taught in our schools is responsible
for an immense waste of time—and also for the pupil’s injurious
reliance on rule and rote rather than on observation and deduc-

3
tion. The City Superintendent of New York, Dr. Maxwell,
personally abominates thru for through and dislikes past for
passed; but he is broad-minded enough to sink individual prejudis,
“to advocate that which is for the welfare of all.” He holds
that the loss of time in teaching spelling is not the worst
feature of the accepted orthografy. “The result of falling into
ridiculous mistakes by depending upon reasoning or analogy in
spelling is to make the child timorous about reasoning in arith-
metic, geografy, history, and grammar”; and “the habit of
depending upon memory exclusivly in spelling engenders the
habit of depending upon memory in every other study, and so
retards progress in teaching children to think for themselves.”
This, then, is what the Simplified Spelling Board has accom-
plisht: It has brought up again the necessity for considering the
urgent need of making our spelling at least as simple as the
spelling of French and German.
BRANDER MATTHEWS,
Columbia University, Oct. 12, 1912.
SIMPLIFIED SPELLIN G BOARD
1 Madison avenue, New York
December 18, 1912



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(From Oak Leaves, January 6, 1912.)
SPELLING REFORM
E. O. Vaile Gets Advanced Steps Taken
by the 'State Convention of
Illinois Teachers
At state
teachers—1,000 strong—at Springfield last
the annual convention of
week, Oak Park was prominent on the
Hatch
study section.
Superintendent
of the child
Henry Neil was on the main program for
program. was
president
an address on the mothers’ pension law.
E. O. Vaile is chairman of the associa-
tion’s Standing Committee on Simplified
Spelling, and submitted a stirring report.
=i= >s= =l< =r =1: *
In the matter of spelling reform there
were gratifying indications of progress,
one of which is that there seemed to be
such a preponderance of the progressive
teachers in favor of advance in the use
of simpler spellings that Mr. Vaile’s re—
port from the Standing Committee on
Simplified Spelling of the Illinois State
Teachers’ Association, of which by the
way, Dr. Barton and Mr. Sisson, two
other Oak Parkers, are members (the
lof Chicago or the state) spent no time
on the arguments pro or con, but grapi
pled at once with the question, How can
the community, the school patrons, be
brought to a point of interest, or at 1685!.
of tolerance, which will permit teachers
to recognize the authority of the Simpli-
fied Spelling Board—which includes most
of the eminent scholars who make our
dictionaries today—in the simplifications
it recommends, and to allow their pupils
to use these shorter forms as correct op-
tional spellings?
To the feeler submitted to his hearers
with manifest fear as to the result, “How
many of you would feel pleased and be
disposed to use the privilege, if next
week you should see indisputable evi-
dence that your community is willing
you should allow your pupils to adopt
tho, thru, dialog, etc., as correct spell—
ings?”-—the prompt and decisive manner
in which three-fourths of the large audi-
ence rose to its feet was a surprise and
a gratification to those in favor of the
reform.
Money simply to disseminate informa-
tion among the people was declared to
be the vital need. Several important
practical recommendations were submit-
ted in the report and all were adopted


by a good margin. Probably the most
‘important was the one committing the

other twelve being prominent educators .association to the adoption in its publica-
' unlit—Ir I Iizu' —---'


tions and correspondence of all the sim- made by a special committee to secure
plifications so far recommended by the the adoption of the same rule by the
Simplified Spelling Board asset forth in :National .Educatioh Association, Which
its Circular No. 23. in the ,main these ,meet‘S lleXt Jilly ,
rules, (1) omit letters that are silent or Thru Mr, Vaile’s personal initiative
Illisleading; examplsi gage, gQSt, i1Emirand careful engineering, that great or-
tho, foren, rime, engin; definit, promiS, ganization inaugurated the present
twelv, serv, armd, bobd, det, lern, lim, ,movement in 1897 by adopting as an e11-
autum, condem, hed, ment, fether,.hart, ,tering wedge the famous sin-called
harth, quartet, leag, harang, til,i..shal, etc.; “twelve E: 'A. spellings?” tho, thru,
(2.);‘make three definite substitutions,.'viz.. decalog, etc" which ()ak Leaves and 56v;
f for ph and gh when sounded aS‘f; Seralihundred other periodicals have been
2 for s when sounded as z; is for ice iusing for some time. While these twelve
when sounded as is, giving. for exam- ishort forms can not be said as yet to
pls, alfabet, fotograf, laft, advize, exer- have come intg general, use, active op-
cize, surprize, notis, servis, justis, etc., position .to ‘then'ihais died" out]
changes which certainly commend them- Today, Mr. Vaileide-clares, nob'ody. con-
selves on the score of common sense and demns them as incorrect. The thin edge
economy. 0f the wedge has done its work. A
An assuring feature of the situation is ydouble standard has clearly been accept-
the fact that byv identical action the ed in regard to these twelve words. The
Modern Language Association, the larg-
est and one of the leading organizations~ ginning to “catch on” to this reform, can
of language experts in the country, inlbe trusted, when they come into control
convention in Chicago at the same time, i of affairs, to complete the job and to
adopted the same rule as did the Spring- Iiiiake tho, thru, and all the rest the estab-
field convention. _ :lished usage. Reports from various parts
Two other recommendations adopted 1of the country indicate unmistakably that
by the Illinois teachers direct that an ap— ithe pupils in the normal schools, high
peal in the name of the association be [schools and grammar schools are quick
made to all the institutions of higherienough to take up the simpler spelling
learning in our state to adopt the same 'where the school authorities do not hold
list of simplifications (Circular 23) in all the lid down too tight. ,
the publications issued under their au-~l Mr. Vaile does riot feel that it is vital-
thority, and that an earnest endeavor be ly essential for' the older generation to

young people and the-children, now-be;

adopt the new spellings or even for the
press to take them up, exceedingly help—
ful and desirable as either or both would
be. In his judgment the point that
marks the turn in the tide is the silenc—
ing of active opposition, of bitter hos—
tility, the calm toleration that comes in-
evitably with even a small measure of
real knowledge of all the facts. .As soon
as liberty is allowed to the young people
and the recommendations and} high au—
thority of the Simplified Spelling Board
are put and kept before their eyes, they
will not wait for orders. Like the boy's
on the slope of Missionary Ridge, they
will go ahead on their own account and
glorious will be the result.
This point in the contest, in Mr.
Vaile’s judgment, has been reached. An
advance has been planned accordingly
and the first concerted step took place
last week, as above explained, and with
results exceeding expectations. .When
the plea of our Illinois teachers in con-
vention assembled reaches the faculties
of our higher schools of learning, if it
meets with anything like a reasonably
progressive response, a second step of
more direct effect will have been taken,
the echo of which will undoubtedly be
heard in every other state and the way
will be open, without disturbing any
spirits but the ultra-conservative, to in-
vite and arouse the young people in
. 79
school to take advantage of their oppor-
tinity and their privilege.
The plan for securing the cooperation
of the N. EA. is being carefully consid-
ered bv the same hands that induced
that organization to raise the banner of
reform at the start and to stand by it
when assaulted, and those in position to
judge feel sure that it will prove true to
its record, thus making three of the
foremost educational organizations ,ofh
the country endorsing the full measure
of simplification which it is deemed wise
to recoinmend at present. . I .
Another important movement funda-
mentally allied to the spelling reform
movement, and in which Mr. Vaile took
the initiative and by which he has stood
with patience and devotion, received
timely aid last week in the same meet-
ing of the Modern Language Association
and also in the meeting of the American
Dialect Society, these two societies, com-
prising some hundreds—200 were in at-
,tendance—of the “most eminent scholars
in their line in all the universities of the
country. All teachers know something of
the key alphabet for indicating pronun-
ciation, providing a separate and distinct
letter for each sound, to take the place
of the complicated and cumbersome sys-
tem of diacriticsnow in vogue, to bring
about agreement on which among edu-
cators and experts, Mr. Vaile with the
{cooperation of Superintendent Maxwell
(r




of New York City, Dr. Balliet of New iwork immediately to repair his fences.
York University. and others. labored for The friends of the movement responded,
seven years, At length an alphabet waslwith the result that both the Modern
hit upon which commanded such general “Language ASSOCiation and the American
approval that this committee reeom- Dialect Society—higher linguistic author-
mended its adoption by the Department ity there is not—adopted this resolution:
Of Superintendence. N. E. A.,and it was ‘ Resolved, That the Modern Language Associa-
50 adopted at UK, rneetino, of that depart_ ,tion (American Dialect Society) concurs in the
_ D iopinion that a uniform fonetic alfabet for key
lnent at 31013116 abOUt a year ago, bUt ipurposes in all our reference books is very de-
With the strong Opposition of the pub_ lsirable both from an educational and from a
- I 1 - ~ , , ,scientific standpoint. We hereby express, there-
l‘SherS Of weJSterS dlFtlon‘n-y and all ,‘fore, our approval of the alfabet recommended
the bOOk agents and ffl€lldS they COtllCl ifor the purpose by the Department of Superin-
rall gtendence of the National Education Association,
3" _ 1and we join with that body in urging its general
To launch the new key With as strong ladontion as rapidly as may be practicable
backing as possible it seemed necessary In addition to these endorsements it has
to secure the endorsement by the full later been learned that the American
N. E. A. (in San Francisco last July) of Philological Association, which met in
what the Department of Superintendence lPittsburg last week while its companion
had adopted. In spite of what seemed societies met in Chicago, voted the same
assured success, at the close of a two endorsement 0f the k¢y adopted by thQ
hours’ session, hot and excited over the superintendents. This makes the ap-
woman question, the commercial inter— proval 0f the expert societies unanimous.
est vested in the old, antiquated, clumsyl With this reenforcement for the new
key, or rather in the magnificent diction- Ikey it is thought that the commercial in-
ary to which that key has long been a iterests will fail in their effort to prevent
discredit, succeeded in postponing ac- {the great body of teachers thru their na-
tion for a year with the determination of itional organization from endorsing, next
defeating the motion at that time. This isumnier, this improved mode of indicat-
was a great disappointment to ‘all who iing pronunciation.
appreciate the simplicity and advan-‘ Mr. Vaile is being congratulated on
tages of the new key. Mr. Vaile went to lwinning this auspicious support.
ENGLISH SPELLING
SUGGESTED FACULTY ACTION
I. Adopt, for use in the official publications
and correspondence of your institution, the
simpler and shorter of alternativ spellings
authorized by whatever dictionary (or diction-
aries) your institution consults as its authority.
This wil mean, for example, using center, not
centre; color, not colour; gram, not gramme;
license, not licence; maneuver, not manoeuvre;
medz‘cval, not medieval; quarlct, not quartette;
traveler, not traveller, etc.
2. Adopt, for use in official publications and
correspondence, the Twelv Words adopted by
the National Education Association, viz: pro-
gram, catalog, decalog, prolog. a'cmagog, pedagog,
t/zo, all/Io, t/zoro, t/zorofare, t/zru, thruout.
3. Allow students who may wish to do so to
use in their ritten work any spellings recom-
mended by a recognized body of scolars. and
given vocabulary place in any of the standard
dictionaries (Webster's, The Century, The
Standard); such as abandond, curv, doctrin,
dropt, foren, lzarilz, lzclllz, fotograf, s/zal, lung,
wil, etc.—words indicated thus: 5 or S. S.
(recommended by the Simplified Spelling Board),
P (recommended by the American Philological
Association). Plaz'l. Soc. (recommended by the
Philological Society, London, and the American
Philological Association), A’ef. Sp. (reformd
spelling), etc.
Note. Action by the faculty is not intended
to control the usage of individual members,
altho such personal use is greatly to be desired.
SIMPLIFIED SPELLING BOARD
N0. 1 Madison avenue, New York
March 6, 1915.



SIMPLIFIED SPELLING IN COLLEGES
(MARCH 6, 1915)
The folloing universities, colleges, and normal
scools hav past resolutions indorsing the move-
ment for the amelioration of English spelling,
and adopting some of the simplified forms for
use in ofi’icial correspondence and publications,
or ofi‘icially permitting its use by students in
their ritten work :
COLORADO
State Teachers College
ILLINOIS
University of Illinois Illinois College
Northwestern University Illinois Woman’s College
Illinois State NormalUniv. Knox College
James Millikin University Lincoln College
Augustana College Lombard College
Carthage College Monmouth College
Eureka College North-Western College
Greenville College St. Viator College
Hedding College Wheaton College
IOWA
Drake University Leander Clark College
Grinnell College Penn College
Iowa Wesleyan College State Teachers College
Wartburg College
KANSAS
Bethany College Friends University
Bethel College Kansas City University
College of Emporia McPherson College
Southwestern College
MICHIGAN
Mich. Agricult'l College
State Teachers College
Adrian College
Hope College

~‘ .uz-L-LA
’13} M?“




~\'L<‘\, aw;im.
~ e- —__-» ~. I
_<—~
W
MINNESOTA
University of Minnesota GustaVus Adolphus Col.
Macalester College
MISSOURI
University of Missouri State Normal Sc’l, Ist Dist,
Central Wesleyan College State Normal Sc’l, 2d Dist.
Forest Park University Tarkio College
Missouri Valley College Westminster College
Park College William Jewell College
NEBRASKA
University of Nebraska Bellevue College
Nebraska Wesleyan Univ. Grand Island College
Cotner University Hastings College
Union College
NORTH DAKOTA
Univ. of North Dakota N. D, Agricultural College
Fargo College
OHIO
Ohio State University Municipal Univ. of Akron
Muskingurn College
OREGON
Reed College
PENNSYLVANIA
University of Pittsburgh
SOUTH DAKOTA
Dakota Wesleyan Univ. South Dakota State Col.
Redfield College
WISCONSIN
Lawrence College
NOVA SCOTIA
Provincial Normal College
TOTAL NUMBER OF INSTITUTIONS, 70
(See next page)
,

l "in
r- n
W:
“in '- ti '
.I'
.- As


SIMPLIFIED SPELLING IN COLLEGES
(NOVEMBER I4, 1914)
The folloing list of 33 universities, colleges
and normal scools that hav adopted resolutions
in favor of simplified spelling was issued by the
Simplified Spelling Board November I4, 1914.
Compare it with the list of 70 institutions,
printed on the two preceding pages of this
folder, issued March 6, 19I5.
COLORADO
State Teachers College
ILLINOIS
University of Illinois Illinois College
Northwestern University Illinois Woman’s College
Illinois State Normal Univ. Knox College
James Millikin University Lincoln College
Augustana College Lombard College
Carthage College Monmouth College
Eureka College North-Western College
Greenville College St. Viator College
Hedding College Wheaton College
IOWA
State Teachers College
MICHIGAN
Michigan Agricult’l College
State Teachers College
MINNESOTA
Gustavus Adolphus College
MISSOURI
Scool of Education, University of Missouri
Grinnell College
Adrian College
Hope College
NORTH DAKOTA
University of North Dakota
OI-IIo
Ohio state University Municipal University of Akron
Muskingum College
OREGON
Reed College
NOVA SCOTIA
Provincial Normal College


I
ENGLISH SPELLING
SUGGESTED FACULTY ACTION
I. Adopt, for use in the official publications
and correspondence of your institution, the
simpler and shorter of alternativ spellings
authorized by whatever dictionary (or diction-
aries) your institution consults as its authority.
This wil mean, for example, using center, not
centre; color, not colour; gram, not gramme;
license, not licence; maneuver, not manoeuvre,-
mea'z'eval, not medz‘ceval; quartet, not quartette;
traveler, not traveller, etc.
2. Adopt, for use in official publications and
correspondence, the Twelv Words adopted by
the National Education Association, viz: pro-
gram, catalog, decalog, prolog. a’emagog, pedagog,
t/zo, alt/to, t/toro, t/corofare, t/zru, t/zruout.
3. Allow students who may wish to do so to
use in their ritten work any spellings recom-
mended by a recognized body of scolars. and
given vocabulary place in any of the standard
dictionaries (Webster’s, The Century, The
Standard); such as abandona’, curv, doctrin,
dropt, foren, lzartlz, lzelt/z, fotograf, s/zal, tung,
wil, etc.—words indicated thus: 5 or S. S.
(recommended by the Simplified Spelling Board),
P (recommended by the American Philological
Association). P/zz'l. Soc. (recommended by the
Philological Society, London, and the American
Philological Association), Ref. Sp. (reformd
spelling), etc.
Note. Action by the faculty is not intended
to control the usage of individual members,
altho such personal use is greatly to be desired.
SIMPLIFIED SPELLING BOARD
N0. 1 Madison avenue, New York
February 20, 19r5.
MWyi-émm
Ll 'I-M'iilrl . 5'!
21355233138 ..m-ZP§. . -
1:55;; W .
i.


SIMPLIFIED SPELLING IN COLLEGES
(FEBRUARY 20, 1915)
The folloing universities, colleges, and normal
scools hav past resolutions indorsing the move-
ment for the amelioration of English spelling,
and adopting some of the simplified forms for
use in official correspondence and publications,
or officially permitting its use by students in
their ritten work :
COLORADO
State Teach ers College
ILLINOIS
University of Illinois Illinois College
Northwestern University Illinois Woman’s College
Illinois State Normal Univ. Knox College
James Millikin University Lincoln College
Augustana College Lombard College
Carthage College Monmouth College
Eureka College North-\Vestern College
Greenville College St. Viator College
Hedding College Wheaton College -
IOWA
Drake University Penn College
Grinnell College State Teachers College
Leander Clark College Wartburg College
KANSAS
Bethel College Kansas City University
College of Emporia McPherson College
Friends University Southwestern College
MICHIGAN
Adrian College Mich. Agricult’l College
Hope College State Teachers College
MINNESOTA
University of Minnesota GUStavus Adolphus Col.
Macalester College
MISSOURI
University of Missouri State Normal Sc’l, Ist Dist.
Forest Park University State Normal Sc'l, 2d Dist.
Missouri Valley College Tarkio College
Park College Westminster College
William Jewell College
NEBRASKA
University of Nebraska Bellevue College
Nebraska Wesleyan Univ. Grand Island College
Cotner University / Hastings College
Union College
NORTH DAKOTA
Univ. of North Dakota N. D. Agricultural College
Fargo College
OHIo
Ohio State University Municipal Univ. of Akron
Muskingum College '
OREGON
Reed College
PENNSYLVANIA
University of Pittsburgh
SOUTH DAKOTA
Dakota Wesleyan Univ. South Dakota State Col.
Redfield College
WISCONSIN
Lawrence College
NOVA SCOTIA
Provincial Normal College
TOTAL NUMBER OF INSTITUTIONS, 67
(See next page)


SIMPLIFIED SPELLING IN COLLEGES
(OCTOBER I5, Igr4)
The folloing list of 32 universities, colleges /
fand normal scools that hav adopted resolutions
in favor of simplified spelling was issued by the
Simplified Spelling Board October I5, Igr4. /
Compare it with the list of 67 institutions,
printed on "the two preceding pages of this
folder, issued February 20, 1915.
COLORADO
State Teachers College . ...-q:
ILLINOIS 1 1’5
University of Illinois Hedding College ~
Northwestern University Illinois College
Illinois State Normal Univ. Illinois Woman’s College
James Millikin University Knox College
Augustana College Lincoln College
Carthage College Lombard College
Eureka College Monmouth College
Greenville College St. Viator College
Wheaton College
IOWA fl
Grinnell College State Teachers College ‘
MICHIGAN '
Adrian College Michigan Agricult’ ollege
_ Hope College State Teachers College ~\
MINNESOTA \\ _
Gustavus Adolphus College I
MISSOURI \-
\
Scool of Education, University of Missouri
NORTH DAKOTA
University of North Dakota
OHIO
Ohio State University Municipal University of Akron
Muskingum College
OREGON
Reed College
NOVA SCOTIA
Provincial Normal College
a A.

_‘II
T
New“. '1
ENGLlSH SPELLING
SUGGESTED FACULTY ACTION
I. Adopt, for use in the Official publications
and correspondence of your institution, the
simpler and shorter of alternativ spellings
authorized by whatever dictionary (or diction-
aries) your institution consults as its authority.
This wil mean, for example, using center, not
I centre; color, not colour; gram, not gramme;
license, not licence; maneuver, not manoeuvre;
medieval, not medz'ceval; quartet, not quartette;
traveler, not traveller, etc.
2. Adopt, for use in official publications and
correspondence, the Twelv W'ords adopted by
the National Education Association, viz: pro-
gram, catalog, decalog, prolog, demagog, pedagog,
t/zo, alt/lo, t/zoro, t/zorofare, t/zru, t/zruout.
3. Allow students who may wish to do so to
use in their ritten work any spellings recom—
mended by a recognized body of scolars, and
given vocabulary place in any Of the Standard
dictionaries (Webster’s, The Century, The
Standard); such as abandond, curv, doctrin,
dropt, foren, lzart/t, lzelt/z, fotograf, .I/zal, lung,
wil, etc.—words indicated thus: 5 or S. S.
(recommended by the Simplified Spelling Board),
P (recommended by the American Philological
Association), P/zz'l. Soc. (recommended by the
Philological Society, London, and the American
Philological Association), Ref. Sp. (reformd
spelling), etc.
Note. Action by the faculty is not intended
to control the usage Of individual members,
altho such personal use is greatly to be desired.
SIMPLIFIED SPELLING BOARD
No. 1 Madison avenue, New York
March 6, rgI5.
SIMPLIFIED SPELLING IN COLLEGES
(MARCH 6, 1915)
The folloing universities, colleges, and normal
scools hav past resolutions indorsing the move-
ment for the amelioration of English spelling,
and adopting some of the Simplified forms for
use in official correspondence and publications,
or officially permitting its use by Students in
their ritten work :
COLORADO
State Teach erS College
ILLINOIS
University of Illinois Illinois College
Northwestern University' Illinois Woman’s College
Illinois State Normal Univ. Knox College
James Millikin University Lincoln College
Augustana College Lombard College
Carthage College Monmouth College
Eureka College North-Western College
Greenville Colleg Stv Viator College
Hedding College E9ILPZCLLSIK Vlheaton College
TWIML {QM I "5 IA IOWA
Drake University Leander Clark College
Grinnell College Penn College
Iowa Wesleyan College State Teachers College
Wartburg College
KANSAS
Bethany College Friends University
Bethel College Kansas City UnIVersity
College of Emporia McPherson College
Southwestern College" A
I l v I MICHIGAN
Adrian College Mich. Agricult’l College
Hope College State Teachers College

MINNESOTA
University of Minnesota Gustavus Adolphus Col.
wlesteLCOl/le/ge
’ flail/w L'cwt’ '
MISSOURI m
University of Missouri State Normal Sc’l, rst Dist,
Central Wesleyan College State Normal Sc’l, 2d Dist_
Forest Park University Tarkio College
Missouri Valley College Westminster College
Park College William jewell College
NEBRASKA
University of Nebraska Bellevue College
Nebraska Wesleyan Univ. Grand Island College
Cotner University Hastings College
Union College
NORTH DAKOTA
Univ. of North Dakota N. D. Agricultural College
Fargo College
OHIO
Ohio State University Municipal Univ. of Akron
Muskingum College
/
T we HAM'W/Vwq—
dREGON
Reed College
PENNSYLVANIA
University Of Pittsburgh,“7 "‘ I
m l ‘,'1L\"L'._’.1VY : SOUTH DAKOTA J k ~
Dakota Wesleyan Univ. South Dakota State Col.
Redfield College
WISCONSIN
Lawrence College
NOVA SCOTIA
Provincial Normal College
TOTAL NUMBER OF INSTITUTIONs, 7o-(r6 =7 6
(See next page)
SIMPLIFIED SPELLING IN COLLEGES
(NOVEMBER 14, 1914)
The folloing list of 33 universities, colleges
and normal scools that hav adopted resolutions
in favor Of simplified spelling was issued by the
Simplified Spelling Board November I4, 1914.
Compare it with the list Of 70 institutions,
printed on the two preceding pages of this
folder, issued March 6, 19I5.
COLORADO
State Teachers College
ILLINOIS
University of Illinois Illinois College
Northwestern University Illinois Woman’s College
Illinois State Normal Univ. Knox College
James Millikin University Lincoln College
Augustana College Lombard College
Carthage College Monmouth College
Eureka College North-Western College
Greenville College St. Viator College
Hetlding College » Wheaton College
IOWA
Grinnell College State Teachers College
MICHIGAN
Adrian College Michigan Agricult’l College
Hope College State Teachers College
MINNEsOTA
Gustavus Adolphus College
- MISSOURI
Scool of Education, University of Missouri
NORTH DAKOTA
University Of North Dakota
OHIO
Ohio State University Municipal University of Akron
Muskingum College
OREGON
Reed College
NOVA SCOTIA
Provincial Normal College


ENGLISH SPELLING
SUGGESTED FACULTY ACTION
I. Adopt, for use in the official publications
and correspondence of your institution, the
simpler and shorter of alternativ spellings
authorized by whatever dictionary (or diction-
aries) your institution consults as its authority.
This wil mean, for example, using center, not
centre; color, not colour; gram, not gramme;
' 'ccnsc, not licence; maneuver, not manoeuvre,-
zca’z'coal, not mca’z'wval; quartet, not quartzite,-
traZ/clcr, not lravcllcr, etc.
2. Adopl, for use in Official publications and
correspondence, the Twelv \Vords adopted by
the National Education Association, viz : pro-
gram, catalog, dccolog, prolog, demogog, pedagog,
t/zo, all/20, l/zoro, z‘lzorofare, t/zru, thruout.
3. Allow students in their ritten work to use,
when such use indicates a consistent and intelli-
gent spellii g habit, any spellings to which any
of the leading dictionaries (\Vebster's, Stan-
dard, Century) giv vocabulary place as recom-
mendations Of the American Philological Asso7
ciation, the (British) Philological Society. or the
Simplified Spelling Board. These include such
forms as almndond, dropt, curv, doctrz'n, coud,
hart/z, llcl/lz, fotograf, s/zol, tzmg, wil, etc.,
nd ar distinguisht from the fully accepted spell-
‘igs in (I) by such indications as 5, S. S., P,
/zz'l. Soa, Ref. Of.
Note. Action by the faculty is not intended
to control the usage of individual members,
altho such personal use is greatly to be desired.
SIMPLIFIED SPELLING BOARD
No. 1 Madison avenue, New York
July I4, 1915.

SIMPLIFIED SPELLING IN COLLEGES
(JULY 14. 1915)
The folloing universities, colleges, and normal
scools approve the movement for the ameliora-
tion of English spelling, and hav adopted — in
most cases by faculty resolution —some of the
simplified forms for use in official correspond-
ence and publications, or permit the use of
simplified spellings by students in their ritten
work :
COLORADO
State Teach ers College
ILLINOIS
University of Illinois _
Northwestern UniverSIty
Illinois State Normal Univ.
james Millikin University
Augustana College
Carthage College
Eureka College
Greenville College
Hedding College
Illinois College
Illinois Woman’s College
Knox College
Lincoln College
Lombard College
Monmouth College
North-Western College
St. Viator College
Wheaton College
INDIANA
Indiana University
Earlham College
IOWA
State Col. of Agriculture
State Teachers College
Central College
Coe College
Drake University
Grinnell College
Highland Park College
Iowa Wesleyan College
Leander Clark College
Penn College
Wartburg College
KANSAS
Baker University
Bethany College
Bethel College
College of Emporia
Friends University
Kansas City University
McPherson College
Midland College
Ottawa University
Southwestern College

KENTUCKY
Berea College
MAINE
University of Maine
MASSACHUSETTS
Clark College
MICHIGAN
Mich. Agricult’l College
State Teachers College
Adrian College
Alma College
Hillsdale College
Hope College
MINNESOTA
University of Minnesota
Carleton College
Gustavus Adolphus CO].
H amline University
Macalester College
St. Olaf College
MISSOURI
University of Missouri
Central Wesle an College
Forest Park niversity
Missouri Valley College
Park College
State Normal, Ist Dist.
State Normal, 2d Dist.
Tarkio College
Westminster College
William jewell College
NEBRASKA
University Of Nebraska
Nebraska Wesleyan Univ.
Cotner University
Bellevue College
Doane College
Grand Island College
Hastings College
Union College
NEW YORK
Adelphi College
Chautauqua Institution
NORTH DAKOTA
Univ. of North Dakota
N. D. Agricultural College
Fargo College
OHIO
Ohio State University
Ohio University
Miami University
Case Sc’l ofAp. Science
Hiram College
Municipal Univ. Of Akron
Muskingum College
Otterbein UniverSIty
Toledo University
Wittenberg College
College of Wooster
OREGON
Reed College
PENNSYLVANIA
Carnegie Inst. Technology
University of Pittsburg
Muhlenberg College
State Normal, Bloomsburg
State Normal, Edinboro
Susquehanna University
SOUTH DAKOTA
Univ. of South Dakota
Dakota Wesleyan Univ.
South Dakota State Col.
Redfield College
Sioux Falls College
VERMONT
State Normal, johnson
WISCONSIN
Lawrence College
NOVA SCOTIA
Provincial Normal College
TOTAL NUMBER OF INSTITUTIONS - - - 106
TOTAL NUMBER OF TEACHERS, MORE THAN 6,800
TOTAL NUMBER OF STUDENTS, MORE THAN - 100,000
TOTAL NO. OF INSTITUTIONS, Nov. I4, mm 33
INCREASE IN 8 MONTHS
' ' 73
SIMPLIFIED SPELLING IN THE PRES
The folloing is a partial list of newspapers
and periodicals using some of the Simpler spell-
ings recommended by the Simplified Spelling
Board—at least to the extent of the Twelv
\lVOI‘dS adopted by the National Educational
Association.
DAILY NEWSPAPERS
EZ/e‘nz'ng‘PoJt, Chicago, Ill. Tz'mes-Ii‘epuolz'caez,
Post, Cincinnati, 0. Marshallrown, Ia.
Press, Cleveland, 0. Pmztagraplz,
News-Bee. Toledo, 0. BIOOInington, 111.
Citizen, Columbus, 0. Herald, Louisville, Ky.
Press, Akron. O. Leader, Lexington, Ky.
Post, Kansas City, Mo. Post, Covington, Ky.
Express, State/ourrzal,
Post, Madison, Wis.
Rocky Mountain News, Repzcolz'can,
Times, Waterbury, Conn.
Denver, Colo. Press, Asbury Park, N. J.
C/u'eftaz'n, State Leader,
Star ~fournal, Cheyenne, \Vyo.
Pueblo, Colo. Repuolz'cau -[{eralcl,
Capital, \Vinona, Minn.
iVews, Des Moines, Ia. W’orld, Toronto, Ont.
Republican, Herald,
Times, Cedar Rapids, Ia. M'az'l, Halifax, N'. S.
PERIODICALS
Independent,
Current Opinion,
Lz‘terczr;I Digest,
Edueatz'ozml Review,
A mer z'can T ette/ter,
Puolz's/zers l/Veekly,
A merz‘oa 1: Printer,
New York, N. Y.
A merz'czzn Israelite,
P/zo nograp/z [6 1|! agaz z‘ne,
Cincinnati, .
Q’t’ly jo’l ofEcoromics,
Cambridge, Mass.
Quarterly Review,
Univ. of North Dakota.
fo’lofNczt'lDeutalAss’n,
Huntington, lnd.
Great Dz'r/z'de.
Denver, Colo.
Our Country,
Kansas City, Mo.
Brmzn's Iconoclast,
Prz'ncl'pals’ Club Reporter,
Chicago, Ill.
Oct/e Lecu'es,
Oak Park, 111.
Pacific Printer,
San Francisco, Cal.
Club Notes,
Lake Placid, N. Y.
TOTAL No. OF NEVVSPAPFRS AND PERIODICALS 100
COMBINED CIRCULATION, MORE THAN - 2,000,000
TOTAL N0. jULY I4, I014 - - - - 38
INCREASE IN I YEAR - - _ - _ 62
ENGLISH SPELLING
SUGGESTED FACULTY ACTION

I. Adopt, for use in the official publications
and correspondence of your institution, the
simpler and shorter of alternativ spellings
authorized by whatever dictionary (or diction-
aries) your institution consults as its authority.
This wil mean, for example, using center, not
centre; calor, not colour,- gram, not gramme,-
lz'cense, not licence; maneuver, not manoeuvre,-
edz'ev/al, not medicez/al; qua7'1et, not quartelte;
'zweler, not lrzwel/er, etc.
2. Adopt, for use in oflicial publications and
correspondence, the Twelv Words adopted by
the National Education Association, viz: pro-
gram, calalog, dem/10g, prolog. demagqg, pedagog,
[11.0, git/co, t/zoro, t/zorofare, l/zru, l/zruout. ‘
3. Allow students in their ritten work to use,
when such use indicates a consistent and intelli—
gent spelling habit, any spellings to which any
of the leading dictionaries (\Vebster's, Stan-
dard, Century) giv vocabulary place as recom-
mendations of the American Philological Asso-
ciation, the (British) Philological Society. or the
Simplified Spelling Board. . These include such
rms as aéandond, dropt, curv, doctrin, coud,
art/z, lzelt/z, fatograf, 51ml, lung, wil, etc.,
and ar distinguisht from the fully accepted spell—
ings in (I) by'such indications as S, S. 5., 1'.
P/zz'l. Soc.. Ref. Sp.

Note. Action by the faculty is not intended
to control the usage of individual members,
altho such personal use is greatly to be desired.
SIMPLIFIED SPELLING BOARD
No. 1 Madison avenue, New York
February 10, mm.
SIMPLIFIED SPELLING IN COLLEGES
(FEBRUARY IO, I916)
The folloing universities, colleges, and normal
scools approve the movement for the ameliora-
tion Of English spelling, and hav adopted —— in
most: cases by faculty resolution —— some of the
simplified forms for use in official correspond-
ence and publications, or permit the use of
simplified spellings by students in their ritten
work :
ARKANSAS
University of Arkansas
COLORADO
State Teachers College
State Agricultural College
FLORIDA
Ruskin College
IDAHO
—-University of Idaho
ILLINOIS
— University of Illinois
#-
,
Northwestern University
Illinois State Normal Univ.
James Millikin University
Augustana College
Carthage College
Eureka College
Greenville College
Hedding College '
Illinois College
Illinois Woman’s College
Knox Colle e
Lincoln Col ege
Lombard College
Monmouth College
North-Western College
St. Viator College
Wheaton College
INDIANA
Indiana University
Earlham College
Goshen College
Valparaiso University
IOWA
Iowa State College
State Teachers College
‘
Central College
Coe College
Cornell College
Drake University
Grinnell College
Highland Park College
Iowa Wesleyan College
Leander Clark College
Penn College
Wartburg College
KANsAs
Baker University
Bethany College
Bethel College
College of Emporia
Friends University
Kansas City University
McPherson College
Midland College
Ottawa University
Southwestern College
KENTUCKY
Berea College
MAINE
University of Maine
MASSACHUSETTS
Clark College
Int’n’t’l Y. M. C. A. Col.
MICHIGAN
Mich. Agricult’l College
State Teachers College
Adrian College
Alma College
Hillsdale College
Hope College

MINNESOTA
“ University of Minnesota
\
\
Carleton College
Gustavus Adolphus Col.
Hamline University
Macalester College
St. Olaf College
Winona Normal Scool
MISSOURI
University of Missouri
Central Wesleyan College
Drury College
Forest Park University
Missouri Valley College
Park College
Kirksville Normal Scool
Warrensburg Normal Scool
Tarkio College
Westminster College
William Jewell College
NEBRASKA
University of Nebraska
Nebraska Wesleyan Univ.
Cotner University
Bellevue College
Doane College
Grand Island College
Hastings College
Union College
York College
NEw YORK
Chautauqua Institution
NORTH DAKOTA
Univ. of North Dakota
N. D. Agricultural College
Fargo College
Muskingum College
Otterbein University
Rio Grandc College
Toledo University
Wittenberg College
College of Wooster
OREGON
Albany College
McMinnville College
Pacific University
Philomath College
Reed College P'
PENNsvLvANIA
Carnegie Inst. Tecnology
University of Pittsburg
Bucknell University
Bloomsburg Normal Scool
California Normal Scool
Clarion Normal Scool
Edinboro Normal Scool
Muhlenberg College
Susquehanna University
SOUTH CAROLINA
University of So. Carolina
SOU'I H DAKOTA
Univ. of South Dakota
Dakota Wesleyan Univ.
South Dakota State Col.
Redfield College
Sioux Falls College
Springfield Normal Scool
VERMONT
Johnson Normal Scool
WASHINGTON
Cheney Normal Scool
WISCONSIN
Lawrence College
NOVA SCOTIA
Provincial Normal College
OHIO
Ohio State University
Ohio Universit
Miami Universrty
Case Sc’l of Ap. Science
Hiram College
Municipal Univ. of Akron
TOTAL NUMBER OF INSTITUTIONS - - -
127
TOTAL NUMBER OF TEACHERS, MORE THAN 7.500
TOTAL NUMBER OF STUDENTS, MORE THAN - 115,000
TOTAL No. OF INSTITUTIONS, July, 1914 - - 22
INCREASE IN 1:9 MONTHS - - - - 10;,
SIMPLIFIED SPELLING IN THE PRES“
Two hundred and thirty-eight newspapers'ldjk.
and periodicals ar using some of the simpler 3*"
spellings recommended by the Simplified Spell- ,
ing Board—at least to the extent of the Twelv l
Words adopted by the National Education
Association.
Among them ar the folloing :
DAILY NEWSPAPERS
Gazette and 'l‘elegra/ilt,
Colorado Springs
Express. and Post,
News, and Times, Denver
C It iefta in,
Star -_/ourmzl. Pueblo
Republican, Waterbury
Post, Chicago
Pantag’rajilz, Bloomington
journal, Peoria
Press, Evansville
Post, Terre Haute
Haw/ceye, Burlington
Republican, and Times,
Cedar Rapids
C apz'tal,
IVews, Des Moines
T inze's - Republica ll,
Marshalltown (la.)
Herald, Louisville
PERIODICALS
A nzer ice: 71 T6116]! er,
A nzerz'ca 1: Printer
Current Ojz‘nz'on,
Educational Review,
Literary Digest,
Pit/1121711278 l/Vee/ely,
Independent, New York
A m ericcz n F arm 1' ng',
A m. Poultry/ournal,
Better Fa r m in g,
Bra )1 12‘s Iconoclast,
Farm L'ug'ineering,
01c ter’s Boo/e,
S/iorts Afiela’, Chicago
Suecessfitl Farming,
Des Moines
Leader, Lexington
Repulzlican-Herala’,
Winona (Minn.)
Stoc/c I’zzrdsfournal,
St. Joseph -
Press, Asbury Park
Post, Cincinnati
Press, Cleveland
Citizen, Columbus
News, Oklahoma City
Press, Memphis
Dispute/z, Dallas
Press, Houston
Star, Seattle
I/Vz's. State/ourmzl,
Mad‘son
State Leader, Cheyenne
W'orld, 'l'oronto
[lenz/cl, and llhzil,
Halifax
Q’t'lv jo’l ofEeononu'cs,
Proceedings of [II . L. A .,
Cambridge (Mass)
Q’ly Review, U. of N . Dak.
Bulletin ofN. E. A .,
Ann Arbor
A m. Sc/zoolboizrd lournal,
Industrial/1 rts/liagazine,
Milwaukee
Pen nsylr'a nia Farmer,
file/tim! IVorld, Phila.
O/zio Farmer, Cleveland
Catholic Register,
fe'zuis/z News,
IV estern Farm Life,
Outdoor Life, Denver
TOTAL No. or NEWSPAPFRS AND PERIODICALS 238
- 9,000,000
COMBINED CIRCULATION, MORE THAN -
TOTAL NUMBER JULY. 1014" -. 1, _
INCREASE IN 19 MONTHS; _




ENGLISH SPELLING
SUGGESTED FACULTY ACTION
1. Adopt, for use in the official publications
and correspondence of your institution, the
simpler and shorter of alternativ spellings
authorized by whatever dictionary (or diction-
aries) your institution consults as its authority.
This wil mean, for example, using center, not
centre; color, not colour; gram, not gramme;
license, not licence; maneuver, not manoeuvre;
medieval, not medioeval; quartet, not quartette;
traveler, not traveller, etc.
orrespondence, the Twelv Words adopted by
he National Education Association, viz: pro-
gram, catalog, decalog, prolog, demagog, pedagog,
t/zo, alt/10, t/zoro, t/zorofare, t/zru, t/zruout.
I 2. Adopt, for use in official publications and
3. Allow students in their ritten work to use,
when such use indicates a consistent and intelli-
gent spelling habit, any spellings to which any
of the leading dictionaries (Webster's, Stan-
dard, Century) giv vocabulary place as recom-
mendations of the American Philological Asso-
iation, the (British) Philological Society, or the
“implified Spelling Board. These include such
orms as aoandona’, dropt, curv, doctrz'n, coud,
lzart/I, lzelt/t, fotograf, slzal, tung, wil, etc.,
and ar distinguisht from the fully accepted spell-
ings in (I) by such indications as 5, S. S., P,
P/tz'l. Soc., Ref. Sp.
Note. Action by the faculty is not intended
to control the usage of individual members,
altho such personal use is greatly to be desired.
SIMPLIFIED SPELLING BOARD
No. 18 Old Slip, New York
May 12, 1916

SIMPLIFIED SPELLING IN COLLEGES
(MAY 12, 1916)
The folloing universities, colleges, and normal
scools approve the movement for the ameliora—
tion of English spelling, and hav adopted — in
most cases by faculty resolution —-some Of the
simplified forms for use in official correspond-
ence and publications, or permit the use of
Simplified spellings by students in their ritten
work :
ARKANSAS
University of Arkansas
' Henderson-Brown College
Hendrix College
CALIFORNIA
San Diego Normal Scool
Santa Barbara Normal Sc.
COLORADO
State Teachers College
State Agricultural College
State Normal Scool
CONNECTICUT
Conn. Agricultural College
FLORIDA
University of Florida
Ruskin College
IDAHO
University of Idaho
ILLINOIS
University of Illinois
Northwestern University
Illinois State Normal Univ.
James Millikin University
Augustana College
Carthage College
Eureka College
Greenville College
Hedding College
Illinois College
Illinois Woman’s College
Knox College
Lincoln College
Lombard College
Monmouth College
North-Western College
St. Viator College
Wheaton College
INDIANA
Indiana University
Earlham College
Franklin College
Goshen College
Rose Polytechnic Inst.
Valparaiso University
IOWA
Iowa State College
State Teachers College
Central College
Coe College
Cornell College
Drake University
Ellsworth College
Grinnell College
Highland Park College
Iowa Wesleyan College
Leander Clark College
Penn College
Wartburg College
KANSAS
Baker University
Bethany College
Bethel College
College of Emporia
Friends University
Kansas City University
McPherson College
Midland College
Ottawa University
Southwestern College
KENTUCKY
Berea College
MAINE
University of Maine
MASSACHUSETTS
Clark College
Int’n't’l Y. M. C. A. Col
MICHIGAN
Mich. Agricult’l College
Mich. College of Mines
State Teachers College
Adrian College
Alma College
Hillsdale College
Hope College

MINNESOTA
University Of Minnesota
Carleton College
Gustavus Adolphus Col.
Hamline University
Macalester College
St. Olaf College
Winona Normal Scool
MISSOURI
University of Missouri
Central Wesleyan College
Drury College
Forest Park University
Missouri Valley College
Park College
Kirksville Normal Scool
\Varrensburg Normal Scool
Tarkio College
Westminster College
William jewel] College
NEBRASKA
University of Nebraska
Nebraska Wesleyan Univ.
Cotner University
Bellevue College
Doane College
Grand Island College
Hastings College
Union College
York College
NEW YORK
Chautauqua Institution
NORTH DAKOTA
Univ. of North Dakota
N. D. Agricultural College
Fargo- College
Valley City Normal Scool
Wesley College
OHIO
Ohio State University
Ohio University
Miami University
Bald win-Wallace College
Case Sc’l of Ap. Science
Hiram College
Lake Erie College
Municipal Univ. of Akron
Muskingum College
Otterbein University
Rio Grande College
Toledo University
Wittenberg College
College of \Vooster
OREGON
Albany College
McMinnville College
Pacific University
Philomath College
Reed College
PENNSYLVANIA
Carnegie Inst. Tecnology
University of Pittsburg
Bucknell University
Albright College
Bloomsburg Normal Scool
California Normal Scool
Clarion Normal Scool
Edinboro Normal Scool
Lebanon Valley College
Muhlenberg College
Pennsylvania College
Susquehanna University
RHODE ISLAND
R. I. State College
SOUTH CAROLINA
University of So. Carolina
SOUTH' DAKOTA
Univ. of South Dakota
Dakota Wesleyan Univ.
South Dakota State C0].
Redfield College
Sioux Falls College
Springfield Normal Scool
VERMONT
Johnson Normal Scool
VIRGINIA
Farmville Normal Scool
WASHINGTON
Bellingham Normal Scool
Cheney Normal Scool
Ellensburg Normal Scool
WlSCONSIN
Lawrence College
Rivers Falls Normal Scool
NOVA SCOTIA
Provincial Normal College
P
I l
TOTAL NUMBER OF INSTITUTIONS - - - I50 '
TOTAL NUMBER or TEAcHERs. MORE THAN - 8.000
TOTAL NUMBER OF STUDENTS. MORE THAN - 120,000
TOTAL NO. OF INSTITUTIONS. May. 1914 - - 26
INCREASE IN 2 YEARS -
124
SIMPLIFIED SPELLING IN THE PRES
Two hundred and fifty-six newspapers and
periodicals ar using some of the simpler spell-
ings recommended by the Simplified Spelling
Board—at least to the extent of the Twelv
Words adopted by the National Education
Association. Among them at the folloing :
DAILY. NEWSPAPERS
Gazette and Telegraph,
Colorado Springs
Express, and Post,
News, and Times, Denver
C/Iieftain,
Star -fournal, Pueblo
Republican. Waterbury
Post, Chicago
Pantag'raplt, Bloomington
[ournal, Peoria
Press, Evansville
Post, Terre Haute
Hawkeye, Burlington
Repuolz'ean, and Times,
Cedar Rapids
Capital,
News, Des Moines
Times - Republican,
Marshalltown (Ia.)
Capital, Topeka
Herald, Louisville
PERIODICALS
Leader, Lexington
Repuolz'can-Herald,
Winona (Minn.)
Stock Yards/ournal,
St. joseph
Press, Asbury Park
Post, Cincinnati
Press, Cleveland
Citizen, Columbus
News, Oklahoma City
North American, Phila.
Press, Memphis
Dz'spatrlt, Dallas
Press, Houston
Star, Seattle
Wis. State/ournal,
Madison
State Leader, Cheyenne
I/Vorld, Toronto
Herald, and Mail,
alIfax
A merz'ean Printer,
Current Opinion,
Educational Review,
Literary Digest,
Independent. New York
A rnerz'ean Farming,
A m. Poultry/ournal,
Better Farming,
Farm Engineering,
Outer's Book,
Sports Afield, Chic Igo
C app” Paolieations,
ope a
Q’t'lyfo’l of Economics,
Proceedings of M.L.A .,
Cambridge (Mass.)
Q'ly Review, U. of N. Dak.
Bulletin ofN. E. A .,
Ann Arbor
A m. Se/zaolooardjournal,
Industrial/l rtslliagazz'ne,
Milwaukee
Pennsylvania Farmer,
illedz'eal IVorld, Phila.
Olzio Farmer. Cleveland
C at/zolie Register, '
fe'wis/z [Ve'ws
Outdoor Life: Denver
TOTAL NO. OF NEWSPAPERS AND PERIODICALS 256
COMBINED CIRCULATION, NEARLY - -
TOTAL NUMBER JULY, 1914
INCREASE IN 22 MONTHS
r2,ooo,ooo
_ _ - - 38
- - - 218

ENGLISH SPELLING
SUGGESTED FACULTY ACTION
I. Adopt, for use in the ofi‘icial publications
and correspondence of your institution, the
simpler and shorter of alternativ spellings
authorized by whatever dictionary (or diction-
aries) your institution consults as its authority.
This ’wil mean, for example, using center, not
centre; color, not colour; gram, not gramme;
license, not lieence; maneuver, not manoeuvre,-
medz'eoal, not medieval; quartet, not quartette;
traveler, not traveller, etc.
2. Adopt, for use in official publications and
correspondence, the Twelv Words adopted by
Ie National Education Association, viz: pro-
,“ ",Hgram, catalog, deealog, prolog. demagog, pedagog,
t/zo, alt/Io, t/zoro, t/zorofare, t/zru, t/zruout.




3. Allow students in their ritten work to use,
when such use indicates a consistent and intelli-
gent spelling habit, any spellings tO which any
.2 the leading dictionaries (Webster’s, Stan-
rd, Century) giv vocabulary place as recom-
mendations of the American Philological Asso-
ciation, the (British) Philological Society. or the
Simplified Spelling Board. These include such
forms as abandona’, dropt, euro, doctrin, coud,
lzart/z, lzelt/z, fotograf, shal, lung, wil, etc.,
and at distinguisht from the fully accepted spell-
ings in (I) by such indications as 5, S. S., P,
Phil. Soc., Ref. Sp.
Note. Action by the faculty is not intended
to control the usage of individual members,
altho such personal use is greatly to be desired.
SIMPLIFIED SPELLING BOARD
No. 18 Old Slip, New York
October 31, 1916
SIMPLIFIED SPELLING IN COLLEGES
(OCTOBER 31, 1916)
316American universities, colleges and normal
scools either use simplified spellings in Official
publications and correspondence, or permit Stu-
dents to use them in ritten work. The folloing
hav taken formal action, in most cases by fac-
ulty resolution :
ARKANSAS (4)
University of Arkansas
Central College
Henderson-Brown College
Hendrix College
CALIFORNIA (3)
San Diego Normal Scool
Santa Barbara Normal Sc.
University of Redlands
COLORADO (3)
State Teachers College
State Agricultural College
State Normal Scool
CONNECTICUT (r)
Conn. Agricultural College
DELAWARE (r)
Delaware College
FLORIDA (2)
University of Florida
Ruskin College
IDAHO (I)
University of Idaho
ILLINOIS (19)
University of Illinois
Northwestern University
Illinois State Normal Univ.
James Millikin University
Augustana College
Carthage College
Eureka College
Greenville College
Hedding College
Illinois College
Illinois Woman’s College
Knox College
Lincoln College
Lombard College _
McKendree College
Monmouth College
North-Western College
St. ViatorCOllege
Wheaton College
INDIANA (7)
Indiana University
De Pauw University
Earlham College
Franklin College
Goshen College
Rose Polytechnic Inst.
Valparaiso University
IOWA (14)
Iowa State College
State Teachers College
Central College
Coe College
Cornell College
Drake University
Ellsworth College
Grinnell College
Highland Park College
Iowa Wesleyan College
Leander Clark College
Penn College
Wartburg College
Western Normal College
KANSAS (10)
Baker University
Bethany College
Bethel College
College of Emporia
Friends University
Kansas City University
McPherson College
Midland College
Ottawa University
Southwestern College
KENTUCKY (3)
University of Kentucky
Berea College
Centre College

MAINE (2)
University of Maine
Eastern State Normal S .
MASSACHUSETTS (2)
Clark College
lnt’n't’l Y. M. C. A. Col.
MICHIGAN (7)
Mich. Agricult’l College
Mich. College of Mines
State Normal College
Adrian College
Alma College
Hillsdale College
Hope College
MINNESOTA (7)
University of Minnesota
Carleton College
Gustavus Adolphus Col.
Hamline University
Macalester College
St. Olaf College
Winona Normal Scool
MISSOURI (II)
University of Missouri
Central Wesleyan College
Drury College
Forest Park University
Missouri Valley College
Park College
Kirksville Normal Scool
\Varrensburg Normal Scool
Tarkio College
Westminster College
William jewell College
NEBRASKA (0)
University of Nebraska
Nebraska Wesleyan Univ.
'Cotner University
Bellevue College
Doane College
Grand Island College
Hastings College
Union College
York College
NEW YORK (I)
Chautauqua Institution
NORTH DAKOTA (6)
Univ. of North Dakota
N. D. Agricultural College
Ellendale Normal Scool
Fargo College
Valley Citv Normal Scool
Wesley College
OHIO (15)
Ohio State University
Ohio University
Miami University
Baldwin-Wallace College
Case Sc’l of Ap. Science
Columbus Normal Scool
Hiram College
Lake Erie College '
Municipal Univ. of Akron
Muskingum College
Otterbein University
Rio Grande College
Toledo University
Wittenberg College
College of \Vooster
OREGON (6)
University of Oregon
Albany College
McMinnville College
Pacific University
Philomath College
Reed College
PENNSYLVANIA (I5)
Carnegie Inst. Tecnology
University of Pittsburg
Bucknell University
Albright College
Bloomsburg Normal Scool
California Normal Scool
Clarion Normal Scool
East Stroudsburg Nor. Sc.
Edinboro Normal Scool
Juniata College
Lafayette College
Lebanon Valley College
Muhlenberg College
Pennsylvania College
Susquehanna University
RHODE ISLAND (I)
R. 1. State College
SOUTH CAROLINA (I)
University of So. Carolina
SOUTH DAKOTA (7)
Univ. of South Dakota
Dakota Wesleyan Univ.
South Dakota State Col.
Northern Normal SCOol
Red field College
Sioux Falls College
Springfield Normal Scool



W
5";


TENNESSEE (I) Chleney Normal Scool
V d b'lt Y ' ' Co lege of Puget Sound
an er I Lmversny Ellensburg Normal Scool
VERMONT (1)
Johnson Normal Scool L WIscgNlsllN (1’)
VIRGINIA (I) awrence o ege
Farmvine Normal Scool RIver Falls Normal Scool
WASHINGTON (4) NOVA SCOTIA (I)
Bellingham Normal Scool Provincial Normal College
INSTITUTIONS USING OR PERMITTING THE USE
OF SIMPLIFIED SPELLINCS - - - - 316
NUMBER RECORDED OCTOBER 19I5 - - - Ix4
lNCREASE IN I YEAR - - - - - - 202
STUDENTS, 250,000; TEACHERS, 21,roo
SIMPLIFIED SPELLING IN NEWSPAPERS
386 newspapers and periodicals ar using most
of the simpler spellings recommended by the
Simplified Spelling Board in its First List, which
includes the 12 Words adopted by the National
Education Association. Among them ar:
DAILY NEWSPAPERS
Philadelphia Nort/z American; Chicago Post; Cleve-
land Press; Cincinnati Post; \Vorcester Telegram; Detroit
Times; Denver Post, News, T z'nzes, Express.- Columbus
Citizen; Louisville Herald; Des Moines Capital, News;
Topeka Capital,fournal; Seattle Sz‘ar; TaconIaLoa'ger;
Peoria journal; Bloomington Pantagrap/z; Lewiston
journal; Dallas Dispatch.- Burlington Ha'zulczye;
Marshalltown Times-Republican; Oklahoma 1V€'ZUS.
PERIODICALS
Literary Digest; Independent; Current Opinion;
Educational RcZ/ie'w; Publis/zers’ lVcz'kly; Library
journal; Quarterly journal of Economics; Jlledical
IVorld; Am. Schoolboara’ journal; Industrial Arts;
Roiarian; Pictorial Review; [Motion Pioturo Classic.-
Outer’s Book; Outdoor Life; Surcessful Farming:
Boyce Publicalions; (Tapper Publications; Proceedings
of lllodern Language Assn; Bulletin and PTOCé’fldINgS
ofNational Education Assn.
NEWSPAPERS AND PERIODICALS - - - ~ 386
NUMBER RECORDED OCTOBER 19I5 - - - I46
INCREASE IN 1 YEAR - - - - - - 240
COMBINED CIRCULATION, 15,000,000
fitate of missnuri
ment. of Gilmcatinn
§tatc of filirbigau
Gfxnutihe GIbambeI'
étatz at filinncsota
Cxewtihz Espartment
GOVERNOR W. N. FERRIS

Iansing
Gentlemen:
I am enthusiastically in favor of simplified spelling. . . I am
quite willing that you should quote the Governor of Michigan
as standing for the simplifications that have been adopted by
several of the leading publications in the United States. If I
remember correctly the Educational Review exemplifies com-
mon sense in spelling. Likewise the Independent.
From boyhood I have labored with the foolishness of
modern spelling until some of my enemies were quite willing
to brand me an ignoramus. Simplified spelling would have
been a blessing to me. I would have had more brain power
for doing my work as Governor of Michigan could I have had
due consideration from the standpoint of simplified spelling.
(Signed) WOODBRIDGE N. FERRIS


‘. GOVERNOR A. O. EBERHART

fit. fiaul
Gentlemen:
I certainly wish to add my endorsement of simplified
spelling. While our‘schools are devoting a great deal of time
and effort to instruction in spelling there is a general demand
for still greater etiorts along that line.
This being true, it must be conceded that too much valu-
able time is spent in our schools for this purpose. If by a
system of simplified spelling pupils can become more efficient
and devote considerably less time thereto, the movement is
entitled to the support of everyone interested in the proper
training of children.
,(Signed) A. o. EBERHART


STATE SUPERIN'IENDENT WM. P. EVANS
Glitp at Bufferson

Gentlemen:
Because of the difficulties in the children’s path due to
senseless spelling, because of the waste of time in such value-
less work that might be put to good use in other subjects, and
because of the gain to coming generations from saner school
work, I have supported this reform from the first.
It is interesting to note that the funny man now rarely
bends his energies to ridicule reformed spelling. He finds his
jibes no longer interesting.
(Signed) WM. P. EVANS.
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Ginihersitp nt Mimnnsin
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@herlin illullzgz
PRESIDENT CHARLES R. VAN HISE
mahison
Gentlemen:
I am in favor of simplified spelling. My reason for this
opinion is mainly the economy of time of the children of this
generation and the unborn generations to come. The waste
of time of many millions of Children in memorizing the spell-
ing of numerous words, the spelling of which has no relation
to sound, is appalling. A
From the point of view of money the loss is enormous;
but even greater is the evil of failure to teach children system
while teaching them spelling.
(Signed) CHARLES R. VAN HISE


PRESIDENT HENRY C. KING

@herlin, QBbiu
Brrsihcnt's 63in
Gentlemen: _
I believe heartily in simplified spelling and I am genuine-
.ly sorry that what seems to me the ill advised conservatism of
many college teachers stands so much in the way of securing
some measure of reform in this direction.
The dyed-in-the-wool conservatism of the educated man
troubles me a good many times. Some times it seems as if the
education of such men had really made them less open-minded
rather than more so.
(Signed) HENRY c. KING


DR. W. H. VENABLE
3649 Uineparh glare.
Cincinnati, QB.
Gentlemen:
Manifestly the English language, being a means of inter-
communication among the civilized nations of the world,
should be rendered as easy as possible to acquire and to use.
To my mind the arguments in favor of simplifying its spelling
are convincing and unanswerable. For the most part what is
written in opposition appears trivial and captious, born of
prejudice and reluctance to give up old ways and adopt new,
to which humanity is very prone.
(Signed) W. H. VENABL E.

112m MI \I, Rental-mt) Twig-18.20%} -
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SIMPLIFIED SPELLING
SOCIETY
PRESIDENT:
THE REv. PROFESSOR SKEAT, LITT.D., LL.D., D.C L., PH.D.
Vice=Presidents :
HENRY BRADLEY, M.A., PhD. THOMAS R. _LoU_NsnURv, _LL.D., L.I-I.D. (President
Professor JAMES W. BRIGHT, M.A., PhD.‘ of the Simplified Spelling Board, U.S.A.).
i THOMAS J. MACNAMARA, M.P., LL.D., M.A.
ANDREW CARNEGIE, LL.D. 1
_ Sir JAMES A. H. MURRAY, M.A., LL.D., D.C.L..
FREDERICK J. FURNIVALL, M.A., Ph.D., D.Litt. D.Litt., Ph.D..
Sir WILLIAM RAMSAV, K.C.B., LL.D., D.Sc., M.D., &c.
Committee:
H. STANLEY JEVONs, M.A., D.Sc. V ‘ A. W. l’oLLARD, M.A.
Professor GILBERT MURRAY,LL.§§.‘,&Q , J. S. \VESTLAKE, M.A.
Professor A. S. NAPIER, D.Litt., &c. Professor H. C. K. WYLD, B.Lit-t.
Secretary: WILLIAM ARCHER. Hon. Treasurer: Dr. FURNIVALL. Corresponding Sec.: WALTER W. SKEAT, M.A.
WILLIAM ARCHER, M.A.
F. J. FURNIVALL, D.Litt., &c.
HENRY FRANK HEATH, B.A., Ph.D.
Ofi‘icesr—44, GREAT RUSSELL STREET,
-. _ . a: . . LONDON, -W-C-
HE SIMPLIFIED SPELLING SOCIETY has been founded in
order to promote a better understanding of the history of English
Spelling; to advocate the gradual introduction of such reforms as
shall remove the difficulties placed by our present chaotic spelling in the
way of children and foreigners; and to provide teachers and others who
are acutely conscious of these difficulties with an organisation for furthering
their views.
A fuller statement of the Society’s position will be found'in the
President’s Opening Address, on page 3.
Though entirely distinct from the Simplified Spelling Board of the
United States, the Society will cordially co-operate with that body.
Mr. Andrew Carnegie, one of the Vice-Presidents of the Society and a
.Member of the American Board, has made a generous contribution to the
Society’s funds.



Membership of the Society is open to all who (without committing
themselves to any particular proposals) approve of the general principle
that English Spelling ought to be broughtmore into harmony with reason
and convenience, and are willing to sign a declaration to that effect.
With a view to bringing membership within the reach of all, the
Mim'mzmz annual subscription has been placed at One Shilling; but it is
earnestly hoped that Members whose means permit of their doing so will
contribute more largely.
Life—members will be enrolled on a single payment of Twelve
Shillings; but this again is a minimum, which it is hoped that many
will exceed. The extent and effectiveness of the Society’s work of propa-
ganda (by publications, lectures, etc.) must obviously depend upon the
funds at its command.
Members are entitled to receive, gratis and post—free, all the publi—
cations of the Society. Non-Members desiring to be furnished with any
of the publications must forward to the Secretary the cost of postage.
Forms of application for Membership or for Life-Membership
are enclosed.
' 23 Octoéer, 1908.
IQ-

PRESIDENTIAL ADDRESS
DELIVERED AT THE
FIRST MEETING OF THE SIMPLIFIED SPELLING SOCIETY
Sepz‘eméer 8Z/z, 1908.
By THE REV. PROFESSOR SKEAT, Litt.D., LL.D., D.C.L., Ph.D.
l-IE OBJECT OF THE SIMPLIFIED SPELLING SOCIETY is to
I consider carefully the whole subject of our modern English spelling, with a
view to the initiation of such a moderate system of reforms as may seem to
be generally advisable. It is recognized that, for some time to come, the usual
symbols—~commonly called letters—must be retained, with such values as are most
frequently attached to them; and that the utmost that can be expected, by way of
achievement, is the removal of the most glaring anomalies and contradictions that
have long been a source of trouble and annoyance to teachers and pupils alike.
It is true that philologists have long been agreed that a more perfect system
could be attained if we were in a position to employ our vowel—symbols with
continental values rather than English ones; but the study of the science of phonetics
is still in so backward a stage in this country that such a reform is at present—and
perhaps will long remain—entirely out of the question. We must, therefore, as all
recent experience has shown, be content to consider and, where advisable, to recommend,
such improvements as will easily be perceived to be of value, and can be readily
understood and adopted. No motto can be more fitting for our Simplified Spelling
Society to adopt than the famous one which appears in Latin in the form—festz'na Zenz‘e.
'lndeed, before anything can be practically achieved, it is absolutely necessary
to prepare the way by placing the problem before the public in a form which they
can understand. It is a matter of history that some partial corrections of English
Spelling were drawn up by Dr. Sweet for the London Philological Society fully
twenty-seven years ago, in 1881. They were of a rather mild and tentative character,
but extended, nevertheless, a good deal further than anything that the public would
accept. The consequence was that nothing practical was effected, and we have ever
3

since remained, for nearly a generation, in the same state of confusion as existed
at that date.
Quite recently the problem has again been considered in the United States
of America, where a Simplified Spelling Board has been established for the express
purpose of investigating the whole question scientifically. They have already found
their way to the enunciation of a few elementary principles, which, when put into
practice, will at once remove a few of the worst and most obvious faults. The
great attention there paid to the study of the English language—far more general
than anything we can even imagine in England—has enabled a large number of persons,
already numbered by thousands, to declare their acceptance of their reasonable and
intelligible recommendations. The fact that the movement in America has not only
begun, but has there every prospect of general acceptance and ultimate success, renders
it imperative that the United Kingdom of Great Britain and Ireland should, at the
very least, endeavour to understand what is being done, lest we should—to our almost
infinite disgrace—be altogether left behind in a movement that so nearly concerns us.
Rather than this, it must be our desire to strengthen the hands of the Simplified
Spelling Board in America, and to encourage them to extend still further the number
of their adherents. They have already published many useful and illuminating tracts
upon the_subject, and they are willing to exchange their publications with ours,
even though ours should prove to be much fewer. We Shall gladly close with this


generous offer.
There is yet another reason, quite independent of this, why the present moment
is peculiarly favourable for the consideration of the problem. In the early part of the
present year, after some years of hesitation and discussion, the Universities of Oxford
and Cambridge saw their way at last to an agreement as to a reformed pronunciation
'of Latin; and they have actually recommended to the schools an easy and Simple
programme, such as has, in fact, already been employed in the Universities themselves,
by intelligent teachers, for several years past.
Probably the public is as yet unaware of the enormous advance in the scientific
study of language which this apparently small revolution will inevitably bring about in
the near future. The boy who learns Latin under this new system is actually being taught
fundamental truths, such as have left their impress upon the spelling of every language that
employs the Latin alphabet. The Statement that the reformed pronunciation of Latin gives
the true key to the pronunciation of the Romance languages in early times, expresses but
a small portion of the truth. It is also the key to the early pronunciation and early spelling
of all the other languages that employ Latin symbols, including the various branches of
Teutonic and Celtic, some of which preserve symbols that are employed with an older
4

signification than our own. To this day Welsh preserves what is not very happily called
the hard 6 even before e and i, as in the common word n, a dog, which is pronounced
like the English key. But I must not discuss this any further at present.
To return. It is a safe prediction that the boy who learns to pronounce Latin I
aright will, quite unconsciously, acquire some respect for its symbols, and will at once be
put into the way of understanding the science of phonetics. He will be taught to con-
nect sounds with invariable symbols, and this will be for him not merely a new
conception, but will give him an important lesson that may very well serve him for his
lifetime. The Simple fact that a a was always employed with the sound of k, irrespective
of its positiOn, at once explains why the Romans did not employ the /c; for they had,
in fact, no need of it. The change from the nominative case locus (pronounced lockoos,
with 00 as in good) to the genitive case loci (pronounced lockee) and the dative case law
(pronounced locko/z) follows as a matter of course from the declension of domz'nus. This
is a very different thing from being taught the impossible fiction that the genitive case
was pronounced low-sigh. Under the old system, we taught boys contradictory and
irreconcilable notions, and instilled into them a prejudiced belief that all spelling must
result in a chaos. But under the new system we are teaching them inflexible and con-
Sistent laws, thus enabling them to understand the order and symmetry that accompanies
the use of almost perfect symbols. Surely the next generation will regard Latin
spelling in a very different light, and will be able to perceive, at the very outset, that
our present spelling of modern English leaves a very great deal to be desired. It
illustrates the old story as to the difference between “eyes” and “ no eyes."
The foregoing remarks lead at once to a consideration of the work that lies
before us. We must enable the intelligent public to become ashamed of discussing
so confidently and so scornfully a subject which they only contemn because
they do not understand it. Let them first of all learn the right answers to a few
elementary questions. Why, for example, do we spell oar/f: with 0a, but spoke with an o
and a final e? How came ou to denote the. diphthongal sound which is heard in the
word house, whilst the same sound is expressed by an in German? How came the same
symbol ou to denote the on in soup? How is it that the sound of a in cake can be
represented in at least twenty-one different ways, and the sound of 66 in feet in twenty-
four different ways, as duly shown by Miss Soames in her admirable Introduction to
Phonetics? Let me here enumerate a few of the things of which a student of English
s ellin and even one who resumes to write about it, on ht certainl to be aware.
P g, P
I. The pronunciation of our words has a regular history, which has been very fully
investigated in several recent works. We now know that the word which we now call oak
was pronounced by King Alfred as oak, and by Chaucer as awk. We have one set of
5

sounds for Anglo-Saxon, another for Middle English, another for Shakespeare’s time, and
another at the present day.
2. The symbols employed before the Conquest were Latin symbols as modified
by Celts; and these were somewhat varied by the Normans.
3. Modern English spelling is based upon Norman, and was primarily due to the
spelling of Old French, as adapted by Norman scribes to the requirements of Middle
English pronunciation, especially during the reigns of Edward 1., Edward II., and
Edward III.
4. It was again modified in the Tudor period by the students of what was called “the
new learning.” Some of them were, unfortunately, possessed by the spirit of pedantry, and
frequently made the foolish mistake of altering our spelling, which was based upon a French
system, so as to force it to agree with Latin and Greek models. Their ill-judged meddling
often did much harm, and has caused much needless confusion. The notion that our spelling
exhibits, as some have said, a survival of the fittest forms, is quite untrue. It was often
tortured into unfit forms in the interests of so-called “ etymology.”

5. It is the spoken language, and the spoken language alone, that really matters,

and has a continuous but ever-changing life that endures throughout all generations.
6. All our early scribes recognised this essential fact, and realised that the only sane
method was to use symbols phonetically ; accordingly, they spelt their words with the direct
aim of representing the sounds which were then heard.
7. As these sounds altered from time to time, the scribes made frequent alterations,
always endeavouring to represent more exactly the newer sounds as they arose. But
unluckily, they often delayed these changes too long; and thus it was that the spelling
became largely unphonetic at last, because it was not modified with sufficient promptitude.
8. At the present day, our spelling is Irom two to three centuries behind the time;
and is no longer adapted to the requirements of the moment. It is, in fact, the survival
of the phonetic deviCeS of various ages for representing the pronunciation of the sounds
which existed in those ages, but which have since been changed to quite different
sounds. Thus, M in fruit, oruz'se, etc., is a Norman-French spelling of the sound
heard in the French pure; ea in great, break, sz‘eak, is a late Middle English method
of expressing a sound resembling e‘ in the French te’le, etc.; and so on.

I could add many more useful and general statements of the above character, which
would enable the intelligent reader to see that the problem is by no means so simple as he
6
Q
perhaps believes it to be. I believe that English spelling Stands alone, as being the sole
subject on which almost every man is prepared to express very decided opinions, often
fondly imagined to be irrefragable, without having any previous acquaintance with the
complicated facts of the case. A writer on history knows that he must read up his facts
and observe chronology; but the writer on spelling is often prompt to ignore every
chronological consideration. It is high time that our great and important language Should
be investigated scientifically, and that writers should approach it in the same scientific
spirit as that in which they approach astronomy, or chemistry, or botany.
I would therefore appeal to my fellow-countrymen to join the Simplified Spelling
Society, in the hope that they will at least be interested to know that the whole subject
abounds with the most valuable and instructive lessons for all who care to learn.
If our language be, as it is, the most widely spread language on earth, the only
one, in fact, which at present seems capable of serving as an almost universal language
for the needs of all nations, it is only reasonable—and it is certainly patriotic—that
we should try to [know something of its history. \Ve should at least be able to
confute that commonest of all objections, viz., that the introduction of methods for
expressing the sounds of our words more accurately would destroy the history of
our language, an objection which every English philologist knows to be ludicrously
false.
When Paul Dombey was told about the boy that was gored to death by a mad
bull for asking questions, he enquired of Mrs. Pipchin how it was that, if the hull was
mad, he knew that the boy had asked questions. In like manner we may well ask of those
who would raise objections, how it is that, if they know no more about the history of
our language than did Mrs. Pipchin's mad bull, they have come to the conclusion that
an improved spelling will destroy it?
WALTER W. SKEAT.

R. CLAY AND SONS, LTD., BREAD S'l‘. HILL, E.C., AND BUNGAY, SUFFOLK.


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Simplified Spelling Society.


Date .................................................................... .. 19
To the SECRETARY, ‘
SIMPLIFIED SPELLING SOCIETY,
44., Great Russell Street, London, W.C.
I approve of the principle of Simplified Spelling, without
committing myself to (any particular proposal or proposals.
Please I wish to be enrolled as a Member of the Simplified
fill up one
2113,5332“ Spelling Society, at an Annual Subscription of ........................................................ ill
iffzcore and beg leave to enclose a Posgsagfder for my first year’s Subscription.
through
the other. OR,
I wish to be enrolled as a Life Member of the Simplified
Spelling Society, and beg leave to enclose as my Subscription a Poggfqgsder

for ....................... .. .. .... ..
Name . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. ............................ ..

Occupation ...... _.

Address ..................................................... .............................................................................. ..
* The minimum is One Shilling.
** The minimum is Twelve Shillings.




President :
Professor Gilbert Murray.
LL.D.. D.Litt., F.B.A.
Vice-Presidents :
Henry Bradley,
M.A., Ph.D.
Professor James W. Bright.
Ph.D.. Litt.D.. LL.D.
The Right Hon. James Bryce,
D.C.L.. LL.D.. F.R.S.
Miss Burstall, M.A..
Manchester High School for Girls.
Andrew Carnegie.
LL. D.
Principal Sir James Donaldson.
LL.D.
Thomas R. Lounsbury,
LL.D.. L.H.D. (President of the Simpli-
fied Spelling Board. U.S.A.).
Thomas J. Macnamara. M.P..
LL.D.. M.
Sir James A. H. Murray.
M.A., LL.D., D.C.L.. D.Litt., Ph.D.
The Right Hon. Sir Frederick Pollock,
Bart.I LL.D., D.C.L.
Sir William Ramsay, K.C.Bi.
LL.D.. D.Sc.. M.D.. etc.
Michael Sadler. 0.8.,
LL.D.. Vice-Chancellor of the Univer-
sity of Leeds.
The Rev. Professor Skeat.
Litt.D.. LL.D.. D.C.L., Ph.D.
(Past President).
Committee : I
William Archer.
M.A.
E. R. Edwards,
Docteur es Lettres.
Miss Ethel Gavin. M.A..
Wimbledon Hill School for Girls.
Henry Frank Heath. 6.8..
B.A., Ph.D.
H. Stanley Jevons.
M.A., 350.
Daniel Jones.
M.A.
Professor A. S. Napier,
D.Litt., etc.
Alfred W. Pollard.
M.A.
Professor Walter Rippmann,
M.A.
Miss Mary Spalding Walker. B.A..
Roan School for Girls.
Hon. Secretary:
William Archer. M.A.
Secretary:
Sydney Walton. B.A., B.Litt.
Hon. Treasurer:
Professor Rippmann, M.A.
Corresponding Sec. :
Walter W. Skeat, M.A.

Simplified Speling Sosiety,
44 GREAT RUSSELL STREEE
LONDON, W.C.
Telefoen: 1351 CITY. Ofls Ourz. 11 tu 4 (Satordalz ecseoted).
March 19th, 1912.
Deer Bur, (or Madam)-
Bi this mail we ar sending yu a copy ov
"Simplified Spelling", a booclet resently publisht
bi us, and aulso a copy ov the furst number ov the
"PIONEER", a litl Jurnal which wil apear ten tiomz
a year and wil be sent tu aul our members graitis.
Prinsipal John Doarness, Normal Souul,
London, Ontario, iz organiezing our euporterz in
Canada.
'3
fife. year. We shal be glad if yu wil remit
The membership fe iz, fOr Ful Memberz,
tu Mr. Dearness, or direct heer. We ar engaijd
in a very vigorus campain, and it is nesesary tu
ease fer oontinyued finanshal suport.
Yuerz faithfuly,
SYDNEY WALTON,
Secretary.



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.J..

AN ESSAY COMPETITION.
ESSAYS on the subject of The Educational Advantages
of Simplified spelling are invited by the Committee of the
Simplified Spelling Society. A prize of FIFTEEN GUINEAS
will be awarded to the writer of the best essay in each of
the following classes :—
I. Teachers in Schools (Men).
II. ,, ,, ,, (Women).
III. Non-Teachers.
On the recommendation of the judges an additional prize
of five guineas may be awarded in each class.
The Competition is open to all British subjects and to
foreign members of the Society. There is no entrance fee.
CONDITIONS.
(a) Essays to be written in English and to be not more
than 5,000 words in length. Spelling optional.
(b) It is understood that the subject of the essay may
be taken in its widest sense, and that no special scheme of
simplification need be advocated.
(c) Essays to be posted so as to be delivered to the
Secretary of the S.S.S, 44 Great Russell Street, London,
W.C., on or before the 1st October, 1912; the envelopes to
be clearly marked “Essay Competition.” Competitors residing
outside Europe must post their essays so as to reach the
Secretary on or before the lst November, 1912.
(d) Though not necessarily for publication, the name and
address of the writer must be clearly stated on the first page
of the MS. A competitor in Class I or II must also state the
name and place of the school in which he or she is teaching.
(6) The decision of the Committee is to be accepted as
final. The Prize Essays will be regarded as the copyright
of the Society.
(f) Every effort will be made to return the MSS. of
unsuccessful candidates, provided that a stamped and addressed
envelope be enclosed, but the Society cannot accept any
responsibility.
\



President :
Professor Gilbert Murray.
LL.D.. D.Litt.. F.B.A.
Vice-Presidents :
Professor James W. Bright.
‘ v Ph.D.. Litt.D., LL.D.
The Right Hon. James Bryce.
D.C.L., LL.D., F.R.S.
Miss Burstall. M.A..
Manchester High School for Girls.
Andrew Carnegie.
LL.D.
Principal Sir James Donaldson.
LL.D. .
Thomas R. Lounsbury,
LL.D.. L.H.D. (Ex-President of the Sim-
plified Spelling Board. U.S.A.).
Thomas J. Macnamara. M.P..
LL.D.. M.A.
Sir James A. H. Murray.
M.A.. LL.D., D.C.L., D.Litt., Ph.D.
J. L. Paton. M.A..
High Master,
School.
The Right Hon. Sir Frederick Pollock.
Bart.. LL.D., D.C.L.
Sir William Ramsay. K.C.B..
LL.D.. D.Sc., M.D.. etc.
Michael Sadler. C.B..
LL.D.. Vice-Chancellor of the Univer-
sity of Leeds. _
The Rev. Professor Skeat.
Litt.D., LL.D., D.C.L., Ph.D.
Manchester Grammar


(Past President).
H. G. Wells.
Committee :
William Archer,
M.A.
E. R. Edwards.
Docteur de l‘Université de Paris.
Miss Ethel Gavin. M.A..
Wimbledon Hill School for Girls.
Henry Frank Heath. C.B..
B.A.. Ph.D.
G. B. Hunter, D.Sc.,
Chairman, Messrs. Swan Hunter &_
Wigham Richardson, Ltd.
H. Stanley Jevons.
M.A., B.Sc.
Daniel Jones.
M.A.
Professor A. S. Napier.
D.Litt., etc.
Alfred W. Pollard,
M.A.
Professor Walter Rippmann.
M.A.
Miss Mary Spalding Walker. B.A..
Roan School for Girls.
Hon. Secretary:
William Archer. M.A.
Secretary:
Sydney Walton. B.A.. B.Litt.
Hon. Treasurer:
Professor Rippmann. M.A.
Corresponding Sec. :
I Walter w. Skeat. M.A.
Office in Britain:
44 GREAT RUSSELL STREET.
LONDON. W.C.
Simplified Speling Sosieti,
ONTARK)BRANCH.
President:
Professor John Gibson Hume. M.A.. Ph.D., University of Toronto.
Committee:
Professor D. R. Keys. M.A., University of Toronto. J. S. Lane. B.A.., Collegiate Institute, Ottawa.
Robert Alexander. late Model School Principal, Ottawa. Wm. M. Metford. Toronto.
William Scott. B.A., Normal School. Toronto. D. A. Maxwell. B.A., LL.B., Ph.D., Windsor.
Alexander Hamilton. M.A., M.D., Toronto.
Secretary-Treasurer:
John Dearness. M.A., Western University, London, Ont.
Corresponding Secretary:
Principal Alexander McQueen. Victoria Schooll London, Ont.



28th November, 1912.
Dear Sir, (or Madam )I
In sending you the current number of the Pioneer;
we would remind you that your subscription for the
present year is unpaid. We should like you to
renew your membership for 1915 for we need your
intelligent advocacy of the cause. The annual fee
for Associate members is 25c. and for Active members
$1.
to all members.
The Pioneer, our monthly journal, is sent gratis

It is full of interest and keeps you
in touch with the world-movement in the matter of
Spelling Reform. Active membership entitles you to
practically all the literature issued by the Society.
The movement is making great headway in this
country and by the end of the year the membership
will number 1,000. It includes many of the most
distinguished educationists in the land. Please
send your remittance either to the British office or
to the Secretary of the Ontario Branch.
The Scheme of spelling in which the Pioneer



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is published, is submitted for discussion and we do
not ask you to be pledged to that Scheme; it is suf-
ficient if you are in favor of the general principle of
reform. We appeal to you-to co-operate with us in cre-
ating, as the Imperial Education Conference of last year
put it, an enlightened public opinion on this subject.
we want the Canadian Branch to be exceedingly strong.
’As the year is near the close, we should like to
know whether you wish us to continue sending the Pioneer
so that we may make arrangements for 1913.
Yours faithfully, _
i3) dmmgfi/UQUQA b
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Secretary.



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T HE Committee of the Simplified Speling Sosieti have acceded
to Dr. Thomson’s request to have his pamphlet sent out to members
with the Pioneer for November 1912. As is stated on page 113,
this does not imply that Dr. Thomson’s views are shared by the
Committee. '


"‘n‘mTT-Ifl-lurfi fin“ m-r-rfi
WWW“


_~—-, , . ‘ m‘w‘m-II 6'
I
\ ]5:XI:1912.
[syua’ 61' t/ze Sz'nzp/z'fiea' Speling Sosz'ez‘z',
44 Greaz‘ Russell Sheet, London, WC.
Ht
A SCHEME FOR THE
SIMPLIFIED SPELLING OF
ENGLISH.
BY
ARTHUR WATSON THOMSON, D.Sc. (Glas), C.E.
OR the last thirty years I have been resident in Japan and in
India, engaged in the teaching of Civil Engineering in these
two countries. I was much interested in their languages, and spent
a good deal of time in acquiring a fair knowledge of Japanese and
Marathi ; I could speak these languages with a considerable amount
of fluency when I was in the habit of using them.
The Japanese language can be transliterated with great accuracy
by Roman letters without special marks; many books have thus
been written, more especially for the use of foreigners who seldom
attempt to learn the Chinese ideographs.
The Marathi language is used in a large area of the Presidency
of Bombay: it is derived from Sanskrit, and the alphabets are
identical; it is much more difficult to transliterate into Roman on
account of the large number of vowel sounds which it contains, and
which cannot be well represented by the five vowel signs of our
Roman alphabet.
In both Japanese and Marathi, and in many, perhaps all, of the
other languages of Asia and of Africa which have been transliterated
into Roman, in Esperanto, and in several of the European lan-
guages, the five vowel sounds have definite fixed values of pronunci-
ation; and in any system of English Simplified Spelling, to be of
much assistance to foreigners, or to Englishmen who wish to learn
1
these languages, it appears to me to be essential that the sound
values of these five vowels shall not in any way be changed;
this will tend to uniformity all over the world.
Several objections are made to any change of spelling, the first
being that it looks queer. This objection cannot be removed, since
any change whatever will look queer; it is well to bear in mind
that this queerness will disappear in a short time when we have
become familiar with the new system, whatever that may be.
The second objection is that compositors would have to add to
their stock of letters, and that the typewriters in use at the time
when the change is made would have to be scrapped. Now in the
method which I propose, only six new signs—a, e, i, 6, 1'1, fi—are
required by the printers; and until typewriters with the new signs
have been put on the market, these letters could be marked by hand
after the copy has been made. It may here be remarked that, so
far as initial capital letters are concerned, the marked vowels
will seldom, and the marked n will never, be used in ordinary
printed matter; they will be required, however, when words are
written entirely in capital letters.
There are other objections, such as :——difficulty of tracing the
derivation of the words; difficulty of having words of the same
sound, but with different meanings, spelt in one way. But, with
regard to these, it is not necessary for me to say anything here—
they have been considered in some of the other pamphlets issued by
the Simplified Speling Sosieti.
I will now give the alphabet which I propose for the phonetic
spelling of our language :—



AABCDEEFGHTIJKLM
aabcdéefghiijklm
NNCOPQRSTUUVWXY-Z
nnoopqrstfiuvwxyz
The new alphabet consists of thirty-two letters, the six new
letters being a, E, i, 6, G, which represent the long Italian sounds of
the vowels, and f1, which represents the nasal sound ng in our word
“ sing.”

Some dictionaries give in great detail the number of sounds
which the vowels represent; such minute differences cannot be
represented easily in print, and I do not attempt to do this.
Taking
a good dictionary, I find as follows :—

As written at present.
Same words written

Vowels.
Number of sounds
to each vowel.
Words showing these as proposed.
sounds.

I—l'o

‘<.'CO

four
three
three
three
three
three
I
} feign, fen, feel
i pull, pun, pure
father, fat, fate, fall father, fat, fét, fol
fén, fen, fil
mashin, pin, pain
dot, dot, di'i
pfil, pun, pyi'ir
defay, deftly, yui'i
machine, pin, pine
dote, dot, do


defy, deftly, young
The same thing is shown in another way as follows :—




Egovgzlssegé In words as at present written. In samfo \Lzrdiriiegfolmsed
a father, cast father, kast
a fat, fancy fat, fansy
é feign, vein fén, vén
e fen, met fen, met
i machine, fatigue mashin, fatig
i pin, until pin, until
6 dote, old d6t, old
0 dot, lord dot, lord
i'i pull, put pfil, put
u pun, hurt pun, hurt
y is used as a vowel only at the end of a word, and is
equivalent to the short letter i; in all other places it has
the value of y in “ young,” thus:
very l very
young l yufi


It will be observed that the vowel sounds proposed for a, e, i, o, u
are the long Italian sounds. I should have preferred writing them
without the bars; but, since the number of short vowels in any
piece of printed English is about four times the number of long
ones, it is easier to mark the long ones.
The 1'1 has the nasal sound ng in hung, long, sing, bank.
These words would be written hufi, lofi, sifi, bafik ;
while the words hunger, longer, singer, banker
would be written hunger, longer, sifier, bafiker.
Notice the words vanguard, congeal, ingoing;
which would be written vangard, konjil, ingoifi.
Three diphthongs are required, viz.: ai, oi, ou; each of these
represents the double sound indicated by the letters, thus :—



Diphthong To be pronounced In the following words The same words as pro-
as the letters. as at present written. posed to be written.
ai i ice, idea, mighty ais, aidia, maity
oi \( oi anoint, boil, loin anoint, boil, loin
oy * l oy alloy, boy, coy ! aloy, boy, koy
ou ou bound, around bound, around
l




5"“ The letter y is used for i only at the end of a word.
The first personal pronoun “ I ” might remain as at present.
The consonants b, d, f, h, j, k, l, m, p, r, t, v, w, z are to be used
as at present, and need not be specially noticed.
With regard to the remaining consonants,—
c is to be used only in combination with h, as ch in “church,”
“ birch ”; the soft c as in “cell,” is replaced by s——“ sel ”;
,7
the hard 0, as in “ can, is replaced by k—“ kan.”
g is to be hard always, as in “regard”; its present soft value
as in “gem” is taken by j—“jem.” In combination with
h—thus gh—we might write “ logh ” for the Scotch word
“ loch ” and the Irish word “ lough.”
k should be retained as at present. Certain foreign words
1 such as.“ khan,” “ Khartum ” require it; this combination
4

kh is sounded as it is written, and cannOt be replaced by
ch or by k.
a, “ a,
. - l‘ .
n represents the ordinary sound of n as in sm, sun ;
1'1 represents ng in “ sing,” “ sung.” See further remarks
and examples above (page 4).
ph would be replaced by f—thus “photographic” becomes
“ fotografik."
qu might be replaced by kw. This change would be of some
advantage, but I suggest that qu be left as it is at present ;
this will not lead to any ambiguity.
s has two sounds at present—s and z. The first value would
be retained, the second would always be represented by z.
By this rule the possessive cases of some nouns and
pronouns, plurals of nouns, and certain parts of the verbs
would end in 2 instead of s, as at present.
y is to be used at the end of a word with the value of i as in
“ very ”; and in all other positions with the value of y in
“ young.”
x should be retained with its present value ks; it is shorter,
and there is little advantage in leaving it out of the
alphabet as some writers on the .subject suggest. Where
it has the value 2, the letter 2 should be used; words
beginning with x at present are nearly all chemical terms,
and do not enter into the language of everyday life.
Finally, we should omit using double consonants; this practice
leads only to traps for the unwary. An Englishman finds much
difficulty with double consonants when he begins to study French.
When the time comes for the preparation of a new dictionary in
Simplified Spelling by a Commission which has Authority to back
it, it will be found that in many cases where the pronunciation of a
word has departed from its spelling, it will be desirable to bring the
pronunciation back to the spelling. Before this Commission makes
its recommendations it will be necessary to consider for each word—
(a) its derivation; (b) whether its spelling is regular or not; (c) the
words derived from it or of the same family; (d) its pronunciation
by different sections of the people. There must, in a matter of this
kind, be some give and take; and it will be necessary in any case
5
for some of us to give up our pronunciation of certain words for the
sake of uniformity. Moreover, if children are taught the new
spelling of our words, the pronunciation of the words will follow
naturally. Take the word “fern,” for example; the spelling and
the pronunciation in the North are both “fern”; in the South the
spelling is “fern” and the pronunciation is near to “furn.” I
suggest that it is better to revert to the pronunciation “fern,” and
keep the spelling as it is.
I have now stated briefly my views on Simplified Spelling for
English, and shall be glad to have them thoroughly criticised.
The method which I now propose for writing English appears to
me to meet the requirements of the case, and is on the line of least
resistance to present customs.
The following are the main points of difference between the
method adopted at- present by the Simplified Speling Sosieti and
used by them in the Pioneer, and the method now proposed.








AS USED IN Pioneer. As PROPOSED. As USED IN Pioneer. As PROPOSED.
Word _ Word Word Word
vowels' examples. vowels': examples. vowels' examples. i vowels“ examples.
aa * faather l _ ‘ {father uu i bruud brud
a l - _ _ .
a far ) ’ fir U. + 111111 11 rum
‘ 00 + good gud
a1 maid, falr e méd,fér Eiph Eiph
i _ t Ongs. t ongs.
66 i feel _ fll 1e die _ j dai
_ 1 i __ _ _ _ _ - . ‘3 l " 3.1 .
e seing, we sun, W1 1 b1 H l bal
_ au haul ‘ o hol
0e 'i' foe ) (f0 .—-—‘
5 Consonant. \Consonant.
0 going, noi lgéifi,n6 c thic k thik






The aa and a“; ai; ee and ei'; oe and of; uu,I u,i', and ooii;
and au each to represent a SINGLE vowel sound (viz. : a, e, i, 6, 1'1,
and o as now proposed) is objectionable ; and the ie and if each to
represent a DOUBLE sound is undesirable.
Note by Secretary Simplified speling Sosieti. — * Only one a before r.
T ee, ie, oe, uu may be reduced before another vowel, e.g. dial.
1 In Southern
English the sound in “ food " is not identical with that in “good.”

6
The two following selections are given for the purpose of
showing the proposed spelling in print :-—
THE LORD’Z PREER.
Our F5.ther,'which art in heven, Haléd bi thay Ném, Thay
kit'idom kum, Thay wil bi dun in erth, AZ it iz in heven. Giv us
this dé our dély bred. And forgiv us our trespasez, A2 wi forgiv
them that trespas agénst us. And lid us not intu temptéshon; But
deliver us from ivil: For thain iz the kifidom, The pouer, and the
glc'iry, For ever and ever, Amen.
A sAM ov LAIF.
VVHOT THE HZRT ov THE YUfi MAN SED T5 THE SKMJsR
Tel mi not, in mOrnful numberz, 3 Bi not laik dum, driven katl !
“ Laif iz but an empty drim!” Bi a hiro in the straif!
For the 561 iz ded that slumberz, '
_ Trust no f fit fir houé’r lezant!
And thiiiz ar not whot the sim. y y p
Let the ded Past bury its ded !
Laif iz rial ! Laif iz ernest! Akt—Akt in the livii'i Prezent!
And the grév iz not its gOl ! Hart within, and God O’rhed.
“ Dust thou arms dust returnest,”
Laivz ov grét men 01 remaind us
“7 t 'k th ' . . .
OZ no Spo en 0V 6 801 VVi kan mék our laivz sublaim,
Not enjoiment, and not soro, And, departiii, liv behaind us
12 our destind end or wé ; Futprints on the sandz ov
But tu akt, that ich tumoro taim :—
Faindz us farther than tudé. _ .
Futprlnts that perhaps anuther,
Art i2 loft, and Taim lZ flitifi, Sélii'i o’er laif’s solem mén,
And our harts, tho stout and A forlorn and shiprekt bruther
brév, Siifi shal ték hart agén.
Stil, laik mufld drumz, ar bitiii
_ _ Let us, then, bi up and duii'i,
Fyuneral marchez tu the grev.
With a hart for eny fét;
In the wurld’z brod fild ov batl, Stil achiviii, stil pursyt'iiii,
In the bivuak ov Laif, Lern tt'i lébor and hi wét.

LONGFELLown
C. F. Hodgson & Son, Printers, Newton Street, London, W.C.
7



(ii/L
AN EDITORIAL FROM “THE LADIES’ HOME JOURNAL”
p Vol. 28, No. 9, p. 5, Philadelphia, May 1, 1911
REPRINTED BY PERMISSION OF “THE LADIES’ HOME JOURNAL,” MAY 25, 1911
WORTH WHILE FOR OUR CHILDREN

Now that simplified spelling has become less of a joke
and is being seriously considered by persons of intelligence, it
is in order to ask: “What shall we do about it?” That our
spelling is intricate and disorderly admits of no question. It is
more: it is foolish. It is a mystery to the foreigner and a
puzzle to ourselves. Why we should spell “though” as we do
and pronounce it “tho” has absolutely no argument to com-
mend it. And the same is true of “through” and scores of
other words. On the other hand, the distinct simplifications
suggested by the advocates of simplified spelling are unques-
tionably sensible and helpful. He who reads calmly and
intelligently the changes that The Simplified Spelling Board
suggests can but say to himself: “This is wise: this is.
common-sense.” But this fact remains so far as we elders are
concerned: spelling to most of us has come hard: few are
natural-born spellers, and it is very much like teaching old dogs
new tricks to ask us to learn our spelling all over again.
Rightly or wrongly, the trend of public opinion is against it.
We are through with our schooldays, and we don’t want them
—at forty, fifty or sixty—over again even to the extent of
learning how to spell three hundred words, although our
common-sense tells us that the new spelling is better.
What we should do, however, is unqualifiedly to indorse
the simplified spelling for our children. Because we have been
taught a cumbersome and confused method of spelling is no
reason why we should inflict the same mistake upon those who
follow after us. When a child says, “Father, why do you
spell ‘tongue’ with an ‘ongue,’ and ‘lung’ with an ‘ung’?”
it is a question that is, to say the least, a bit difficult to
answer. The only answer we can make is: “Well, my boy,
because we do; we always have.” But is that answer really
sensible? Is it an intelligent answer to an intelligent question?
Because somebody back in the sixteenth century made a mis-
take is it wise for us to perpetuate it, to hand it down from
generation to generation? If we can teach our children to
spell in a better and more natural way than we have been

taught, is it not our duty to put aside foolish prejudice and
give them the benefit of an easier command of the language?
Are we not putting habit before intelligence in this matter?
To say that a spelling that was good enough for us is good
enough for our children is nonsense. To write “beauty” as it
should be spelled—“buty”——looks a bit odd to our eye, but
isn’t it more sensible: isn’t it easier? If not, why do we
spell “duty ” as we do? Why not “deauty”? We must admit
the reasonableness, yes, the necessity of a simpler spelling, and
if we have got too far along to wish it for ourselves, the duty
still remains that we should give it to our children.
If, as observant authorities seem to believe, some day the
English language will become theinternational language of the
world, there is all the more reason why we should make it I
easier and more adaptable to the mind and the tongue. As it
is we are wasting the time of our children: a simpler spelling,
simplified reasonably and gradually, would unquestionably aid
them materially in a study which is now confusing and cum-
bersome. We should begin to put the “first books” for
‘ children into simplified spelling, and any parent who will, with
an unprejudiced mind, study what The Simplified Spelling
Board suggests (as he can learn by writing to the Board at
1 Madison avenue, New York City), will be convinced of the
wisdom of such a move. What may not be found as necessary
for ourselves will be found to be distinctly worth while for our
children.
FL
[From The Elementary School Teacher, Chicago, 111., March, 1907.]
WHERE AND HOW PHONETIC SPELLING SHOULD BE
USED AT ONCE
GEORGE D. BROOMELL
Although in full sympathy with the objects of the Simplified Spelling
Board, for the purpose of this article the reader will please regard the
writer as opposed to any change in our spelling. Say, if you will, that
any attempt to simplify or modify our present form of words would be
sacrilegious, and it shall be undisputed here. Let the sole question under
discussion be: What is the easiest, the best, the most advantageous way
to learn to read and to spell English as it is ?
All will agree that this is not an easy task. Every letter in our
alphabet (and every combination of two or more used as a letter) has a
variety of sounds. Webster says: “This letter 11 is employed for eight


variations of sound.” “This letter a has seven variations of sound.”
“This letter a" has five variations of sound.” “This letter o has seven
sounds.” “This letter It has six variations of sound.” Here are thirty-
three sound variations for five letters. And digraphs and other combinations
are equally prolific of variety. Notice ea in great, heat, head, heart, heard.
The versatility of ough is shown in though, through, cough, hiccough, hough,
tough, plough.
If, now. we look at the matter in the opposite direction, we find that
the difficulties seem even greater. Webster might have said: “A is
employed for eight variations of sound, and its own name-sound is repre—
sented in fifteen different ways. 0 as a letter has seven sounds, and as a
sound is spelled in fourteen different ways. ”
The reason is plain, then, why learning to read and write English
requires a great amount of labor. The student is threading his way through
a maze of irregularities and uncertainties. Much time and effort are
required for him to get the clew even approximately.
CHILDREN OVERTAXED
And most of those engaged in this work are children. What is our
customary way of teaching children a difficult thing ? Do we not set them
at exercises that are plain and simple, but leading toward the goal desired?
They walk on smooth ground before they are required to tramp over rocks
and hills. They learn to make plain seams before trying to do fancy work.
They make simple drawings before pictures are expected of them. They
learn the elements of music before attempting to play anything difficult.

2
In manual training the student makes many simple things before he attempts
anything elaborate.
But not so our present method of teaching a child to read and spell.
He is given Short words, it is true, but the complexities of English spelling
are in his first lessons. From the beginning the letter v has its seven
sounds, and vocal 0 its many spellings ; and SO of all the letters and sounds.
Hence the process of learning is very slow and exceedingly confusing.
THE REMEDY
What is the remedy? This: Teach children to read in phonetics
before putting them at our standard English. It is easy to devise a system
closely resembling ordinary print in which each letter or digraph shall stand
for but one sound, and each sound always have the same representation.
Let such a system be used as an inclined plane or a scaffolding whereby
standard English may be reached. All first reading-books should be pho-
netic. To master the alphabet would require about as much time and effort
on the part of each one of a class of forty as to learn to recognize and call
by name all his classmates, previously strangers. And, the alphabet once
learned, simple reading will almost come of itself. It is only vocalizing the
symbols as they present themselves to the eye, like calling the names of
classmates when they are seen. All is plain and natural, and can be accom-
plished without mental confusion.
CHANGING TO STANDARD ENGLISH
Children should have enough of such reading as described to become
thoroughly familiar with it, and to be able to call readily the most difiicult
words so spelled. Children six or seven years old would accomplish this in
a few months. Then put into their hands primary books in standard English,
explaining to them that, for reasons they will learn later, the spelling is
irregular and the sounds of the letters uncertain. A large part of the words
they will recognize readily by their resemblance to what is now familiar to
them, and most of the rest they can get by study and attention to the con-
text; and in a few months, with less help than children usually get from a
teacher, they will read standard English as fluently as the phonetic. Several
important conSequences would attend this method of teaching. The first
would be
A GREAT SAVING OF TIME
It is probable that children would learn to read standard English in
one-half the time now required, thus leaving much more time than now for
nature-study or any other of the numerous things that have been crowded
into our school curriculums.
CHILDREN WOULD BE BETTER READERS
Because while learning they would not have to hesitate and puzzle over
words on account of their irregular spelling, and hence could give their chief
attention to expression. No one can read naturally and expressively unless
he can apprehend the text without much effort. This the child cannot do

3
as ordinarily taught; but, having formed the habit of reading expressively
in simple text, he would carry it over into the more difficult.
THEY WOULD BE BETTER SPELLERS
Hon. William T. Harris said many years ago that children taught by
the phonetic method made better spellers than those taught in the ordinary
way. The reason for this is not far to seek. We learn to spell more by
the eye than by the ear, and of what we see we remember what is striking.
Our present spelling has a phonetic basis. Our words might be said to
have an invisible phonetic line running through them, across which our
current spelling zigzags. The child taught as indicated would mentally see
this straight line, and the variations from it would be striking to him, often
amusing perhaps, and would find a lodgment in his memory from the
attention given to them. Children now learn spelling mainly by rubbing
against it until it becomes somewhat familiar, with little either to guide or
to stimulate the memory.
THEY WOULD BE BETTER SCHOLARS GENERALLY
The ripe scholar may see a reason for the irregularities of our con-
ventional spelling, but the child can see none. There is a logical faculty
dormant in every child, which must be brought into activity before much
progress can be made in acquiring knowledge of any sort. The constant
variation in the value of any letter or combination is irrational, and hence
learning to read in the usual way tends rather to repress the reasoning
powers than to stimulate them. But by the phonetic method the dormant
logical faculty is appealed to from the outset, and just in proportion to its
development will be the progress of the child in arithmetic and other studies.
THE HISTORY OF ENGLISH WORDS
Children taught as indicated are more likely to become students of
English words. Knowing what letters represent the sounds in a word, the
presence of Silent and seemingly useless ones would tend to excite curiosity
as to Why they are there, and to gratify this children would ask questions
and early learn to consult dictionaries.
OTHER USES FOR PHONETIC BOOKS
Every day hundreds of foreigners come to our country who know no
English. These find our language very difficult to acquire, and men often
become voters before they can read or speak it. The language in print is
so different from what they hear that the eye does not aid the ear, nor the
ear the eye, in acquiring it. But by the use of these phonetic books they
could get the correct pronunciation as rapidly as they could master the
meaning of words. The printed and and the spoken language would each
help in the acquisition of the other, and foreigners, like children, would
soon learn standard English after getting it in its phonetic form.
THE CORRECTION OF NATIVE ILLITERACY
There are hundreds of thousands of adult native Americans who cannot
read our language, many of whom speak it with a very imperfect enuncia-
4
tion. This is especially true of our southern states. Learning to read is so
difficult that great numbers of the inhabitants are unequal to the task with
such environment as they have. They are in great need of our inclined
plane or scaffold by which to get up to our standard speech, both as spoken
and printed. Give them these phonetic books, and many of them now
illiterate would learn to read, and at the same time would perceive the
inaccuracy of their speech and measurably correct their plantation dialect.
Even if they got no higher than the scaffolding, it would be great gain,
especially if some simple literature were printed in the same style, which
could easily be done.
ENGLISH IN OUR FOREIGN POSSESSIONS
Such books would greatly facilitate the acquisition of English in our
new possessions. It is desirable that all their inhabitants should learn as
speedily as possible the language of the country to which they belong. Let
them have it then in as simple a form as possible at first -— that is, printed
as it is spoken. Having learned to speak English, and to read and write it
phonetically, no fear need be felt about their desiring to get it in its
literary form.
ENGLISH IN ALL PARTS OF THE WORLD
It cannot be doubted that this scaffolding process of reaching standard
English would be serviceable wherever throughout the world there may be
occasion or desire to learn our language. Missionaries would use it in
teaching those to whom they are endeavoring to carry the light of our
religion and our civilization. It would aid and facilitate the acquisition of
English everywhere, and thus hasten to make it a world-language.

Fonic Publishing House, Ringos, New Jersey, U. S.








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DOCTOR ELLA FLAGG YOUNG

Zfiuarh ot (Ehuratiun
City at Cbitago
QBttt'te at the éuperintenhent at §>tb00l5
October 23, 1913
Gentlemen:
In response to your inquiry I answer that in spite of the
momentary, but diminishing, irritation which I experience at
the sight of tho, thru and other simplified forms, I am fully
convinced that our present spelling ought to be simplified,
and I believe it can be, by adequately promoting the present
movement which for fifteen years has made head-way
steadily, tho slowly.
In Spain, Italy, Sweden, and largely in Germany, the
children do not have to spend time in the formal study of
spelling. Thus they gain needed time for other subjects
which our day is crowding upon childhood everywhere. These
countries have had their spelling reform and now reap the
benefit. We teachers know to our sorrow, even if our com-
munities forget, what labor and tribulation our children have
to go thru to learn our English spelling. The common esti-
mate is two years of each child’s school life consumed in this
irksome, never-ending task, a task not only unnecessary but,
from an educational standpoint, positively harmful to the
young child whom our spelling deluges with contradictions
and irrationality and trains to rely purely on memory and the
word of authority at the very time when his instinct of fitness
and analogy and his desire to see the reason of things and to
use his judgment and common sense should be developed
and trained in every way possible.
This leaves out of the count the large number of boys and
girls, our truants and those who when grown up constitute our
population of near-illiterates, who are led to hate and shun
school and books and everything associated with them by the
painful toil of learning to read, which our spelling imposes
upon them from the first moment they enter the school room.
I am glad to see interest growing in this important move-
ment.
Very truly yours,
(Signed) ELLA FLAGG YOUNG
Superintendent of Schools
To Committee on Simplified Spelling
Illinois State Teachers Association
COMMITTEE
*Pres. William B. Owen
Teachers’ College. Chicago
*Bishop Samuel Fallows
Reformed Episcopal Church Augustana College
*Rev- William E. Barton *Rev. R. A. White R. E. Hieronymus
Editor the Advance People‘s Church. Englewood Sec‘y State Educa’l Commie.
*E. C. Rosseter *Dr. W. A. Evans Wm. Hawley Smith
Dist. Supt. Schools. Chicago Btafl’ Chicago Tribune Author “Evolution of Dodd”
*Prof. Nathaniel Butler Pres. Thomas McClelland *E. O. Vaile, Chairman
University of Chicago Knox College. Galesburg Oak Park. Illinois
‘Executiv Sub-Committee
Prof. David Feimley
State Normal University
Prof. C. L. Esbiorn
*Pres. E. .1. James
State University 01! Illinois
*Pres. A. W. Harris
Northwestern University











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PRESIDENT A. W. HARRIS
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November 5, 1913
Gentlemen:
Learning to spell English is a great arbitrary feat of the
memory, and one of the child’s heaviest school burdens. And
what is sad is that the effort has little educational value and
is often unsuccessful. There are very few perfect spellers,
and not many good spellers.
This condition exists because our spelling is not scientific.
But can a language have a good spelling? German has, and
so have many other languages. I have heard many students
groan because German is hard to learn, but I never heard one
complain that German spelling is hard. Even some of us who
cannot spell well in English, spell German words without
difficulty.
If, then, a scientific spelling is easy and possible, why do
we not reform English spelling and make it as good as the
German? Can it be we are slower than Germans? We
probably are in the matter of changes not forced upon us, for
we have a sense of humor that makes it necessary to laugh
a while at any new thing before we can take it seriously.
Again, spelling is a child problem, and children cannot
defend themselves; while the older people easily forget their
childish troubles and are too busy to think very much about
the troubles of coming generations. So our children go on
wasting their time and effort in learning to spell correctly,
which is often a very bad way indeed. And this is happen-
ing in the very age when there are more things of real import-
ance for children to learn than ever before.
Surely our spelling needs to be improved, but can we
get enough people to care about doing it? That is the big
question now. Teachers who know how much work children
have to do and how much they ought to do that they must
leave undone, ought to take courage and fight for easier
spelling. And there are others who ought to help. If only
those grown people who cannot spell themselves would help !
In a good cause, if agitation is kept up, after a while the
public gets over its indifference, stops laughing, and finds a
wa .
y (Signed) A. W. HARRIS
To Committee on Simplified Spelling
Illinois State Teachers Association
COMMITTEE
*Pres. E. ,1. James *Pres. William B. Owen Pres. David Felmley
State University oi! Illinois Teachers’ College. Chicago State Normal University
*Pres. A. W. Harris *Bishop Samuel Fallows Prof. C. L. Esbiorn
Northwestern University Reformed Episcopal Church Augustana College
*Rev- William E. Barton *Rev. R. A. White R. E Hieronymus
Editor the Advance People's Church, Englewood Eureka. Illinois
*E. C. Rosseter *Dr. W. A. Evans Wm. Hawley Smith
Dist.Supt. Schools. Chicago Staff Chicago Tribune Author “Evolution of Dodd”
*Prof. Nathaniel Butler Pres. Thomas McClelland *E. O. Valle, Chairman
University of Chicago Knox College, Galesburg Oak Park. Illinois

Executiv SulrCommitteo

















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MR. HAMLIN GARLAND

6427 Greenwood Av., Chicago
November 21, 1913
Gentlemen:
In so far as my name will carry weight I desire to aid
the movement for Simplified Spelling. I early gave in my
allegiance but my training and the strength of habit make my
practice non-conforming to my theory. I still write “through”
instead of thru, but my will is on the side of progress.
There is little to lose and much to gain by the change. As
I see my children struggling with our senseless combinations
of l‘ough” and “augh” and with the multiple sounds of eand o,
I am inclined to sweep the whole antiquated system into the
waste-basket.
No one who knows how these absurdities happen to be
preserved in our language will be deceived by those who cry
out against change. Change has always been in progress
and is in progress now. It is only a matter of hastening and
directing the process. So far as “the history of the word”
is concerned no one really cares except the specialist, and he
can follow one more change without serious injury to his theory.
With entire agreement in your program, I am very
sincerely yours,
(Signed) Hamlin Garland
To the Committee on Simplified Spelling
Illinois State Teachers' Association
While it is very desirable that all who believe in simplified spelling
should use it, still adults who find their pens writing the old way in
spite of themselves may well advocate the new way and encourage others
to adopt it, pleading for themselves the inveteracy of habits long confirm-
ed to acquit them of inconsistency or downright shirking.
The main dependence of the reform is upon the younger generation.
With them the habit of spelling the old way is not so firmly fixt. It is
easy for them, particularly the children, to remember to spell in the new
and simple way, following the precept but disregarding the practise of
their elders. There is no force in the objection, “I do not want to be
compelled to learn again how to spell," even if it did not fall to pieces be-
cause of the spirit of selfishness on which it is based. It will not be
necessary for the old folks to learn again how to spell. They will readily rec-
ognize words in the simpler spelling. They will not need to write them if
they do not choose to. It will not be hard for the young to learn to recog-
nize the old forms. They will be spared the much harder task of learning
to spell and write them.
COMMITTEE

*Pres. E. J. James
State University of Illinois
*Pres. A. W. Harris
Northwestern University
*Rev. William E. Barton
Editor the Advance
*E. C. Rosseter
Dist. Supt. Schools, Chicago
*Prof. Nathaniel Butler
University or Chicago
Executiv Sub-Committee
*Pres. William B. Owen
Teachers’ College. Chicago
*Bishop Samuel Fallows
Reformed Episcopal Church
*Rev. R. A. White
People’s Church, Englewood
*Dr. W. A. Evans
Staff Chicago Tribune
Pres. Thomas McClelland
Knox College, Galesburg
Pres. David Felmiey
State Normal University
Prof. C. L. Esbjorn
Augultsna. College
R. E. Hieronymus
Eureka. Illinois
Wm. Hawley Smith
Author "Evolution of Dodd”
*E. O. Vaile. Chairman
Oak Park. Illinois


GOVERNOR EDWARD F. DUNNE
étate at Zillinuis
tfixztutihz Department
fipringfielb
December 31, 1913
Gentlemen:
You may quote me as emphatically in favor of
simplifying our awkward, complicated spelling. After
we have spelled a word, why in the name of common
sense do we go and tack on a useless ugh? Can anybody
tell me why we write ph when we mean f? What earthly
difference does it make whether we write ei or ie or ea
or ee in believe, deceive, discreet, concrete, retreat,
defeat, etc.? Why not write the accented vowel the
same in all of them? Why succeed but recede? Why
conceal but conceit, concede but proceed, receive but
receipt?
Why do our schoolmasters and schoolmams per-
petuate these absurd stickers of childhood, yes, and
of governors and university presidents, as well? Of
course, the intelligent among them know that the whole
abominable mix-up is a fearful and needless tax on
children as well as adults.
While the schoolmaster is to blame for defending
these absurdities, he does not dare to remove them be-
cause we parents and business men denounce him the
moment he undertakes it. Our good women are doing
mighty well in fighting child-labor of today. Why do
they not take compassion on the millions and millions
of children of the future and save them the tearful
labor which they are doomed to waste by our present
spelling? If our women would take hold of our spell-
ing problem they could solve it in a generation.
Very truly yours,
(Signed) E. F. DUNNE
To Committee on Simplified Spelling
Illinois State Teachers Association
COMMITTEE
*Pres. William B. Owen
Teachers’ College. Chicago
*Bishop Samuel Fallows
Reformed Episcopal Church
*Rev. R. A. White
People’s Church, Engiewood
*E. C. Rosseter *Dr. W. A. Evans Wm. Hawley Smith
Dist. Supt. Schools. Chicago Staff Chicago Tribune Author "Evolution 0! Dodd”
*Prof. Nathaniel Butler Pres. Thomas McClelland *E. O. Valle, Chairman
University of Chicago Knox College. Galesburg Oak Park. Illinois
Executiv Sub-Committee
Pres. David Felmley
State Normal University
Prof. C. L. Esbjorn
Augustana College
R. E. Hieronymus
Eureka. Illinois
*Pres. E. 1. James
State University of Illinois
*Pres. A. W. Harris
Northwestern University
*Rev- William E. Barton
Editor the Advance
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MR. LORADO TAFT
Kill): filibinap §tuhios
6016 QEllifl Qt).
@bicagn
January 2, 1914
Gentlemen:
When I was a boy of about fifteen my father chanced to
receive a letter from his classmate and friend Professor F. A.
March, the eminent philologist. In it he mentioned his new
enthusiasm, the founding of a National Spelling Reform Asso-
ciation. Smarting as I was at the time from recent humiliat-
ing tussles with my native English, and delighted with the
logical spelling of German which I was just beginning to study,
I became an enthusiastic spelling reformer. Our little associ-
ation at the University of Illinois tinged “The Illini" for a time
with its innovations and brought much good natured derision
upon our college.
“The soul can rise to hights it cannot hold.” While my
father never swerved from what he considered the path of
duty and wrote more or less phonetically to the end, my new
interests took me far afield in unscholarly pursuits and I soon
forgot myi‘principles" altho I have always retained a great
sympathy for the movement.
In the last few weeks my little girl has been learning to
spell. The delight with which she began the attack and the
progress she made as long as the selections were phonetic
made a striking contrast with her crestfallen, hopeless attitude
after a few inglorious defeats. Oh, those preposterous com-
binations which our mother tongue so richly provides for the
bewilderment of childhood! The unlogic of it all seems to
have overwhelmed the little girl’s bright, inquiring mind. No
more do we hear those merry volleys of words which she
spelled for sheer love of the sound. She will have to learn to
spell, of course, but it is not going to be the fun that she
thought it. The joy of discovery and the zest have all gone
out of it. However, we had a glimpse for a few days of the
pleasure that childhood might find in this acquisition if our
language were only more “reasonably writ” like the German
or Italian.
Cordially yours,
[Signed] LORADO TAFT
To Committee on Simplified Spelling
Illinois State Teachers Association
COMMITTEE
*Pres. E. 1. James
State University 0! Illinois
*Pres. A. W. Harris
Northwestern University
*Rev. William E. Barton
Editor the Advance
*E. C. Rosseter
Dist. Supt. Schools. Chicago
*Prof. Nathaniel Butler
University of Chicago
Executiv Sub~Committee
*Pres. William B. Owen
Teachers’ College. Chicago
*Bishop Samuel Fallows
Reformed Episcopal Church
*Rev. R. A. White
People’s Church, Englewood
*Dr. W. A. Evans
Staff Chicago Tribune
Pres. Thomas McClelland
Knox College. Gaiesburg
Pres. David Felmley
State Normal University
Prof. C. L. Esbjorn
Augustana College
R. E. Hieronymus
Eureka. Illinois
Wm. Hawley Smith
Author “Evolution 0! Dodd”
*E. O. Vaile, Chairman
Oak Park, Illinois
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MR. W. D. HOWELLS
Boston, Mass.
January 19, 1914
Gentlemen:
I thoroly believe in the spirit of simplified spelling, which
there is more need of than ever, now that so many of our
publishers are reverting to the archaic British forms, and are
printing in their books and even magazines, honour, favour,
etc. They have not yet got to gaol; if they do I hope they
will stay there. I feel that such reactionaries are capable of
anything, and I shall not be surprised to find them printing
emperour, physick and masick before they have done. I
would go as far in simplification of English spelling as the
late Dr. F. J. Furnivall,* greatest of all Shakespeareans except
our own great Dr. Furness. In fact there is no violence I
would not offer the established orthography if I could re-
member it in time; but I am old and apt to forget.
Yours sincerely,
[Signed]
To Committee on Simplified Spelling
Illinois State Teachers Association
* Dr. F. believd in a there-going radical reform, but like
Mr. Howells he was sane and practical euuf to see the impos-
sibility of obtaining it except by progressiv steps. [Editor.
W. D. HOWELLS
MRS. CATHERINE WAUGH McCULLOCH

Evanston, Ill.
February 13, 1914
Gentlemen:
There is so much I want to write and so little time in
which to write that I welcome “tho,” “thru” and their fellows
as great time savers. When I discard electric and gas stoves
and go back to the old open fireplace for cooking, then wil
my mind revert to “though,” “through,” etc., but not before.
As the mother of four children scattered from fourth
grade up to law college and all of them with creditable spell-
ing marks thru all their grades, I may say with some experi-
ence that the time each has spent lerning English spelling un-
certainties might hav started each on the way to knowing wel
some foren language. The time the parents of these children
hav spent drilling them in spelling might hav been utilized to
master a new science.
Go on with the reform, if not for our children's sake then
for the sake of our grandchildren.
Sincerely yours,
(Signed) CATHERINE WAUGH McCULLOCH



COMMITTEE
*Pres. William B. Owen
Teachers’ College. Chicago
Pres. David Felmley
State Normal University
Pres. E. J. James
State University of Illinois
*Pres. A. W. Harris
Northwestern University
*Rev. William E. Barton
Editor the Advance
*E. C. Rosseter
Dist. Supt. Schools. Chicago
*Prof. Nathaniel Butler
University of Chicago
*Executiv Sub-Committee
*Bishop Samuel Fallows
Reformed Episcopal Church
*Rev. R. A. White
People’s Church, Englewood
*Dr. W. A. Evans
Staff Chicago Tribune
Pres. Thomas McClelland
Knox College. Galesburg
Prof. C. L. Esbiorn
Augustana College
R. E Hieronymus
Eureka-.11 llinois
Wm. Hawley Smith
Author "Evolution of Dodd"
*E. 0. Vaile. Chairman
Oak Park. Illinois
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‘ )
SIMPLIFIED SPELLING BOARD
Circular .\'0. 24. Reprint. with author's
approval. by Simplified Spelling Com-
mittee. lllinois State Teachers‘ Ass’n.
Simplified Spelling: A Letter to Teachers ’
By CALVIN THOMAS, LL. D.
Professor Germanic Languages and Literatures Columbia University
We address this letter to teachers in the hope that many who
have hitherto taken little or no interest in the spelling question, .
except to try to spell by ‘the dictionary’ and teach the young to
do likewise, may be led to study the subject as an educational
problem—a problem which involvs the interests of all the
countless millions of children who are hereafter to learn our
written language.
. But what is the spelling question ? In its entirety it is a large
and rather difficult subject, presenting‘many phases for consider-
ation. Some of these we have discust in previous publications,
which may be had by those who desire them. We wish that every
teacher in the United States would investigate the spelling ques-
tion for himself; would read what has been said by the ablest
writers, both for and against what is commonly cald spelling
reform, and make up his own mind. We will do our best to aid
the searcher after knowledge. The one thing to be deprecated is
the ‘snap judgment’, formd without any study or reflection.
That is not making up one’s mind.
In this letter we take up a phase of the subject which ought
to be of special interest to teachers. The question is this: To
what extent, and in what way, may improved spellings, such as
are plainly in the right direction and are recommended by the
best authority, but have not yet come into general use, be taught
to children in the elementary schools ‘2
This is a very different question from that which confronts
the adult, when it is suggested that he change his own fixt
habits. There are many intelligent persons whose general posi-
tion with regard to spelling reform may be stated as follows:
For better or worse (theysay) I leamd to spell in my child-
hood, and I do not intend to learn again. Spelling is with me in
the inain an automatic process. and I wish it to remain so; When
I am writing I do not wish to stop and think about the spelling of
words, still less to consult a list of improved spellings, even if my
intellect tells me that the new forms arereally better than those
to which I am accustomd. The attempt to change habits that have
become fixt by long use, and to some extent endeard by‘.associa-
tion, bad tho some of the habits may he, would cause me much
/
I

2
annoyance and vexation of spirit, for which the very little good
that I could do by my personal example would be but a poor com-
pensation. Therefore I decline to change my habits.
Now this is a reasonable position. So far as the individual
adult and his short life are concernd, there is nothing very cogent
to be said on the other side. We would merely remind educated
men and women that, in dealing with our linguistic inheritance,
. we have a twofold duty: first, to follow good usage; second, to
assist in bettering bad usage, including our own. The second
duty is no less important than the first. At the very least it calls
for a tolerant frame of mind with regard to sensible changes
which may happen to ‘look odd ’ to our unwonted eye, or to run‘
counter to our own habits and prejudises. -
Suppose, then, that one’s general attitude with regard .to
what is cald spelling reform be that described in the last paragraf
but one: does it follow that a person thus minded must be an
enemy of all change in spelling? Must he look on the subject
with indifference or contempt? In particular, shall he insist,
because he has acquired certain habits that are endeard to him by
use and association, that therefore those same habits, the bad
along with the good, shall be forced on school-children for ever
and ever? We do not think that this follows. On the contrary,
we hold that every one who uses the English language, and is
accustomd to think in a large way and from an evolutionary point
of view, ought to wish that our spelling may be improved.
Wherever it is bad. More especially, the teacher ought to be in
favor of any movement which looks toward lightening in some
degree the burden that is now laid on children by the necessity of
memorizing a mass of cumbrous and irrational spellings which
could 'easily be made fairly good, if it were not for the prejudis,
the excessiv conservatism, and the sheer mental ,inertia of us
adults. There is room for a vast army of moderate reformers who
may not care to change their own fixt habits to any great extent,
but who clearly recognize the fact that, for the sake of all who
are to come, our spelling ought to be modified at many points in
the direction of simplicity and rationality; and that the place to
begin the improvement is in the elementary school. '
The progressiv improvement of our spelling rests on precisely
the same intellectual basis as the progressiv improvement of our
roads, laws, schools, transportation, medical practis, or any other
social utility. The desire to promote the general good is the
highest motiv known to the modern man. We may differ in our
estimate, or in our vision, of what the general good requires,
\

O ’which means that 3there will always be word for conflicting
opinions, parties, creeds and movements; but when it is once
clearly made out that a particular change in our present way of
doing things will make for the general good in time to come, we
have, in the desire to bring about that change: a motiv of the
highestvdignity and cogency. Let us call that motiv—which
in our day more and more dominates the lives of the-men and
women who are doing the.1 world’s work—the social reason.
The social reason, then, is the highest and weightiest of all
considerations. wIt is that which should determin our attitude
toward the improvement of our spelling, just as it determins our
attitude toward the improvement of our laws, our politics, or our
public highways. It does not require that every one be an activ
propagandist—there are so many good things to be done that
every one must be left free to choose where he will put in his own
work—but it does require that we. recognize the need of improve-
ment, Where the need exists, and that we exert our personal
influence, be it small or great, in favor of rational betterment.
To treat spelling reform merely as a subject for cheap humor
(as some newspaper! writers do) is the mark of a small and
inertpmind. Itvis quite of a piece with making fun Out of any
other effort—social, political, educational, religious—which looks-
toward the general good-in thé' long time to come. One may
very'properly oppose particular changes for particular reasons;
but to take an attitude of stolid opposition to all change: merely
because it is change and because it results in something that looks
odd at‘first,—this is‘simply to go against civilization. It is to~
dethrone the intellect and range oneself with the lower animals.
And yet there are many otherwise estimable people who
unwittingly take that very position, because they persistently
refuse to think about spelling. They may think they think about
it, but in truth they merely experience certain nervous reactions,
without letting the intellect come into play. We need a distinctiv
name for this class of our opponents, and it must be a dignified
and inopprobrious name, because they are in the main such excel-
lent people. We will call them the Brahmins, that being the
name of the highest Hindu caste, which considers itself, and to a
great extent really is, the special custodian of all the higher
Hindu culture. The Brahmins, them—cultured folk who pride
themselvs on their fine literary taste—oppose all? change in
spelling. Their supreme rule is let-alone. They may sbi'fi'éfimes
admit ruefully that spelling will surely change in spiteof them as
time passes, but for themselvs they resist it. And when askt
4

for the reason, of, their opposition they put it on grounds of
literarytaste. 'They say: Yourso-cald improvements in spelling
offend my -:ésthetic sense. They look odd, uncouth, 'deformd,
monstrous. They disturbfamiliar associations and make noble
words appear vulgar. 'They seem illiterate; theysuggest “Josh
Billings’, or the-street urchin.
By all .this the Brahmin 'eviden'tly means .that, -in deciding
how words should be speld, {there is forhim .a higher .criterion
than the social reason, namely, the sense of beauty: more
specifically, :his sense of beauty. That the feeling which he
deems so important exists, and is verystrong, =no~one-.can deny;
indeed, its :reality .and its strength .constitute the one serious
obstacle to {the speedy rationalization ‘of our spelling. (Let us
then inquire, very-carefully, whether this feeling ireall-y is a
higher .criterion than the social reason. What is the peculiar
beauty or dignity which we feel :in certain word—forms, and
which we miss if the lforms:ar.e changed? Is it something that
resides in the word, independent of the seeing eye [and its
training? Has any supreme authority ever decided that one
letter or combination of letters is intrinsically more beautiful
than an 40ther? Is a more dignified than 0, for be than ,xy? Is
there any mysterious efficacy in the letters ugh to improve the
appearance of a word? No dout, many people feel that there
:is in the case of though, but if the same ‘-beauty-element’ were
"to be added .to go or so the samepeople would feel the effect
as preposterous. Two-of the finest words in our language-so far
as associations :are concernd, are duty and beauty. Clearly they
‘should be speld witha difference in the first letter only. But if
we write the latter as buty it seems to .lose caste, to become
illiterate and vulgar. :Is .this because there is something intrin-
sically -fine in the combination leau as a means of denoting the
sound otherwise denoted .by u? If -so, why not add to the
majesty and dignity of duty by spelling it deauty?
To ask such questions .is to answer .them. There ismo such
thing as a-beautiful word. The literary dignity, or propriety,
which we feel in certain word-forms .is entirely.-a-matter of visual
habit and .mental association. Itis in .-us, not in the'words. The
child learns to spell a word in a certain way; if then he always
sees it speld-in :that way, the meaning of the word, be it-high or
low,,-grave or gay, becomes gradually associated with the form
to which his eye-is accustomd. And this happens just the same
Whether the form was good vor bad. The form is not the word,
any more than the clothes are the man; .but just as we learn to
5

connect a man’s character with his appearance, if his appearance
is always the same, so in the case of words. With the lapse of
time this visual habit becomes very imperious: we learn to take
pride in our habits, bad tho they may have been from the begin-
ning; to feel that they are a part of nature’s order, and to resent
whatever disturbs them. But the shock of displesure that we
feel has nothing to do with the intellect. It is simply a nervous
reaction which we share with the lower animals; for they also
feel and express displesure when they see something strange to
their habitual experience. A horse will shy at an unfamiliar
object in the road, a dog will bark at a stranger, a cow will stare
at a new gate; yet the gate may be a much needed improvement,
and the stranger may be a better man than the master whom the
dog expected to greet. We are all creatures of habit; but in-
telligence ought to prevail more and more. To put habit before
intelligence, and to suppose that a nervous reaction against the
unfamiliar affords a higher criterion than the social reason, is
to err radically in one’s thinking.
But an objector may perhaps say: Granted that my feeling
for the beauty and dignity of words may have originated in the
way you describe, still it is very real, very precious: why then
should I be cald on to sacrifice it for a. vague general good which
I, at any rate, shall never harvest, and in which I only half
believe? This objection must be fairly met, for it goes to the
root of, the whole matter. Let it then be candidly admitted that
the improvement of our bad spelling is not imperativly demanded
as a mesure of comfort and convenience for adults who have
learnd to spell. It is imperativly demanded as a. duty that we
owe to coming generations. It is like laying out a town, or
planting trees, or conserving our material resources, or doing any
other social act which looks not so much to an immediate return
as to the general good in time to come. As such, the cause
demands of us not only careful thought, but a certain mesure of
idealism, even of self-sacrifice. All thoughtful persons admit the
reasonableness of this demand as applied to the other utilities just
mentiond: is there any less need of forethought and self-sub-
ordination in dealing with a matter of such immense importance
and such universal interest as the visible form of our language?
The self-sacrifice that is demanded of the general public is
simply a little relaxation of the grip of certain illusions and
prejudises that stand in the way of rational progress. This is not
easy, for an illusion of culture is harder to give up than money or
life; but we ought to be willing to bear our share in the
6

growing-pains of a better day. People need to find out that
spelling is not of necessity a- deep and dark mystery that is so
because it is so, and must be blindly and helplessly accepted, no
matter how irrational it may be; but something that can be
reasond about and improved where it is bad. They need to get
rid of the curious notion that loyalty to the past—to “our noble
English language”—‘involvs the unquestioning acceptance -of
each and every bad. spelling which our forefathers, perhaps by
accident or by sheer blundering, fell into the habit of using. It
needs to be recognized that real culture, here as elsewhere, con—
sists not in a blind clinging to habit and prejudis, but in a free
play of intelligence under the impulse of the social reason. We
ought to remember that any new spelling will of course look odd
to the unaccustomd eye, and that therefore its seeming oddity can
not be the right criterion for judging it. Where is the room for
improvement if we virtually adopt the rule that educated folk shall
frown on every new spelling until it has come into general use ?
We need to become more hospitable toward new spellings,
however odd they may look, which are in the direction of sim-
plicity and rationality; for these are everlasting criterions. The
teachers we occasionally hear of, who ‘mark down ’ their pupils
for ‘mis-spelling’ because they spell in accordance with the
recommendations of the Simplified Spelling Board, need to free
their minds from the tyranny of routine. They should be able
to distinguish between the adoption of a better spelling which
is recommended by the highest living authorities, and a mis-
spelling due to carelessness or ignorance; to see that, in spelling
as in other matters, routine is not the sole or the highest criterion
of merit. They should remember that the progress of civilization
consists largely in the replacement of bad habits by those that
are better. They should never forget that it is a very great
misfortune that the simple, obvious and natural spelling of an
English word, in accordance with the prevailing rules and
analogies of the language, should ever, by the accident of time
and chance, have come to be associated with the idea of illiteracy.
The child who spells tung, after the pattern of bung, hung, lung,
sung, flung, is really wiser and more sensible than his sophisti-
cated elders, who spell it tongue for no better reason than that
the misguided pedantry of the sixteenth century made a mistake.
We smile at the child, but the gods smile at us.
'In particular, it needs to be borne in mind by teachers that
our feeling for the beauty, or dignity, or propriety, of words is
something that develops and dies with the individual. It is not
7.

\
transmitted from generation. to generation. So far as the meaning
of words is concernd—their ‘meaning’ includes all their associ-
ations—the mind of the child is a blank tablet on which we can
write what we will. If we teach children to spell certain words in
a better way than we ourselvs learnd when we were young, we
do not sacrifice any precious associations; we merely provide a
better symbol for the associations to cluster about. Is it not time
to begin familiarizing children with the idea that they can
and may spell words—certain words, that is to say,--in a simple
and natural way; and that this is really the better way, tho it
may not be fashionable ? i
There are some who see that much of our spelling is need-
lessly bad, and who would like to have it made better, yet take no
interest in the efforts of the Simplified Spelling Board, because, as
they say, we do not go fast and far enough. They want sweeping
changes, or they want a new alfabet; and until they get every-
thing, they think it not worth while to do anything at all. But no
one reasons in that way about anything else than spelling. A per-
fect system of public highways is desirable: but no one is going
to wait for that before removing a stump or a stone from the road
in front of his house. Bit-by-bit progress is the law of civiliza—
tion, and little improvements ought never to be despised. There
is need of a reformation and enlargement of our alfabet; but it
will take a long time to bring this about, even after the public has
become more hospitable to the idea than it is now. Meanwhile
there is much that we can do to put our house in order without
changing its plan or bilding any additions. It is a fine old
mansion which is going to last for centuries, and to be occupied
all the time. But it is out of repair in places, some of the
arrangements are antiquated, and there is rubbish about. Is it
not the part of plain common sense and public duty to put the
place in order as best we can now, and so to hand it on to the
next generation in a little better condition than it was when we
moved into it? This is what our fathers did for us. Should
we not do it for our children?
The alternativ is to let the accumulated rubbish and the
antiquated arrangements remain as they are, and compel our
children and our children’s children to accept all these things,
not only for use but also as a part of the beauty of the place.
Is not that a little absurd? And yet that is just what some
of the Brahmins recommend. They say that the language
has ‘done very well’ hitherto, without any organized effort to
improve its spelling; therefore, they ask, why not let it alone ?

8
The answer to that is that the language has never ‘done ’ any-
thing of itself. Wherever we have got a better spelling than our
forefathers had—and there are hundreds and hundreds of such
cases—it is due to the efforts of spelling reformers. Some one
took the lead, showd the better way, and in time everybody
followd. The history of these successiv efforts is not generally
known, but it is accessible to those who make research. The
notion that the language tends to improve itself without the activ
efforts of those who use it is a curious illusion. It is just like sup-
posing that the roads or the laws will improve themselvs, even if
nobody does anything about it. In former times our fore-
fathers asserted considerable freedom to spell according to their
best lights. Sometimes their light was darkness, and their
efforts at reform made matters worse in sted of better; but
sometimes their efforts were wisely guided, and we now have
the benefit. The important fact is that real improvements
once had at least a chance to get themselvs considerd and
accepted. But for the past century and a half we have livd under
the tyranny of ‘the dictionary’—not a modern dictionary pre-
pared in the full light of the- latest scientific knowledge, but an
old dictionary which recorded without system the more or less
hap-hazard usage of printers. This is not creditable to our
intelligence. The consequence is that no one not yet emancipated
from literary superstitions dares to adopt a new spelling, how-"
ever sensible it may be, for fear of incurring the awful odium
of illiteracy. Thus, while progress has never been entirely
arrested, it has been much slower than it should be. In this
fact lies the abundant justification of the organized effort now
being made.
Let us see how the new despotism works in a particular case,
which is representativ of many. We write the word guard with
a useless u. There is no reason for the u, except that we have got
into the habit of writing it. Here there is no question of literary
beauty, or dignity, or fine associations, for there is regard, with-
out the u. It is as plain as day that the u in guard should come
out. But how are we going to get rid of it? The adult who has
once learnd to write guard, has no need to change his habit.
The u writes itself, so to speak, no less than the g or the d. If
he wishes to leave it out he must actually ‘stop and think’, in
other words, must make an effort, small tho it be. If he writes
gard, say in a letter, he fears that the reader of~ the letter
will set him down as a ‘poor speller.’ He does not like to incur
that petty odium, especially in writing to a stranger. If he writes'

9
ygard'in afmanuscrip'tifor'the printer, the editor or proOf-reader
will insert the u Theiproof-reader is =ordinarily .a (person 'whose
'whole‘wisdom,1in1the field of spelling, consists in following his
.oflis card 'or the *prescribed oflis dictionary. LHe rdares .not ‘do
otherwise ; v.if vhe did he would .become, '-from the :offis point of
‘view, a-poor proof~reader,:and'would lose hisiposition. AS‘fOI'ithe
editor, 'he-probably doesnotknowany-thing about spelling either;
'in which case ‘he will ;be rviolently {opposed '.to what he calls
“ deforming-the Englishilanguagei” 'If ire-does know‘some'thing
" about spelling—asmany‘editors vnow-'do—and-wouldreally <‘like "to
..put in :a stroke now and then for plain icommon 1'sense,'he :may
expect that if 'he prints gard,‘som'e readers will write to :him in
more or ‘less angry protest, whereas, ~=if he prints guard, me one
'will say 5anything. -Is 1it strange that he generally iollowsthe
line of lleast'reSistance? 'What-chance is there, underrsuchicon-
ditions, for (even the plainest common sense to 2make .h'edway-z?
,Drive'affiock-“of sheepthru a gap in 1which there :is -.a :rail fa foot
from the-ground: the'leaders will ‘leap over the-gap. ‘Pull ou‘t-‘the
.rail, and the 'fdllowers will .long continue 2110 .make .the 111381888
jump. Are'we sheep -?
The thing to do is to teach the children'that'they'may'spéll
gard without the ‘u, just as they spell card, hard and lard; and
that todo-so 7is right, I'tho "~n0't'yet fashionable. 'They'=will then
,grow'up without any illusionsaboutthat-superfluousu. tItwillibe
:as natural for them'ito leave ;it out :as 'itiis for-us =toiput¥it in, and
;guard will ilodk-asiodd to them 'as'music'lmand ’trdflic'lc'do to'us.
Does-any one 1 say that this is - aismall imatter,'=hardly \worth bother-
ing about? It certainly'is‘asmall matter{Whetherany'onefliving
adult 'clings to guard-or [changes to 'gard. Let ‘him do as “he
chooses. Still, one can see ’that, tho we are runconscious'of it,
there -really is some small effort, some minute expenditure of
energy, 'involvd in writing the‘uséless u. If we ‘left it out there
\woul‘d‘be a slightsaving'of time, space and'work. For as adults
that saving wouldibe-offse't, for ashorttime and to some extent,
iby thebother-ofchanging'fixt habits. 7Not sojhowever, with'young
(children, who have formd no fixthabits. For the 'unborn‘billions
1the saving willfbe'clear gain Withoutany drawbacks, 2just as :it ’is
iclear gain 'for us ‘that we can *now write fish and ship'in'sted of
;the older {fysshe 'and shippe. Consider the iillim'itab'le ‘future;
:multiply the slight saving by aivirtua'l infinity, and the product
becomes rather impressiv. The people who despise small-things
in the improvement? of spelling lack-imagination. They forget the
>infinit-multiplier.

10
as? But the saving'of time and..labor to our posterity is not the
only gain that would be made if we were to adopt the idea of
teaching the school-children, and under proper guidance, to
spell certain words in a better way than we ourselvs have learnd.
There would be an immense educational gain. At present the
school drill in spelling fis probably the dullest and dryest part
of theswork which the elementary teacher has itOrdO.51-, This is
because it is so largely a matter of mechanical memorizing, with-
out play for the intelligence. The teacher feels in advance, and
the pupil soon comes to feel, that spelling does.,not go by rule,
or logic, or common sense, but is so becahse it is so. Why is there
one f in if, but two in stifl? Why one g in leg and beg, but two in
egg ? 9 Why must IEput‘a‘b indoubt, but not in out or shout? Why
must I attach a b to, lamb and thumb, but not to ham or chum?
What’s the use of an :s in, island 2, The child who asks; such
questions as' these gets no comfort. And yet heought to ask
them, and a great many more like them, and to receive a rational I
answer. ,It is a great misfortune, as many an educator has pointed
out,,that, just when the childis beginning to reason by, analogy, we
repress the questioning spirit, which ought to be encouraged and
developt, and rdeluge him with; irrationality. Must it always be
so- toithe latest generation 25¢ Can we not do‘better ? .w iv»
“a Itis sometimes said by the,opponents of orthografic progressJ
that children learnour-chaotic spelling when they are very young
and could,not use their-time to ,better- advantage, and that they are,
not consciousof hardship in so doing. i': With this idea, surely, the
modern teacher can have little patience. If the new educational
sciencehas taught us anything it is respect for childhood. In the.
whole life of aman or_woman there are (no years more precious;
than those of childhood, none in which the wise use of time, the -,
wise direction of energy,_..is more important. The idea that it;
makes no difference what children work at, so long as they are
occupied; that there ishnothing better for them toT do, than to
struggle with the intricacies of a chaotic orthografy,which we force
upon them because it was forced upon us,—this idea is barbarous.
2,. There is need of a graduated series of word-lists for use in ,
the elegperitarya schools. ~. They should comprize words that are of ' j,‘
common‘occurr'ence. The first list, or primer of simplified spelling, ‘
would consist of words to which no one could object; words,
namely, of which a simplified form has alredy come into extensiv
use. inmbooks and "journals. Examples are honor, program,
catalog, draft, plow, hiccup, tho, dropt, gage, etc. This list could ,
be male the basis of elementary teaching about the nature of
I 11

spelling, the authority of usage, how changes come about, what
sort of changes are desirable, etc. The second list would consist
of words that are not yet in use (except maybe in the literature
of spelling reform), but are in very evident need of a perfectly
obvious simplification, such as would be clear to the mind of
any child, would involv no dubious consequences, and could not
be objected to except by those who object to any change whatso-
ever. Examples are gard, tang, ha'rcmg, lam, thu'm, lim, det,
dout, fitTlO, Ibild, gost, gastly, siv, eg, brest, brelcfast, etc. A third
list would take up words the proper simplification of which is
not perfectly obvious to the untraind eye, but calls for some
linguistic scholarship; such as fantom, alfabet, medieval, traveler,
etc. Later lists would’deal with the more difficult cases.
The Simplified Spelling Board will undertake to prepare such
lists, as soon as teachers and school authorities indicate a desire
for them.
We assume, now, that any teacher who has been in the least
degree imprest by the foregoing considerations will be disposed
to ask the question: What can I personally do to promote the
cause? In reply we make the followingdefinit suggestions:
First, you can join the army of adherents, by signing the card
of agreement. The agreement has been drawn up in the most
liberal spirit, for the purpose of bringing together on a common
platform all those who recognize the importance of improving our
spelling, and are willing to help in any way whatever. It is
something merely to stand up and be counted. We want the
name of every person who believes in orthografic progress,
directed by scientific knowledge. Do not imagin that the agree;
ment obligates you to use, or even to approve, each and every
simplified spelling which the Board has hitherto recommended.
You reserv the right to reject any specific change which you
disapprove. Unanimity is always impossible, and in intellectual
matters it is not even desirable. One may assent, or dissent, or
move to amend. The main thing is to think. To think is your
duty; the rest is your privilege.
Second, you can make for yourself a careful study of spell-
ing, considerd as an intellectual and educational problem. For
that purpose the matter of practis- may be left, at first, quite in
abeyance. ~The publications of the Simplified Spelling Boarda
which may be had free on application, contain much valuable
information about English spelling not known to persons whose
knowledge is confined to the spelling-books or the newspapers.
Any teacher may learn all that is essential to understanding.
12 >-.-
One can at least understand, even if he does not act upon his
knowledge. And “the subject of spelling is in itself interesting
and profitable, opening many vistas of philologic, historic and
literary lore. in;
Third, bearing these things in mind, look squarely at the
English spellings which you are required to teach, and decide for
yourself whether the forms are in themselvs satisfactory to you,
and whether they accord with any reasonable rule or analogy.
Ask yourself whether you are intellectually satisfied with these
forms and with the prospect of teaching and using such forms so
long as you shall live. Ask yourself, further, whether you are in-
,tellectually and morally satisfied with the fate of the millions of
children who are to be required to learn these forms, or to attempt
to learn them, for all future time. If you are not satisfied with
this prospect, ask yourself what you can do to alter it.
Fourth, having masterd the pros and cons of the argument,
and made up your mind, you can help by informing others. You
can make opportunities for discussion in conversation, in teach-
ers’ meetings, in debating societies, in literary clubs. You can
write to the newspapers. You can in these and other ways make
yourself a recognized center of information on the whole subject.
‘ie Fifth, you can exert a beneficial influence on apathetic or
dubitating school authorities, by supplying information and docu-
ments, which the Simplified Spelling Board will furnish.
Sixth, you can, now and always, give preference, in your
teaching, to the simpler forms recognized in any accepted diction-
ary. You can, yourself, recognize that many other simpler forms
are now not only approved, but expressly recommended by the
best scholars and educators. You can allow your pupils a
reasonable freedom in the use of spellings thus selected-out of
varying usage and scholarly sanction. You can teach them that
spelling is 'a convenience to be used, and not an idol to. be-
worshipt.~ If you dopt your right to teach, or even to permit,
simpler spellings, ask who there is to forbid; and inquire what
right others have, what law there is, to compel you to teach only
the worse spellings. And if custom requires the worse spellings
today, can you not start the custom of using the better spellings
tomorrow?
THE COMMITTEE ON SIMPLIFIED SPELLING, Illinois State Teachers' Association.
*Pres. E. 1. James *Pres. William B. Owen Pres. David Feimly
State University of Illinois Teachers’ College, Chicago State Normal University
*Pres. A. W. Harris
Northwestern University
*Rev. William E. Barton
Editor the Advance
*E. C. Rossiter
Dist. Supt. Schools. Chicago
*Prof. Nathaniel Butler
University of Chicago
*Executlv Sub-Committee

*Bishop Samuel Fallows
Reformed Episdopal Church
*Rev. R. A. White
People’s Church, Englewood
*Dr. W. A. Evans
Staff Chicago Tribune
Pres. Thomas McClelland
Knox Coliege. (laieslmrg
Prof. C. L. Esbjorn
Augustans. College
R. E Hieronymus
Sec’y State Educat. Commie.
Wm. Hawley Smith
Author “Evolution of Dodd"
*E. O. Valle, Chairman
Oak Park. Illinois
I
I
THE NEED OF REFORM OF SPELLING IN
THE PUBLIC SCHOOLS
By WILLIAM H. MAXWELL, LL.D.
City Superintendent of-Schoqls, New York


A SPEECH MADE AT THE FIFTH ANNUAL DINNER OF THE SIMPLIFIED SPELLING
BOARD, APRIL 5, 1911
Mr. President, Ladies and Gentlemen:
By training and temperament I am opposed to simplified
spelling. For a good bit over fifty years my eyes have become
accustomd to the ‘ordinary forms of our English words. I
dislike the new forms. I abominate thru for through; and
I dislike to write that any one has not past an examination.
Why, then, do I ,advocate the use of simplified spelling in
the schools? ‘.
FOR THE WELFARE OF ALL
Because I feel certain that, when generally used, it will be,_
found to be the cause of very great individual and social uplift.
Having become convinst that simplified spelling is necessary
for individual improvement and social progress among the
masses of people in the vast heterogeneous population of our
city, I feel it to be a duty which I owe, and which every man
who desires the improvement of , his fellow men, owes to
society, to sink individual prejudises and to advocate that
which is for the welfare of all.
TEACHING FORENERS
My attention was first directed to this subject by consider-
ing thedifficulties which we experience in teaching the vast
hordes of foreners who settle in this city, to read and to write
the English language. In 1909 the Immigration Commission
appointed by the President of the United States made a care-
ful analysis of the 26,000 students then in the high schools of
this city. They found that 49 different races, speaking in



2
\
their homes, for the most part, different languages or different
dialects of the same language, were found in our high schools.
They showd that of the high school students 45 per cent were
American; 24 per cent Hebrew; 11 per cent German; 7 per
cent Irish; and 13 per cent other nationalities. Among the
other nationalities are included Italian, north; Italian, south;
Danish, French, Norwegian, Russian, Swedish. Our high
school enrolment has increast from 26,000 to 36,000 since 1909,
but I have no reason to believ that the proportions of the
various races have materially changed since this census was
made. It must be rememberd, however, that the high school
students constitute a small, select group—the survival of the
fit, if not of the fittest.
ENGLISH AS A FOREN TUNG
To see the foreners as they come from the steamers, you
must enter our 'eVening schools or the special classes for teach-
ing English to foreners in our elementary schools. Every
Winter we have from 35,000 to 40,000 adult foreners in our
evening schoo1s, Who come for the single purpose of lerning
to speak, to read and to write the English language. In one
elementary day school I have found as many as 29 different
languageshor dialects. spoken by the children. It is not too
much toj'say'that to more than one-third of the pupils who
enter the, public schools of this city we must teach English,
not as 'their";_nati_vze vtung, but as a foren language. In no
other ciityi'onfthis' continent, in no other city in the world, are
the people’s “schools? confronted with conditions which make it
so difficult‘jto 'doithoroly‘ good school work-
" "TEACHING ~To READ
The most important thing the American school has to do
for these foren children, whom we are trying to convert into
American citizens, or even for the children of American birth,
is to teach-them to/read with insight and intelligence. Reading
is theiiall-irnp'ortant"study for the masses, because this is a'
land of self-government. If he is to think for himself and to'
gain informatibn to-guide his thought, the pupil must be taught
as speedily! aspossible to master the printed page. “It is our ,
policy,”,r.--*sai1d-I- DEV'Harris, ours. greatest educational filosofer,‘
“rather to’ldevelop ability than to give exhaustiv information.
The printed page is the mighty Aladdin’s lamp which gives to
the meanest citizen the power to lay a spell on time and

3
space.” He compared oral instruction to the loading of an
emigrant train with redy-made products, and text-book educa-
tion? which depends upon the power to read, to the shipment,
rather, of the machinery, appliances and tools by which these
products may be won from the wilderness by the pioneer
himself. If, then, it be granted, as I think it must be, that
the conferring of the power of self-help upon any child is the
greatest boon which education can confer and that this boon is
conferd chiefly thru giving him the power to extract informa-
tion and thought from the printed page, it follows that any
device which enables us to save time in the teaching of read-
ing becomes not only an individual but a social and national
blessing.
LERNING TO READ
I regard the difficulties of lerning our arbitrary and unscien-
tific ways of spelling words as the least part of the trouble.
The real difficulty lies in lerning to read. Every teacher knows
with what joy the child perceivs a new word which he can
.make out for himself by interpreting its fonetic elements, and
with what consternation he’beholds a word which, thru its
disregard of fonetic rule or analogy, he is unable to pronounce
until he is told. It has been claimd that fonetic spelling would
save from one to two years of school time for the average
child. Certain it is that German children are at least two
years ahed of ours in their scholastic attainments. This is
chiefly because the German language consists mainly of words
that are speld as they are sounded. I am not certain that the
introduction of complete fonetic spelling would save two years
for our children, because there are other causes as well as
arbitrary spelling that retard the progress of American children
in school, as compared with German children. I am quite con-
fident, however, that at least one year might be saved by the
use of purely fonetic spelling.
NO REASON, NO BELIEF IN REASON
Let us suppose that the child has lernd to spell fonetically
"puff ” and “muff.” He receivs with consternation the
intelligence that “rough” and “enough” are not speld ruff
and enuff, and when he learns that “dough” is not dufi“, but
bred in the making, and that “cough” is not cuff or 00, but
the malady that so often affects his nose and throat, he
naturally loses all faith in association and analogy.

Our scholars have pointed out that the sound of e in let is
represented in seven different ways: by e in let; by ea in
head; by ei in heifer; by ea in leopard ,' by ay in says," by ai
in said; and by a in man J. And that is not all. The sound
of long 0 is represented in at least thirteen different ways:
So, boat, roe, oh, door, soul, though, low, owe, yeoman, sew,
hautboy, beau. And you can find more.
In all such cases, and their name is legion, all analogies
fail; no rule is possible. The loss of time, bad as it is, is not
the only evil which results to our public schools on account of
our unscientific spelling. The memoriter process renderd
necessary in lerning to read and to spell produces disbelief in
reasoning as a means of lerning and a lack of confidence in
inference. The result of falling into ridiculous mistakes by
depending upon reasoning or analogy in spelling, is to make
the child timorous about reasoning in arithmetic, gebgrafy,
history and grammar. The habit of depending upon memory
exclusivly in spelling engenders the habit of depending on
memory in every other study, and so retards progress in teach-
ing children to think for themselvs. If we had textbooks in
which every word could be sounded as it is speld, it is not too
much to say that every one of the 700,000 children in the
public schools of this" city would be enabled to advance in his
studies at least two grades beyond the point which he reaches
now before he is compeld to leave school, and would have
larger powers of_ thinking and doing for himself. He would
be more valuable to himself and more valuable to the community.
PUBLIC SCHOOLS SHOULD LEAD PUBLIC OPINION
Not enough attention, I think, has been given to the
means by which simplified spelling may find a place in the
public schools. In an article publisht about eight years ago by
Professor Brander Matthews he says that the way to get
simplified spelling into the schools is first to educate public
opinion. His aphorism that “with the spred of knowledge
there will be a weakening of prejudis” is unquestionably true;
but it is a very slow process. Possibly it is the only plan by
which any reform may be accomplisht in our great uhiversities,
which/are nothing if not conservativ; but the public schools
aspire to lead rather than to follow public opinion. In a per-
suasiv “Letter to Teachers” recently publisht as a circular of
the Simplified Spelling Board, Professor Calvin Thomas has
/

5
shown how teachers may begin to lead public opinion, by
teaching and practising now what they will adopt some day.
REFORM PROPOSED, OPPOSED, ALLOWD, APPROVED, DEFENDED
When a reform has been introduced in the public schools,
if it is a true reform, no matter how much opposition may be
encounterd at the start, public opinion invariably comes to its
support in the end. Such has been the history of every great
reform establisht in the public schools during the past half
century. When Horace Mann advocated the abolition of cor-
poral punishment in Massachusetts, he was denounst as a
heretic and a sentimentalist. Yet for years corporal punish-
ment has been unlawful in our city schools and every attempt
to restore it has been defeated thru the influence of public
opinion. I can, myself, recall that when we first establisht,
thirty years ago, a high school in Brooklyn, we did not dare to
give it the name of high school because of the almost universal
opposition of the tax-payers to being taxt for what they cald
higher education. Now any political party that attempted to
abolish the high schools would be swept out of power at the
next municipal election by an indignant public opinion.
NINE REFORMS WON
Precisely similar is the history of the kindergarten move-
ment; the movement to safegard the helth of school children
by the use of play, physical training, athletics, and medical
examination; the movement to elevate the teaching profession
by requiring professional training, and by appointing and pro-
moting teachers _on merit; the movement to teach literature in
elementary schools which has resulted in the establishment in
the New York public schools of the largest circulating library
in the world—nearly 7,000,000 volumes a year; the movement
to put the whole child to school by teaching drawing and
manual training; the movement to establish trade or industrial
education; and the last of our great public school reforms, to
care for children who are defectiv mentally or physically, as
the semi-imbecil, the def, the dum, the blind, and the crippled.
'All these movements have had the same history. Some
reformer commenst the work. It proved its worth by actual
trial. It began with the opposition of the public. It has pro-
ceded with constantly increasing efficiency and has been
accorded constantly increasing support.

SIMPLIFIED SPELLING NEXT
So. it will be with simplified spelling. The first thing to
do is to secure permission from the Board of Education to
teach it in our schools. There, if it will really accomplish what
we believ it will accomplish—if it will save a year’s time and
labor in lerning to read and write, if it will turn out our
children better equipt with that power of reasoning under-
standingly which is necessary to every citizen in a land of
self-government, if it will assist our children in lerning to
think and so to be self-reliant, if it will make of each child a
more efficient human being—for that is the ultimate test to
which every school reform must be brought—then the work in
the schools will educate public opinion, it will receiv the
enthusiastic support of citizens of every class and kind.
Simplified spelling will repeat the history of the kindergarten
and the high school, of manual training and physical training.
PUT IT IN A SPELLING BOOK
No subject can make any substantial progress in element-
ary schools until it has been reduced to a servisable teaching
form—in plain words, until it has been put into a good working
textbook. The writings of the great filologists, both those who
are present in this room and those who are with us in'spirit,
have been invaluable in preparing the way. They are those
who go before to make our ‘path straight. They have done
much, but they will do incomparably more if they will issue,
clothed with the authority of their great names, a spelling book
in simplified spelling that will surpass in teaching method any
spelling book now on the market. Every religion that has
made great hedway in the world has put its doctrins into a
catechism for the young; every subject that is successfully
taught in the schools has its textbook for the teacher and its
textbook for the pupil; and so must it bewith simplified spell-
ing. Scoffers will laugh and point the finger of scorn when
they hear of a project to have this society, that numbers so
many great names, produce so apparently insignificant a thing
as a spelling~book or a primer. They amay even have lerning
enough to indulge in a hackneyd quotation, and tell us that the
mountain has been in labor and brought forth a mouse. They
forget that the textbook is the chief pillar of our modern civil-
ization and that the mouse may gnaw the cords of ignorance and
prejudis that bind the sleeping lion of our own city masses.
7
PRES. JAMES ON SIMPLIFIED SPELLING

University of Illinois, P resident’s Office
My Dear Mr. Vaile.-—
. . . I am in favor of simplified spelling for the same
reason that I am in favor of the flying machine, the automobile,
the motor cycle and the steam engine as means of locomotion.
For the same reason that I am in favor of gas and electric
light for purposes of illumination. Because by its introduction
we shall secure a simpler and more efficient machine for carry-
ing on written communication among people who speak English.
I am not an expert philologist. I should not be considered
a competent art critic, and am not, perhaps, therefore, compe-
tent to judge as to whether the simplified spelling is better
from the esthetic point of view, or whether it would reveal or
conceal better than the present system, the origin of words.
But I am convinced that if we could introduce some well con-
sidered scheme for simplified spelling we should save the
time of our children in their acquisition of the mother tongue.
We should save our own time and our money and our energy
in the printing of books and papers, and we should get rid of
some of the absurd combinations which I cannot help feeling
have a reflex psychological influence of an unfavorable sort
upon our moral character itself.
You are at liberty to use this letter as you please.
September 29, 1913. ‘ (Signed) Edmund 1. James.
Max Mueller:
“Language is not made for scholars and etymologists; and
if the whole race of English etymologists were really to be
swept away by the introduction of a spelling reform, I hope
they would be the first to rejoice in sacrificing themselves
in'so good a cause.”
Dr. Wm. T. Harris:
“But suppose we could not determine the etymology as well
as before. Are we to consume five years in the life of every
youth just to make it easier for one scholar in a thousand men
(there are hardly so many as that, even), to save him the,
trouble of consulting the dictionary? But there is no basis of
.argument here, for phonetic spelling restores and reveals three
analogies of language where it obscures one.” ~-
Dr. Wm. D. Whitney:
“The real etymologist, the historic student of language, is
wholly independent of any such paltry assistance, and would
rejoice above measure to barter every ‘historical’ item in our
spelling during the last 300 years for a strict phonetic picture
of the-language as spoken at that distance in the past.”
J ."
/
DO NOT MAKE A MISTAKE
Are you thinking of simplified spelling as merely the wild
dream of a few schoolmasters? Change your thought.
Two prominent universities, Illinois and Northwestern, and
one leading Chicago daily, The “Evening Post, have already
indorsed the reform by adopting a number of simplified forms.
The list of earnest advocates includes:
1. All the eminent philologists of England and America,
living or dead, ‘ *
2. Every editor of every English dictionary published today
in either country, _
3. A long list—too long to print—of eminent statesmen,
jurists, scientists, educators and authors,
4. Recently when the Chicago Evening Post permanently
adopted tho, thru, catalog, etc., a letter to the editor expressing
gratification and hoping to see him increase the list and to
see other journals take a like step, was readily signed by nearly
one hundred men and women of prominence, including,—
Five University Presidents—
President Edmund 1. James,
University of Illinois.
President Abram W. Harris, ‘
Northwestern University.
President Charles R. van Hise,
University of Wisconsm.
The supervising corps of Chicago Public Schools:
President George E. Vincent,
University of Minnesota.
President Samuel Avery,
University of Nebraska.
Supt. Ella Flagg Young. Dist. Supt. Rufus M. Hitch,
Asst. Supt. John D. Shoop. Dist. Supt. Henry C. Cox.
Asst. Supt. \IVilliam M. Roberts. Dist. Supt. Kate S. Kellogg.
Dist. Supt. Ella C. Sullivan. Dist. Supt. E. C. Rosseter.
Dist. Supt. William C. Dodgezp Dist. Supt. Gertrude E. English.
Dist. Supt. Charles D. Lowry. Dist. Supt. Minnie R. Cowan.
Governor and Mrs. Ferris of Michigan.
Governor Dunne and ex-Governor Deneen of Illinois.
A large number of prominent professors in the University of
Chicago, Northwestern, and other universities.
Mrs. Catherine'Waugh McCulloch and the other leaders in
the woman suffrage campaign in Illinois.
A number of jurists, bankers, ministers, manufacturers and
authors. . \
Every person of self-respect and intelligence will study his
arguments very carefully before opposing a movement en-
dorsed by such an array of thinkers and doers. '
THE COMMITTEE ON SIMPLIFIED SPELLING, Illinois State Teachers' Association.

*Pres. E. 1. James
State University of Illinois
*Pres. A. W. Harris
Northwestern University
*Rev. William E. Barton
\ Editor the Advance
/' *E. C. Rosseter
Dist. Supt. Schools. Chicago
*Prof. Nathaniel Butler
University of Chicago
’Executiv Sub-Committee
*Pres. William B. Owen
Teachers’ College. Chicago
*Bishop Samuel Fallows
Reformed Episcopal Church
*Rev. R. A. White
People‘s Church. Englewood
*Dr. W. A. Evans \
Btaif Chicago Tribune
Pres. Thomas McClelland
Knox College, Galesburg
Pres. David Felmiey
State Normal University
Prof. C. L. Esbjorn
Augustana. College
R. E. Hieronymus
Sec’y State Educa’l Commie.
Wm. Hawley Smith
Author “Evolution of Dodd
*E. O. Vai'le, Chairman
Oak Park. Illinois
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I. 15?...
Chicago, December 6, 1913.
TO THE BOARD OF DIRECTORS
OF THE CHICAGO PRINCIPALS’ CLUB:
As members of the Club, we believe the time has come when we
ought to take under consideration the question, whether it would not be
wise to adopt now a reasonable amount of simplified spelling in the
official correspondence and printing of the Club, with a view to increas-
ing the amount as public sentiment develops.
As to the amount to adopt now, we make no specific suggestion,
any further than to say it will be agreeable to us if you decide to adopt
the same set of recommendations as adopted by our State Teachers’
Association and the Modern Language Association two years ago.
(Signed,)
M. G. HOGGE
WM. B. OWEN
W. R. HATFIELD
HARRY S. VAILE
C. C. KRAUSKOPF
C. S. BARTHOLF
A. O. CODDINGTON
W. J. HARROWER
O. J. MILLIKEN
F. M. SISSON
G. L. VOORHEES
.A




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Chicago, December 6, 1913.
FELLOW MEMBERS OF THE PRINCIPALS CLUB:
The enclosed petition speaks for us. If a majority of you concur and will
sign the request with us and mail it at once in the enclosed stampt return en-
velope, it can be submitted at the next meeting of the Board, the 13th inst., and
, he acted upon then, which is quite desirable. If a majority do not sign and re-
turn the petition, it will not be presented.
" A letter from President Hogge is attacht indicating his approval of this
inquiry. We see no reason why members of the Board should not express their
individual sentiments on the question in this way with the rest of us.
Whether you sign or not will you kindly give consideration to the enclosed
printed literature and pass it on to your assistants, especially to your head
assistants? _
(Slgned)


. C. KRAUSKOPF
C. S. BARTHOLF
A. O. CODDINGTON
W. I. HARROWER
O. I. MILLIKEN
F. M. SISSON
G. L. VOORHEES

Harper School, 21 Nov., ’13.
I am anxious that the members of the Chicago Principals Club have oppor-
tunity to express their views on any proposition which has for its object the
improvement of the methods of school instruction and the adoption of means
to that end. Simplified Spelling is such a proposition and I therefore favor its
submission to the members of the Club with the necessary explanatory material
and I shall be glad to assist in securing the expression of their views.
Personally, I am not able to state just which of the proposed simplifications
.are real to me. I have gone over the list several times with great perseverance
I. and confess myself still under the influence of strong teaching in my childhood.
I am ready to accept a few of them as appealing to me, but in most of the cases
it is “against gravity.”
However, I shall be glad to be guided by the vote of the members.
Yours sincerely,
(Signed) MORGAN G. HOGGE.
COMMITTEE A ;\_‘_
‘ “a _ ‘1 If, . . ‘ , ‘ x \- . -
m O_ Vane. Chairman David FeImley Illln01s btate Teachers AhhOLldIIOIl
N Oak Park, Ill. N President State Normal School. Normal
3i *Rev. Wm. E. Barton is _ w w- Earnest Office 0f
N Pastor lst Comm Church. Oak Park 2 Superintendent ofi'Sclrools. Urbann '. *
-. _ at .
*PrOf' Nathaniel Butler Dist SuEpt (5i iggggteéhimgo ' S U C '
' U ' ' ' fCh' ' .3 ' ' _, ‘ ‘ d
‘3 *ngersfly OS. ledEo ,3 Prof. D_ K_‘D°dge n l n g 0 m m l 6 e
5 . Yqretl. "so" . E State University. Champaign
['5 Managing hdltor The Continent“ g; walker _
C Wii'blll; Lgesseéh Superintendent of Schools. Rockford S ' l ' fi d S l l '
'enera ec’y . . . A.. icago __ I I I
_ *Exrrutit'e Sub-(.‘o/nmilln O n 1 p l e p e l n g
_ *J. E. Armstrong _ ,
Q Pr": Enzlewood High School, ClllCZlEu z - (Created 1902)
3; 'Prof. Otis W. Caldwell
E University of Chicago
‘5 *Prof. Walter D. Scott
is“ North-Western University. Brainston
5 R. E. Hieronymus
EE- Sec‘y State Educat‘l Commis’n. Eureka


Thomas McClellan! % OAK PARK, ILlnW 191.2
President Knox College. Galeabur;r
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COMMITTEE
‘13. O. Vaile, Chairman
Oak Park, Ill.
“Rev. Wm. B. Barton
Pastor 1st Cong‘l Church. Oak Park
*Prof. Nathaniel Butler
University of Chicago
*Everett Sisson
Managing Director “The Continent"
*Rev. R. A. White
Pastor People’s Church, Englewood
*Dr. Wm. B. Owen
Prin. Chicago Teachers College
Prof. C. L. Esbjorn
Augustann. College, Rock Island

*Exeeutlv Sub-Committee
*Prot. George 0. Curme
North-Western University, Evanston
R. E. Hieronymus
Sec’y State Educat'l Commis'n. Eureka
Thomas McClelland
President Knox CollegeI Galesburg
David Felmley
President State Normal School, Normal
.I. H. Collins
Superintendent of Schools, Springfield
‘15. C. Rosseter
Dist. Supt. of Schools, Chicago
Pres. Edmund J. James
State University, Chumpnign
. . Miller
Former Supt. of Schools, E. St Louis
Prof, C. L. Meader,
Ann Arbor, Mich.
My dear Sirze
Illinois State Teachers Association
Ofis of
Standing Committee
on Simplified Spelling
(Created r 902)
OAK PARK.,____Jn1.y....8., ................. ..IQI...3..
June 19 I sent you a copy of the enclosed letter;
to which some names have since been added/together with a copy
of the Chicago Evening Post/and hopedto receive your signature
to the letter of approval.
of a reply.
attention to it.
a matter of personal concern to me.
As yet I have not had the favor
Assuming that it was an oversight I call your
You understand of course that this is not
We are trying to bring
public sentiment into g proper state to warrant the teachers of
the country taking a more progressive attitude on this question
than they are now Justified in doing.
Hence we are getting as
many prominent names to this expression of approval as we can
before giving the list to the newspapers.
sign it or not as I am running short of printed copies.
Will you kindly return the enclosed letter whether you
)
7
Very truly yours,
m


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19/22/1913/
Mr. E. O. Vaile.
Bear Sir,_-
I 0 yo an apology for aoparent remisnes. I hav delayd returning the blanks
altho I hav sum signaturez, becauz I wish to get other hamez. I am pleazd tusee the
WV. all
.wi-ie open“? yu keep alert for op'portunitiez to help on the cauz in which we arhso much
interested in advansing. lw/pufti¢ulsf Supt. Slauson referd tu me yur request to him,
and l askt his tu rite tu yu thgtthe matter of the resolution had alredy bin taken up
and that we were working hard tu assure its passing. If yu hav seen the program of the
ueetinés yu or probably scare that both Prof. flchinney and 1 or tu speak to the College 1
Section of the Sss'n on the subjeet of spelling. My pupr wil éiv a brief statement of‘i
aims of the "reformers" end the profires of the movenent. l»am very desirous the the 309
count of the proéres shel be full and up to date. Accordingly i an appealin? in yo to he
help me sum. Yu or so closely in touch with the sdvansez made all thru the Westg that i
make free tu ask yu tu send me sum information on the subject. ' “end it be possibl ,
for exampl, for yu to send me a list of all the hier institutions of lerning that hav
officially exprest simoathy with the-movement or not adopted in part the simplificationz
alreddy suggested? that is going on in Kansas? Eav yu bin successful in persuading
other papez than the Post and the Louisville Courrier J'l to these the forward step? If
yu can find time tu anser tneze questionz and Send me any other information, even about ;
¢r¢ contemplated future activity in the test, I shoud Qrately appresiate it I assure.yu.
l conclusing i wish to congratulate on having accomplisht what I believ is the most
.limoortant result yet breut about it” in the oauz of simplified soelliné. I hope that yr
may in the future hav the best of opportunities for continuing the good work.
Sinserely yurz,





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THE COMMITTEE
*Dr. E. .I. James
President State University of Illinois
Urbana .
*Dr. A. W. Harris
President Northwestern University
Evanston
’ *Rev. William B. Barton
Minister 1st Gong. Church. Oak Park
and Editor The Advance
*8. C. Rosseter
Dist. Supt. Schools. Chicago
*Professor Nathaniel Butler
University 0! Chicago
*Dr. William B. Owen
President Teachers' College, Chicago
*Rev. Samuel Fallows
*Rev. R. A. White
Minister People's Church. Engiewood
*Dr. W. A. Evans '
Editorial Stat! Chicago Tribune
Dr. Thomas McClelland
President Knox College. Galeshurz
Dr. David Felmley
Pres. State Normal University. Normal
Professor C. L. Bsblorn
Augustana College. Rock Island
R. E. Hieronymus
Sec‘y State Edueut. Commis.. Eureka
Wm. Hawley Smith
Author “Evolution 0! Dodd“ etc., Peoria
Illinois State Teachers Association


Standing Committee
on Simplified Spelling
(Created 1902)
*E. 0. Valle, Chairman
Bishop Reformed Episcopal Church
C Oak Park. Illinois
hicago
*Executiv Sub-Committee
Prof. C. L. Header,
State University,


Ann Arbor,Mich.


Dear Mr. Meaderz- ' “,vl.if
' You will understand the history of the enclosed
effort to Win thfi support of the Chicago Principals Club. There
is ground for hope,altho I dd not feel confident. Mrs.Young's
letter has had a decided effect on the situation and it may
vbring a successful Vote. Anyhow,we shall not have another
defeat-as we had last year uhen_it was brought up without my
knowledge or wish. This time I have looked out not to have a
vote unless we are sure of a Vote of the majority of the member-
_ _ Will you tell me a little more about the
S. S. B. literature,which you have on hand? Have you any
plan in prospect in which you can use it yourself,0r would
you like to have it taken out of your way? I really feel in
doubt about taking hold and distributing the stuff at our
Illinois State meeting, and yet I feel that something ought
to be done in that way. I do not know that any provision has
been made or will be made excepting what I provide for. Will you
tell me just What documents you have and approximately the number
of each? If I conclude to have them sent,I will notify you and ~
ask you to ship them directly to Springfield in tire to be there
when I get there. > ' ;
I want to thank you or some friend in the
University for Sending me a copy of the University Bulletin
containing the directory of the faculties and other officers,
just What I wanted. > ' ' " - -
I am getting organized to start in on a pretty
large campaign after New Year's. I would like to have a more
incisive and adequate-expression from President Hutchins on the
subject of simplified spelling. II suppose I could appeal to him
directly to look into the subject a little more fully and write
me such a letter which would appeal more forcibly to educators,
a letter something like what I already have from President James,
President Harris, and President Van Hise. It occurs to me that
possibly you could work the thing;a little better than I could.
I do not know how closely you approach the President or whether
you COU1d Open up the question to advantage. What do you think I a
/




-2-
about it? I want his letter very much to complete the set
of Illinois,Michigan,Wisconsin,Yinnesota,and possibly
Missouri, to whose President I am writing in this mail.
The question is how best to go about it. Will you give me
your judgment? ' ‘ '
‘Very truly yours,






"'5 GOMM'TTEE Illinois State Teachers Association
*Dr. E. J. James *Rcv. R. A. White
President StateUUlgzlersity 0! Illinois Minister People’s Church, Engiewond
r a . *Dr. \V. A. Evans Ofis of
_ *Df- A- W- films Eaimnnsnn! Chicago Tribune
President Northwestern University
Evanston Dr. Thomas McClelland - -
*Rev_ William E. Barton President Knox College. Galesburg ‘ e
Minister let Cong. Church. Oak Park on David Fe|m|ey
“"1 E‘mm‘ The Advance Pres. State Normal University. Norm-l I - -
*E- 0- Rosse'te" Professor C. L. Esbjorn g
Dist. Supt. Schools. Chicago August!“ College“ Rock Island *Professor Nathaniel Butler R. E_ Him-on mus
Unherelw °£ omen“ Sec‘y State Educut. Cogimi!“ Eureka (created *Dr. William B. Owen w
m. Hawley Smith
Fragment Tame“, Couege' 0mm“ Author “Evolution 0! Dodd" etc" Peoria D
*Rev. Samuel Fallows e c Pm‘b er 1 6 1 Q 1'2
B h r d E 1 lChm' -11 *E. 0. Valle Chairman i , .1 U u h
15 om "Iggmgoscm L 0mm“; 1mm Oak Park, 111., _________________________________________________ 7.191 - _
*Executiv Sub—Committee
Prof. C. I. Feeder,
1941 Geddes Ave.,
Ann Arbor,Nich.
uy Dear ?rofessor Feeder:-
I thank you for your answer of the 14th.
I do not feel quite clear,as I said,in letting such a good opportunity
so as we shall have at Springfield Without getting all the spelling
reform literature distributed that I can, and yet I feel so indignant
at the way the dew York committee - not Scott alone - is treating me
that it goes against the grain somewhat to undertake it. But you may
send me by exgress all you care to spare of your supply. Please do it
up in good,thick wrapping with plenty of string,and address it to
E.O.Vaile, Care of State Teachers Association, Springfield,Illinois,
enclosing the receipt for the package to me here as soon as you get
it. Please have written on the label this direction: "Please hold
this package until Nr- Veils cells for it Dec.29th." I will pay the
express charges when I get to Springfield. It ought to be shipped
from Ann Arbor by next Saturday the 20th. Send all you want to
spare and I will see that they are carefully handed out, or rather
I will put them where people can take them if they choose to. I find
a great many are wasted when they are handed out to individuals. I
hope I shall not have many left to lug home.


Your scheme in regard to getting firesident Hutchins to
warm up a little on the question is a good one. Ret me hnofi your
results. After that I will apply to him for a letter endorsing'
the movement to go along with letters from other University
Presidents, etc. When will the meeting of the Michigan Colleges
occur?
Very truly yours,
simeé/L
































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THE COMMITTEE ' ' ' '
am BI JI James *RWI R_ A_ White Illinois State Teachers Association
President State Ugiversity of. Illinois Minister People’s Church, Englewood
r “a *Dr. W. A. Evans O is 0
*Dr- A- W- Harris Editorial em: Chicago Tribune f f
President Northwestern University
Evanston Dr. Thomas McClelland
I Will. E. B t President Knox College. Galesbiirg S d I g C I
DhWMFemM tan 1n ommlttee
and Editor The Advance Pres. State Normal University, Normal
*E. C. Rosseter c. L_ b- S I 1. fi d S - g
Dist. Supt. Schools. Chicago “fmfffggum15050353“ 1 6
*Professor Nathaniel Butler R_ a Hieronymus
I. University 0! Chicago See”! State Educat. Commis.. Eureka (Created *Dr. William B. Owen w
m. Hawley Smith ,
President Teachers’ College. Chicago Author “Evolution of Dodd” etc" Peor“ [I
*Rev. Samuel Fallow; *E 0 v H Chairma Z 3
Bi ho Reformed Episco al liurch . . a e n _ I
s p Chicago D on: Park: Illinois Oak Park, Ill., ......................................... ..! ..... ..1 91.3
*Executiv Sub-Committee





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*A. S. Hall
Prin.Calumet High School.0hicago
*Prof. Otis W. Caldwell
University of Chicago
I.
*Executiv Sub-Committee


COMMITTEE
*8. 0. Valle, Chairman
*Rev. Wm. B. Barton
Pastor 1st Cong’l Church, Oak Park
*Proi. Nathaniel Butler
University of Chicago
*Everett Sisson _
Managing Director.'The Continent
*Rev. R. A. White
Pastor People’s Church, Englewood


+..
*Prof. George 0. Curme
North-Western University, Evanston
R. E. Hieronymus
Sec’y State Edncat’i Commis’n, Eureka
Thomas McClelland
President Knox College. Galesburg
David Felmley
President State Normal School, Normal
J. H. Collins
Superintendent of Schools, Springfield
*8. C. Rosseter
Dist. Supt. of Schools, Chicago
Pres. Edmund J. James
State University, Champaign
J. E. Miller
Superintendent of Schools. E. St. Louis
Ofls of
Standing Committee
(Created 1902)
Dear Sir or Madam:—
Recently the State University of Illinois and Northwestern University each adopted
a definite and considerable list of simplified spellings to be used in its ofiicial corre-
spondence and publications.
June 17th, the Chicago Evening Post with its quartet of subsidiary dailies in differ-
ent Indiana cities, adopted the twelve N. E. A. short spellings for regular use, as you
see in the copy mailed to you herewith. Its manager expects to gradually increase the
list until it reaches the limit of what may prove prudent in the present development
of public sentiment.
Such a step by a large metropolitan journal is an event of great significance in the
progress of this cause, and it should be utilized to the utmost. (1) Managers who
have the progressive spirit to take such a step should be made to realize that they
have the approval and moral support of the educated and influential part of the
community. (2) This approval should be so given as to encourage and induce other
journals to take the same step.
Please sign the enclosed letter and get as many others to sign it as you can con-
veniently, and mail it promptly to us in the envelope.
We will see that publicity is given to all endorsements in the 'most effective way
possible. _
This letter is issued entirely on our own responsibility, and without any knowledge
of it whatever by the managers of the Post. v
Very truly yours,
Committee on Simplified Spelling,
Illinois State Teachers’ Association.
June 18, 1913. By its Chairman.
Illinois State Teachers Association
on Simplified Spelling
OAK PARK, ILL., ____________________________ --191 -____




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.JI'
THE COMMITTEE
*Rev. R. A. White
Minister People’s Church, Englewood
*Dr. W. A. Evans
Editorial Stair Chicago Tribune
Dr. Thomas McClelland
President Knox College. Galeshur:
Dr. David Felmley
Pres. State Normal University. Normal
Professor C. L. Esbjorn
Augustana College. Rock Island
R. E. Hieronymus
Sec‘y State Educat. Commie" Eureka
Wm. Hawley Smith
. Illinois State Teachers Association
1- Dr. E. .I. James
President StateUUrigIlvnirsity 0! Illinois
*Dr. A. W. Harris
President Northwestern University
Evmston
Ofz's of
*Rev. William E. Barton
Minister 1st Cong. Chu '11. Oak Park
and Editor The Venice
*5. C. Rosseter
Dist. Supt. Schools. Chicago
*Professor Nathaniel Butler
University oi! Chicago
*Dr. William B. Owen
, t 'v -
Fragment Teachers Louege‘ uncago Author "Evolution of Dndd" etc., Peoria
*Rev. Samuel Fallows
Bishop Reformed Episcopal Church *5. 0. Valle, Chairman
Chicago Oak Park. Illinois
“Executiv Sub-Conunlttee
Standing Committee
on Simplified Spelling
(Created 1902)
Oak1%wkrHLrmM§;Qhmg§4 ................. “191$”
Professor C. L. Feeder,
1941 Geddes Avenue,
Ann Arbor,Mich.
my Dear Professor Header:-
I thank you for your information.
A letter from President Hutchins says that the matter 1s to
come before the Senate on the 50th, which nill be next Mon~
This is, of course, strictly confidential as you say.
day.
of the country, that I have heard of.
It will seem absolutely absurd for Michigan Uni-
versity at this day to take formal action and allow it to be
announced that students in the University will be allowed
to use simplified spelling Without being marked down for it.
For nearly two years there has not been a case of any teacher
marking students off for using reform spelling in any high
school or normal school or college or uniVersity in this party
Of course, the passing
of such a resolution would be better than nothing, but don't
you suppose you could get the Senate
to either take a more
advanced step or refer the matter to a committee for further
consideration?
of your action next Monday.
help it along.
of service to you.
dividual professors.
I shall await with a great deal of interest a report
I wish I could do something to
I enclose a few more circulars that may be
I do not dare to send any of them to in-
If you could use them at the meeting,
there may be time for me to get a bunch to you by Monday
morning, if you will notify me at once.


Success to
you!
Very truly yours,
1
M

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THE COMMITTEE
*Dr. E. J. James
President State University 0! Illinois
Urbana
*Dr. A. W. l'larris
President Northwestern University
Evaneton
*Rev. William E. Barton
Minister Isl; Cong. Church. Oak Park
and Editor The Advance
*E. C. Rosseter
Dist. Supt. Schools, Chicago
*Professor Nathaniel Butler
University of Chicago
*Dr. William B. Owen
President Teachers’ College, Chicago
*Rev. Samuel Fallows
Bishop Reformed Episcopal Church
Chicago
*Executiv Sub-Committee
*Rev. R. A. White
Minister People’s Church, Englewood
*Dr. W. A. Evans
Editorial Stat Chicago Tribune
Dr. Thomas McClelland
President Knox College. Galelburl
Dr. David Felmley
Pres. State Normal University. Normal
Professor (2. L. Bsbjorn
An suntana College. Bock Island
R. E. Hieronymus
See’y State Educat. Oommis.. Eureka
Wm. l'lawley Smith
Author “Evolution oi! Dodd" ete.. Peoria
*E. 0. Valle, Chairman
Oak Park. Illinois
Prof. C. L. Header,
1941 Geddes Street,
Dear Professor T'eexierr?
eeive any information from you or McKenney in regard to
progress of matters in Michigan.
I hove inquirefi
swer.
what was done.
Illinois State Teachers Association
Offs of
Standing Committee ~
on Simplified Spelling
(Created 1902)
Oak Park, 111.,.....,T::'I&li?-1?-.lll. ................. .. 191-51..
Ann Arbor, Mich.
'm I wonder what I have done not to
.It must have been as overSieht.
Wes any
~ Michigan?
adopted the same
Buchtel‘Gollege,
have both followed suit.
Are you
conferenoe held of the cellege men?
re~
the
-Sinoe I saw you last fall
of both of you once or twice, but get no an—
1'.)
If so,
Is any plowing of the soil going on new in
aware that the State UniVersity of Ohio has
list as the State University ogfilllinois?
Akron, Ohio, and Grinnell College,'lowe,
Last week I asked President Hutchins to send me a
letter expressing his convictions on the subjeet, that I could.
fi<print on the'seme_page with that of Governor Ferris.
far,
I have received no reply. There heS-hardly been time yet,-
but I very much fear I shall not get it.
The last Word from
you was that you would take an interest in trying to secure
such a letter.
Very truly yours,
I guess you forgot all about it, diin't you?
~_ ‘ 0 y . v' I“:

use. modest; -. *






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3

TliE commrr'rse
.D,_ 5_ “me, me“ R_ A. Wk,” Illinois State Teachers Association
President Statewuaglersity 0! Illinois Minister People's Church, Englewond
r a
. *Dr. W. A. Evans 0 is 0
*Df- A- w- "Ems Editorial sun: Chicago Tribune f f
President Northwestern University
Evanston Dr. Thomas McClelland
*Rev. William E. Barton
President Knox College. Galeshurg S d ' C -
Minister 1st Cong. Church. Oak Park Dr. David Felmley 6
"ad Editor The Advmce Pres. State Normal University, Normal
*8. C Rosseter p
' roiessor C. L. Bsbiorn
Dist. Supt. Schools. Chicago Auzult‘na conen‘ Rock Ialmd
*Protessor Nathaniel Butler R E m
. . eronymus
vm'enmy 0' Chicago Sec‘y State Educ-at. Commis.. Eureka
*Dr William B Owen
~ ' Wm l'iawley Smith
, . .
President Teachers Collele. Chicago Author ..Evomflon o! Dodd” em" Peoria
*E. 0. Valle, Chairman
Am_ MCBKO Oak Park. Illinois
*EXeOlllilV Sub-Committee
(Created 1902)
*Rev. Samuel Fallows
Bishop Retorzaed Episcopal Church
Prof. C. L. Meader,
1941 Goddess,
Ann Arbor, Mich.
My Dear Professor Feeder;a
A letter which I guess is from you,
altho it bears no signature, dated March 10th, came to hand
duly.
I understand the situation, and am glad that it is
morning‘s mail is quite encouraging. I would like to know
what the resolution is which was recommended. He "supposes
that I have been advised in regard to it." This is a mis-
take. I would like very much to know just what recommenda-
tions were made, if you have no objection to telling me.
Very truly yours,
on Simplified Spelling
Oak Park, 111., ...... ..Mfirehilfi. .............. .. 1 91.51...
as favorable as it is. -A letter from Doctor Hutchins in this
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My Baa? My. fiail@,~~
I Eat nut rittfin haeanx thera hag hit


as impéfitant Rita tn rite. T hav aufifiadafi in
aaii$tin§ @wetiflmht4fiutmfiin'm timpmthy it java" ufi


the ltgialutitn in attrwval a? aimplifigfl aysliim
wtiah gast tke $anata Gaunail l§$® Mmnéay, $fifi
an}!
that 1% &w far afi I falt.i aaufi HT§E h m tu go, in'
afl-
viu oi tha fafit that that this same legislation i;
&m
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tu cum up for approval in the senate of the Univeq


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. ~ - 4‘ alty. A oonfarense met 1n Lanslng a couple ofi/g
‘ r W
l . . .v /’ g
weeks ago, and the present legislation iz theanutéfi
' %
cum of that. This that [ am telling yu iz strict?


ly confidential, and in the interest of the cauz %{
v
shoud nbt be made puhlic uhtil after the final ao-EL
tion 12 taken by the Universfity. 'i‘
Sinaerely, f


I thank yu for the testimonialszsent me.


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Iowa State Teachers Enllsgs
CEDAR FALLS,|OWA.
in the improtement of the work of the schools.
In addition to these three important lines of prOgress in
thinking and acting, it is very desirable that these presidents and
faculties go farther than nominal acceptance, and that they show
their faith by actual practis and acceptance as follows:
1. That the state normal schools should adopt the simplified
spellings in all publications issued by them, in order to show that
such instruction does not mar or render obscure the printed page,
and that such use is desirable from both an economical and a scholarly
standpoint.
2. That the state normal school faculties should show sympathy
with said movement by adopting so far as possible and practicable the
simplified spellings in their indivicual correspondence, thus lending
their personal good will and endorsement to a reform that promises so
much to elementary education.
5. That the state normal schools should have representativ
members of their faculties who are prepared to give addresses and
lectures upon the importance, the benefits and the demand for the
simplifying of the spelling of the English language, and that such
persons present such facts at educational meetings, at teachers'
institutes, and on other occasions, in order that ignorance and
superstition regarding these questions may be dispeld and an
intelligent conception of this educational problem.may prevail.
4. That the faculties of state normal schools should cooperate
in collecting lists of words, used in the public schools, that should
be simplified and then introduced into the various text-books. To
this end, recommended simplifications of said words are solicited from
all interested teachers.


Iowa State Teachers [lullegs
H. H.5EEHLEY,Frusidsnf_
CEDAR FALLSJOWA.
To this end, this Committee bespeaks your advice, cooperation
and sympathy, and trusts that the presidents and faculties of the state
normal schools will take such action as they deem desirable,
communicating the same to us from time to time. It is evident that
success in these reforms depends largely upon the training schools for
teachers. These schools are the key to the position.
Respectfully yours,
Homer H. Seerley, Cedar Falls, Iowa.
David Felmley, Normal, Illinois.
Charles McKenny, Milwaukee,'Wis.


Iowa State Teachers Enllege (/CQ
H. H.5EEFILEY,F'rlsidenf.
‘ CEDAR FALLSJOWA.
January 3, 1910.
To the Presidents and Faculties of
the State Normal Schools,
I United States of America.
Dear Educational Friends:
The New Webster's International Dictionary
admits to its pages 3000 simpler spellings than Were authorized by
the former edition. Other publishers of dictionaries are also
considering this problem, and the prospects are very favorable for
a laudable progress in the improving of the English spelling in the
near future.‘ we are interested specially in the educational side
because of the work in the public schools and in the teaching of
the strange populations that annually come to the United States,
and for that reason should welcome any simplification of the English
language that can be rightly secured. For this reason we ask your
attention to the following propositidns:
ll. That the state normal schools should recognize simplified
Spellings as'alternativ and acceptable forms, and be willing that
students should use them in their school work if they so prefer;
2. That the state normal-schools should give due publicity to
the shnplified spelling movement, simply as a matter of news and
general intelligence, so that all students may have their attention
cald to the extent and plan of the movement and the arguments used
to justify it.
5. That the state normal schools should use their influence to
get recognition of the simplified spelling forms by newspapers and
publishers in their respectiv localities. To this end they should
ask the educational press to recognize the importance of this movement
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Inwa State Teachers Enllaga
H. H.5EERLEY, President
CEDAR FALLS,|OWA-
leeders in educatienal work give their codperation and endorsement.
The greatest hindrance today is a kind of ignorance that exists_
emeng the cultured and the eclueated concerning these great language
problems»
What the Simplified Spelling Beard meet needs in this huge
undertaking is the sympathy"end support of thoee whom their endevors
are partieularl§iaiming to benefit ~~ the toilefe and Txberers in
the great publie eeheol system“ To this end, all students and
teachers who are willing to eoeperate are requested to Sign the
adherentYS card furnisht by the Beard” These ean he obtaind on
applieatien to the Seeretary of the Simplified Spelling Boarfi,
l iadison Avenue, New Yerk, In no way can the cause be more encouraged
than by the normal schools‘ instructing their students regaxfiing the
progress made: Cireulars Koeo 14, 4, 25 and 24 are exceptionally
useful to teachersn
Yeurs for the childrens
Homer H, Seerleys Cedar Falls, Iowa.
Envid Felmley2 Normala Illinois.
Chas“ MhKenny, MilwaukeeP Wisconsin.
National Gemmittee on Simplified fipellingP
Hormel Departmenta National nfiueatiena“ Asseeiation
?f the United Stateea


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. Iowa State Teachers College
H. H.SEERLEY, President.
CEDAR FALLS,IOWA.-
April 27, 1910.
To the Presidents and Faculties
of the State Normal Schools.
Dear Friends: up
JCJLJ ~‘"
It is always a plesure to make a report of progress
concerning matters that mean an increase of opportunity in the
univonsal education of the whole people. This report is made possible
by the extraordinary work accomplisht by the Executiv Committee of the
'Sinplified Spelling Board during the past year. qThe members have max
weekly in the city of New York and have patriotigally given their tin;
and their soholanship to the bringing about of ohanges that will
contribute greatly to the work of education in the near future. If
there ever were men Who deserve the name of Soldiers of the Common
GoodP it is suoh as theSe who donate their serVis;eheerfully to this
great cause in order to be permitted to help theiréfellow men. The
task these men have taken upon themselvs is a much more gigantic
problem to solv than the conmon observer might suppose, because it is
necessary to do the work so carefully, so prudently, and so
consistently,
that the results obtaind will prove acceptable to
reasonable and thoughtful persons php care.more for educational.
progress than they do for conservatism and standardization.
To emphasize the work that has alredy been accomplisht and to
0
indicate what prospects are promist in the near future, the fOllOWing
w‘definit things are mentiond:
1. Three thousand three hundred words have been alredy simplified,
in lists and. distributed to those intQI‘GStEd. and t0
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Iowa State Teachers Enllege
H i H.SEEFI LEY, President
CEDAR FALLSJOWA.
use them. Today there are many thousands of scholars, scientists,
business men, students and teachers who have accepted these lists,
and are using them systematically every day.
2. The Executiv Committee is making such progress in revising
the words found in the standard dictionaries that before the end of
another year, many thousand additional simplifications will be
adopted, and the most widely used words will be transformd from a
complex, difficult form to a simple, rational form such as elementary
school teaching demands.
5. A well-known and courageous publisher has decided to issue a
complete dictionary of the English language, giving recognition to
all these simplified forms on as creditable a basis as is commonly
given to the old forms now required by dictionary standardization.
4. Text-books are in preparation in which the simpler spelling
will be used, thus enabling the children in the schools which admit
such text-books to learn to read the English language more
economically and effectivly. The need of such text-books becomes
evident when it is rememberd that 800,000 foreners come to the'
United States every year, and that the simplification of the language
is absolutely necessary in order to enable them to acquire a
reasonable knowledge of the laws, customs, rights of citizenship, and
moral and social requirements of their adopted country.
5. The disposition of the newspapers, the magazines and the
publishers has greatly changed during the past four years. These
activ agencies will accept these undertakings as an actual benefit to
them as well as to the schools, as soon as the educated and the
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Iuwa State Teachers Enllaga
H. H‘SEER LEY, Prusidanf.
CEDAR FALLSJOWA.
July 19, 1910.
Mr. C. L. Meader,
724 E. U. Ave.,
Ann Arbor, Mich.
Dear/Sir:-
I have your favor, undated, requesting information pertaining
to the promoting of simplified spelling by the National Education
Association. In behalf of the Normal School Committee I made a report
at Boston covering the following situation:
First, the state normal schools of Normal, Illinois, Greeley,
Colorado, and the State Teachers College at Cedar Falls, Iowa, use the
adoptions of the Simplified Spelling Board in all their publications,
mimeograf work and correspondence. The students are made, therefore,
very familiar with the new forms and are becoming accustomd to finding
them and therefore of appreciating their simplicity and desirability
in preference to the old forms.
Next, the provincial normal school of Nova Scotia does the
same thing, even its school publications of a different character
being distributed in the province in that form.
The North Central branch has been organized and has activ
workers in the North Central states whose chief business will be to
seek the adoption of the words that have been accepted by the
Simplified Spelling Board.
There was no definit resolution past at the meeting of the
normal department because it is a foregone conclusion that this
department is doing all it can to advance the interests of shorter
spelling.
Progress has been made whereby the normal schools at
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Iowa State Tsauhers Eullega
H . H.SEER LEY, Prusidsniz
CEDAR FALLS,IOWA.
C.L.M.--2
Normal, Illinois, Kirksville, Missouri, and Emporia, Kansas, are to
be affiliated in a similar way with this movement, and will take
activ part in presenting the propoganda thruout all the territories
where they are at work. It is the intention .to have a number of
addresses given before teachers' meetings and other places during the
year and to urge the signing of cards as adherents as much as
possible.
The North Central branch is planning to organize a more
definit propoganda in Chicago to secure money and push the agitation of
receiving these shorter spellings as much as possible.
The adoption of three thousand words by the Webster's New
International Dictionary and of more than that number by the Standard
Dictionary has added very much to the encouragement of the cause. It
is known that the New Standard that is now being edited and is hoped
to be publisht within a year or two, will have many thousands of these
spellings. The most encouraging thing to me is that a great many
schools and other persons who are in business and in editorial work
are seeing their way clear to make considerable use of these simplified
spellings . ‘
Yours respectfully,
BW President. Ag7
‘
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Reprinted from the Official Proceedings and Addresses of the Mis-
souri State Teacher-s’ Association, 52d Annual Meeting, St. Louis,
1913. '

THE
ADVIZABILITY OF ADQPTING
SIMPLIFIED SPELLING
IN
MISSOURI SCOOLS
It. L. iRAMSAY. Associate Professor of English, University of Missouri.
(This article uses thruout the simpler forms that hav been rec-
ommended up to date by the Simplified Spelling Board. The new
spellings hav been retaind in the printed form at the request of the
author, in order to giv a practical illustration of their appearance and
the mesure of difficulty that they involv to the reader.)
To a believer in the possibility and the advizability of adopting
a. simpler and more fonetic orthografy in our scools, it is more than
ordinarily interesting to speak before an audience of teachers meet-
ing in the city of St. Louis. For it was in St. Louis, nearly half a
century ago, that the first pioneer step was taken in this cuntry in
the practical application of fonetics to the elementary teaching of
English. In discussing Simplified Spelling it is surely permissible to
recall the significant experiment made in 1866-70 in the public scools
of St. Louis under the administration of W. T. Harris. Dr. Harris,
then City Superintendent, afterwards became,- as you ar, of course,
aware, the U. S. Commissioner of Education; he was also a charter
member of the Simplified Spelling Board, and remained an enthu—
siastic advocate of its proposals until his deth. During his term of
offis here he secured for four years the adoption thruout the grade
scools of the city of a fonetic primer printed in a fonetic alfabet.
The results ar told in ful in the annual reports for those years, and
ar summarized in a valuable little vpamfiet recently issued :by the
National Education Association. They wer most satisfactory. The
first clas that finisht the primer “made very rapid progres in learn-
ing to spel in the common orthografy after they \ver transferd to the
ordinary type in the First Reader. But the best of all was the
demonstration that the imperfections of articulation and the pro-
vin-ciali-sms of pronunciation current here can be completely eradi—
cated by that thoro dril that is renderd necessary in teaching the
Fonetic Primer. Besides, it was shown that all this can be don in les
than the time required for completing the same textbook in the ordi-
nary type!”1
The succes here recorded is significant, especially in view of the
undouted defects of Dr. Harris’s method as compared with later
improvements in fonetic study. H-is alfabet was much less clear
and simple than those which hav been devized later; and the primary
teachersof that time had no fonetic training such as is now possible
thru the development of the science of speech. Perhaps it was partly
owing to these defects that the method was discontinued after Dr.
Harris’s departure from St. Louis. But his attempt and its succes
under imperfect conditions really mlarkt the beginning of a new
epoch in modern language teaching. A significant idea lay at the
root of the St. Louis experiment and made it in a way classic—the
idea that the real language is the spoken language, and that the only
rational order in language teaching is first the sound, then the letter;
and this idea has germinated and borne fruit in many ways and in
different cuntries. Of the establisht succes of the fonetic method of
beginning other modern languages, which has been gradually intro-
duced since 1882, it, is unnecessary to speak here: and it would take
too long to relate the i‘nstructiv expenimen'ts of Feline in France, Miss
Soames in England and 'Spieser in Germany, in teaching children to
read first in a fonetic script, and only later in the conventional spell-
ing. A leading English educational authority has said of the reform
in modern language teaching within the last generation: “Quite de-
liberately the present writer ventures to assert that the ‘reform’ in
modern language teaching now in progress is one of the most note-
worthy events in the sphere of teaching since the Renaissance, sur-
passing in importance even the results of introducing science into
the schools.”

The various movements for spelling reform that hav been car-
ried on in most modern languages during the last half-century ar
merely parts of this great teaching reform, to which It would be no
exaggeration to apply thename of Fonetic Reawakening. And since
it is of the most sorely needed of those reforms—the movement for
the amelioration of our English spelling—that -I am to speak today,
I feel that in a very real sense I am merely recommending the con-
tinuance of an educational advance the first tentativ steps in which
wer taken in this city so long ago as 1866.
I shal try in this paper to present to you merely some of the
aS‘Dects of the Silmiplified Spelling movement that especially concern
the scools. I hav selected six reasons why, it seems to me, Simpli-
fied l'Spelling should appeal to the teachers; after which I want to
anser briefly certain object-ions commonly urgd against the move“
ment. '

The most obvius argument to the teaciher in favor of simplify—
ing English spelling is the time that might be saved there-by. There
hav been many attempts to estimate just how much of our children’s
and our teachers’ time is wasted in the struggle with the present
spelling. Naturally these estimates vary, for the problem is a com-
1The N. E. A. Phonetic Alphabet, 1912, page 31.
2:1 J. Findlay, Professor of Education in Manchester University; quoted
1n the N. E .A. Phonetic Alphabet, page 24-.

plex one. Dr. Harris cencluded .as a result of his lbt. houis eXperi-
ment that -it was about one SUOO]. year, wnich seems low. The pub—
ilsllei' nelll'y nolt declares that the iiDSul‘UlllleS OI OllI‘ present .01)-
tnograry cost a third of the average child's scool lire, Walt-n, per-
naps, els on the other Side. The most carerul estimate that IS
KLLUWD. to me is made by Pl'oressor ualvm Thomas in an aaures before
the Modern Language association. net me qu0te:
“Speaking broadly, it appears that children reciev more or les
systematic lLlb‘DlUClllOll. in spelllng thruout the primary grades, that
is 101- eight years. it now we suppose that they pursue 0n the aver-
age nve subJects simultaneusly, and. that spelling recievs equal at-
tention With the others, we get one and three—urtiis years as the
amount or SOllCl scool time devoted to this acqulremea-t. 'i'nis, how-
ever, does not tel the wnore story, Ior many begin the struggle IDB'L'OI‘G
they enter sc001, many continue to need instruction in the high scool
and even at con-age (and here 1 can certainly vouch for r'roressor
'l'homas's COl'l‘GCL'lleS), land not a few WEUK thru lire Witll zan ol-tho-
gralic lamenes which causes them to snirer 1n comrort and reputation.
,r’robably two years and a half would be nearer the mal-K as a gross
esumlate of the average time consumed in learning to spel more or
les accurately.”
Of course, al this time is not going to be saved by adopting the
recommendations of the Simplified Spelling Board, or even by adopt-
ing a perfect fonetic spelling; we snould also hav to adopt perfect
teachers and eliminate imperfect children. Some time wil always
hav to be spent in learning and teaching spelling. But every change
that is suggested by the board is in the direction 01‘ economy and
Simplicity; every change wil save just that much time, and the whole
body of changes wil put us mesura-bly near to the happy condition
alredy occupied by lt-ali-an and German children, and, it IS reasonable
to suppose, wil save half the time now wasted. if it saves only a
year, that is a good deal for our children now and for all the children
yet to come.
The loss of time, however, and the loss of money that is involvd,
is not the most serius disadvantage of our present system, as every
teacher knows. The spirit of modern education, outside of the
spelling book‘, is the effort to train the pupil to see things for him-
self, and then to reason from what he sees; to observ, and then to
genenalize his observations into rules. And yet, as Professor Thomas
puts it in the address from which I hav quoted, “Right at the thresh—
nold of 210001 life, when the yung mind is beginning to ask for the
reason of things, and when every principle of sound education re-
quires that this propensity be developt and strengthend by appro—
priate stimuli and disci-plin—just then we deluge the learner with
an av-alancne of irrationality. It is strictly tlru that the foolishnes
of our English spelling exerts :a. polisonus influence on our whole
primary education.” Observation helps the child not at all in the
study of spelling; as far as reason goes he soon discovers that the
dictionary ought rightly to hav 1been named the “contra-dictionary”;
and the scool dril in spelling becomles a matter merely of dul, dry, and
mechanical memorizing. The spelling is so just because It is so. The
child must learn by brute force alone, if at all, that the letter a may
stand for eight different sounds in the eight words tare, fat, fare,


father, fall, frigate, what, and any; and that the sound a (“a long”)
may be represented by eight other letters or combinations in pain,
day, veil, whey, break, guage, gaol, and aye. I can still remember
my own struggle with the horrors of the ie-ei question, and how I
was told to think of the word “li-ce”——i first after 1, e first after
c. I wondered vaguely what lice had to do with English spelling.
Now it seems to me that they go very wel with the whole moldy sys-
tem. And even the lice helpt me little when I came to seize and
Siege. _. .. , _'_l @l—hAJ
I wonder if there is a single so-cald rule that is of any practical
value in teaching our spelling? One that occurs to me—one that
does correspond to a real fact in the history of the language, and that
would afford genuin help in a large number of words, if it could only
be stated in reasonable terms, or indeedin any terms that fit the
facts—is the rule for dubling or not dubling the consonant in such
words as ride, riding; rid, ridding. It is amusing to note how the
different text-books struggle to fraze this rule, and how non of them
quite succedes. One tells us that a single consonant Is associated
with a preceding long vowel, .a duble consonant with a preceding
short vowel—a statement which is both practically false and the-
oretically absurd. The vowels of rid and ride ar not In any proper
sense in the relation of long and short to each other, and hav not
been since Chaucer’s time. Today the vowel of rid is really long and
and the vowel of ride a di-fthong. Besides, there ar a host of words
like controlling with a long vowel and two consonants, and heading
with a short vowel and one consonant,_the spelling of which is ex-
actly contrary to the rule. Another very popular textbook, Wool-
ley’s Handbook of Composition, tries to keep the rule by
dropping [half of it [and making the rest purely mechanical, to the
effect that (1) if a word has but one syllable or is accented on the
last syllable, and (2) if it ends in one consonant (:5) preceded by
one vowel, and (4) a suffix beginning with a vowel is added, then
the final consonant is dubled. Even this cumbersome formula does
not cover words like box, boxing, with but one x, and hurrah, hur-
rahimg, with but one h, so that a fifth provision, “provided that the
final consonant is neither an h nor an x,” must be added; and it
becomes a question whether it is not easier for the pupil to learn'
each word for itself than to struggle with such a leviathan of a rule.
When the Simplified Spelling movement first began about seven
years ago, an English journalist declared that such barbaric orthog-
frafy might do very wel for a mushroom nation like the United States,
but that an old historic cuntry like England would keep to the his-
storic spelling of Chaucer and Shakspere and Milton. Our students
ar not likely to fancy that their spelling is identical with Chaucer’s,
for his original text is now red in too many of our seems; :but how
many of them kno that the usual modernized versions of Shakes-p-ere
and Milton ar quite as different from the original text as they a-r
from the spelling of the Simplified lSpelling Board? How many
irealize that our present system, in all its rigidity, is only about .as
old as this “mushroom nation" itself, and that it does not date back
'further than 1750', the year of Johnson’s famlus dictionary? Bos—
well tels us that Johnson was once askt by a lady Why he had de-
fined ‘pastern’ as the knee of a horse. Insted of crushing her with
his usual vpon'derus rep-artee, the ‘Great Cham,’ cornerd for once in

his life,v replied, “Ignorance, madam, pure ignorance.” The doctor
might hav been equally frank in accounting for many of his reckless
decisions in matte-rs of etymology and orthografy, decisions that we
should find it easier to forgiv him had they not been f-astend as .a
load upon our backs down til the present day. Except by ignorance,
he would hav found it difficult to explain to the modern schoolboy
just why he invented the charming, but exacting, variety of precede,
proceed, r'ecede, exceed, secede, succeed, all from the same Latin
v-er-b cedo; 0f mediaeval ‘beside primeval, of receipt beside deceit, or
of deign beside disdain. Not the least of the injuries of our spell-
ing is its perpetuation of so 'many‘such historic blunders, and the
impression too often fosterd that the present system has always
existed, a necessary product of the_‘noble illogi-cality’ of the Anglo-
lS'axon mind. -
One of the most encouraging results that Dr. Harris found to
flow from the use of his fonetic alfabet in the scools was the help
that it gave in securing proper articulation and correcting vulgar
and provincial mlisprolnunciations. The new poet laureate, Robert
Bridges, in his recent pamfiet, “A Tract on the Present State of Eng-
lish Pronunciation,” finds the same remedy the only one that wil
check the present rapid decay and degeneration of English sounds.
His testimony is the more convincing because he by no means relishes
the prospect of spelling reform and confesses that the Lproposals of
the English Sim'pli‘fiedd‘Spelling Society ar ful of. horrors to him.
But with the dismal choice fairly before us, he says, either to pre-
serv the sounds of English or its obsolete and fantastic spelling, he is
convinst that it is our duty to choose the sound and let the spelling
go. For educational purposes at least, he declares, if 'for no other,
we must spel as we pronounce; for thus, and thus only, can correct
pronunciation be taut in the scools. Our American pronunciation,
which so horrified Mr. Henry James On his return to this country a
few years ago that he described it as l3, mere slob‘ber or: vowels, with
most of the consonant-s inaudible and nothing clearly distinct except
the nasal twang, is certainly in as much need of careful attention in
the scool as is the English; and I think teachers will bear me out
that almost no effort is now being made to improve it. How can
good pronunciation of modern English be taut, with a spelling origin-
ally devized, for the most part, to fit the pronunciation of Shakspere
or even of Chaucer? ‘ .
In the autobiografy of the great Chinese statesman Li Hung
Chang, just publisht, we read that he owed his- first advancement
in the servis of the state to his machine-like mem0ry, which enabled
him to recite one of the Chinese “Five Classics” backwards. We
smile .at the Chinese test of culture and fitnes for civil servi-s, but
ar ourown culture tests so far superior? We all kno that our suc-
ces with our students in English is.judged by the average citizen
more from their spelling than any other single quality. Our efiorts
to turn out writers who posses clear thinking, logical construction,
wel-made paragrafs, and correct and effectiv sentences would go for
nothing unles the purely mechanical acquisition of the present orthog-
rafy be added thereto. And without 'knowing very much about the
Chinese “Five Classics,” I wil venture to say that the memorizing of
the wisdom of Confucius is probably not much harder, and probably

a good deal more more beneficial, than the memorizing of our Eng-
lish orthografy in the present day of grace. Perhaps the Chinaman
might presume to smile at us in his turn. But whatever the defence
he might be able to giv for his sort of civil servis examination, he
would be able to ad that he has now decided to replace it with tests
of knowledge of modern science and government; and furthermore,
as recent despatches tell us, that he is about to replace the hiero—
glific system of Chinese writing with a fonetic alfabet! Let us hope
we shall not be outdistanstby the Chinaman before we, too, hav
brought our antiquated culture test up to date.
The hardest peple to convince of the merits of Simplified Spelling
ar those who hav, or think they hav, the literary mind—especially
the latter class. And there is much genuin fear that a revized or-
thografy wil interfere with the appreciation of our great literature.
But even on this, their chosen field, I do not believe we need sur-
render to their claim; indeed, it is not difficult to snow 110w many
a fine passage or line of poetry gains considerably by being put into
rational spelling. I shal hav time for only a single example, which
has been kindly suggested to me by my colleag, Protes-sor Alm-stedt.
In the famous lines from Milton, describing the fall or Vulcan:
“From morn
To nloon he fel; from noon to dewy eve,
A summer’s day, and with the setting sun,
Dropt from the zenith, like a falling star,
On Lemnos, the Egean ile,” ‘
we have such an example. Professor Alm-stedt writes:
“The drop of Vulcan, his actual, audible thud on the earth—this
is Milton’s fine poetic conciet—an-d to it as a climax he makes the
two and a half long, drawn-out lines contribute, as a kind of teas—
ing suspense, a grafic picture to our ‘inner eye’ of the long distance
traverst; to it he allows also the metrical structure to contribute, for
‘dropt,’ in the metrical scheme of the line, is the unaccented syll-
able of an iambic. foot, which a thoughtful, interpretativ reading,
however, clings to with .a fine joy and plesure, thus producing a con-
flict in vers and word accent—another excellent devise of the poet
to cal our attention to the significance of the ‘dropt.’ Now in al
this fine poetic imagining let Vulcan be ‘dropped’ with a ‘p-ped,” and
you wil hav effectually thwarted, or at least antagonized, the poet’s
intent. For the reader sensate to al the fine harmony existing be-
tween thought and form, the visual ‘dropped’~ with 'pped’-wil break
the thud of Vulcan’s landing and serv as a sofa-pillow. The. imag-
ination has not been helpt. il-loweyer, write ‘dropt’ and you have
interpreted the poet by the mere spelling of the word.”
The only addition that can be made to Professor Almstedt’s ar-
gument is to look up a facsimile of the first edition and see how
Milton speld the word himself. The examination reveals, of course,
the spelling d-r-o-p-t; and thus the “dropped” of the ordinary moder-
nized edition not only spoils the poetry, but also misrepresents the
poet.
The teacher who decides to ado-pt Simplified Spelling today wil
seldom hav to reply to the various arguments that used to be adv-anst
by the supporters of the conventional spelling, for most of them hav

been pretty effectually riddled. They ar all taken up and very fully
delt with in the various publications of the Simplified Spelling \Board,
which may be had by any one for the asking. The'old argument
that Simplified Spelling would obscure etymologies, which was never
brought forward by ety-mologists, fails to the ground before the many
false etymologies suggested by the current spelling. The argument
from the supposed importance of distinguishing homonyms loses
force when it is discovered to be almost impossible to rind any actual
case where homonyms need to be‘distinguisht. The fear is some-
times exprest that the discovery by the pupil of so many possible
Variant spellings wil confuse him and make bad spellers worse. I
hav found, however, in my own experience that some very poor
spellers hav shown a decided\ improvement after reading the 'Sim-
plifi'ed {Spelling literature and becoming interested in the new move-
ment; and I think this result altogether natural, for it could hardly
fail to stimulate a pupil’s attention to learn that a subject like spell—
ing may actually be reasond about and not forever be taken as an
unintelligible mystery above al question or dispute. Another fear
often exprest is any change in the present spelling wil bring a condi-
tion of anarchy and a welter of irresponsible and unauthorized di-
versity. But the changes proposed ‘by the Simplified Spelling Bolard
ar certainly not unauthorized, for they hav been made by a body of
men who represent, tho they by no means claim to include al, the
best scholar-ship of our cuntry and England, including the editors
of the four great dliction-aries. According to most definitions of au-
thority. indeed, the simpler forms hav every bit as much authority
behind them as the conventional spelling. I might ad that I should
by no means advocate the policy of letting every student be his own
simplifier, altho I should permit and welconi the use of any simpler
form that has the considerd sanction of the Board behind it.
Perhaps the most frequent form of attack employd today is no
longer on principles, but on methods or on men. One critic does
not like the local supporters or the national leaders; another objects
to the gradual method of simplification employd, and wOuld prefer
a wholesale change to a pure fonetic basis at once. or such a re-
spelling of the entire language as has been adopted by the English
society. All these matters ar details about which differences of
opiniOn ar bound to exist. But I think that no one can maintain
that there is at present in the field. or that there has ever been. a
movement for the reform of English spelling in more competent
hands, more carefully considerd. or more winningly presented, than
the one that is now completing its seventh year of constantly grow-
ing succes. To all its frends, this is a time of special hopefulnes.
for recent accessions hav been unusually numerus and significant.
In Missouri we ar particularly gratified by the decisron, just an-
nounst, of the S0001 of Education of the State University to ap—
prove the simpler spelling and to use it in official correspondence.
Surely no one who is really convinst of the Wisdom amd the need
of this great reform in language and education wil withold his sup-
port because vof minor differences of opinion. Now is the time for
all good Missourians to come to the aid of the party!
But whatever boards and societies and universities may do, the
final succes of the movement rests in the hands of thev individual,
and most of all in the hands of the individual teacher. The most


favorable ground for hope lies in the open mind and \videspred sym-
pathy of the teaching profession. Permit, the simpler forms and
\velcom them unlesly\0u ar forbidden; at any rate acknowledg frankly
to the [pupil that our present spelling was not sent down. from heven.
Tel him that most of his elders and som of his teachers ar too old
to learn the new tricks; that a good many of us, having sufferd in
our own youth, are determined, like 'sofomores at college, that he
shal be soundly hazed with the spelling in his turn; but do not fail
to ad that the new generation is sent, to clear away the rubbish of
the old, and that hazing is going out of date.




TO PERSONS INTERESTED IN THE PROMOTION OF THE EDUCATIONAL AND OTHER NATIONAL AD—
VANTAGES TO BE GAIND BY THE REASONABLE AND PROGRESSIV REFORM OF OUR SPELLING:—
For the purpose of the improvement of English spelling, there was formd two years
ago a British organization—THE SIMPLIFIED SPELLING SOOIETY,—with Offices at 44 Great Russell
Street, London, England.-
The Officers Include :—
Rev. Professor Skeat, LL.D., D.C.L., Ph. D., PRESIDENT.
Henry Bradley, M.A., Ph.D.
The Right Hon. James Bryce, D.C.L., LL.D., F.R.S., Ambassador to the United States.
Sir James A. H. Murray, M.A., LL.D., D.C.L., Ph.D., Editor-in-Chief Of the Oxford
Dictionary.
Professor James W. Bright, M.A., Ph.D.
Thomas J. Macnamara, M.P., M.A., LL.D.
Sir William Ramsay, K.C.B., LL.D., D.Sc., M.D., &c.
Frederick Furnivall, M.A., Ph.D., D.Litt.
Professor Thomas R. Lounsbury, LL.D., L.H.D.
H. Stanley Jevons, M.A., B.Sc.
William Archer, M.A., SECRETARY.
—and other highly distinguisht scholars.
Of the British Society, a branch for the Province of Ontario was formd at the
meeting Of the Ontario Educational Association in Toronto University, April, 1909.
At the Annual Meeting held at the same place during Easter week, 1910, the following
Officers were elected:—
PRESIDENT—Professor J. G. Hume, M.A., Ph.D., University Of Toronto.
COUNCIL— Professor D. R. Keys, M.A., University Of Toronto.
Robert Alexander, Galt.
William Scott, B.A., Toronto.
J. S. Lane, B.A., Dunnville.
W. M. Metford, Toronto.
D. A. Maxwell, M.A., Ph.D., I.P.S., Windsor.
Alexander Hamilton, M.A., M.D., Toronto.
John Dearness, M.A., London, Ont, SECRETARY-TREASURER.
Alexander McQueen, Elmwood Avenue, London, Ont, CORRESPONDING SEO’Y.
If you are in sympathy with the movement to improve English spelling, you are re-
spectfully requested to join the Ontario Branch Of the above—named Society, and then, mak-
ing use Of the literature you will receive from it, endevor to promote the good cause in any
way that may be convenient to you.
The minimum membership fee Of one shilling (25 cts.) per year is divided equally
between the funds Of the British Society and its Ontario Branch.
NOTE. —Examples of some duly sanctiond Simplified Spellings are used in this letter. Members can conveniently obtain
gratis a full list of the Simplifications having the authority and concerted approval of the most eminent filological scholars in Britain
and America on application to Dr. C. P. G. Scott, Secretary of the Simplified Spelling Board, 1 Madison Avenue, New York.










CANADA P05 0“.
l REPLY.) QJUL-el
THE ADDRESS TO BE WRITT, NAASIT ~.


To the Executive Committee of the TeacherB' Institute
he Care of '
gi . . . . . . . . . . . . . . Public School Inspector:—
I" i run . You are hereby respectfully requested to have these
p‘titione read at the Institute fleeting and to provide the opportunity
Zqr signing them by those who desire to'do so. 5
igln case you give Spelling a place on"the Infltitutfi program W0 shell
DQIPIeaeed to aid in any way in our power the teacher who will have-
charge of the suhJect. ~ ~es‘i'
ifSpelling is worth considering from the points of view of the moth;-v
ode or teaching it, the standards of Judgingfits efficiency and itBfi;
utilitarian and disciplinary values.- "0. > ' j
,flt is one of the arts used in the written expression of thought an
as phonics when properly taught it aids the learner in reading parties
ularly in the primary stages. Has it-eny other value? Is faultlessgt
spelling more important than legible writing? 7*
fi'late U.S.Commissioner of Education had the average taken of a
large number of time-tables for the eight public school grades. it
was found that Arithmetic was receiving most time, Spelling next and ,
Gebgrephy third. The average of a comparatively small number of Ont-,
ario time~tebles (97) gave most time to Arithmetic, second place to
Spelling and third to Reading. In both approximately a sixth of the
time was given up to Spelling. Spelling and Reading considered, does
it seem an exaggeration after all,$o_ss$_that children whose language
is-phonetically spelled have an advantage of nearly two years' educae,
tion over ours? ,, ' ‘
Are we making a fetish of spelling? Is it economical, dictionarieS‘
being cheap, to take up time memorizing the spelling of uncommon, ir-
regular and difficult words for the more chance of needing to write c
then acme time in the future? “Is it Worse than wasting time to drill
into children's memories“ overriding their_reason— such anomalies asi.
that "lebourious" is wrong and "labouring" is right? Again, some '
children have defective eyesight, some have defective hearing. In
Judging educational progress should aIIOWance he made in such cases ,
foria corresponding deficiency in spelling? ;.
.An open—minded consideration of the whole subject will lead to i
the conclusion that the methods of teaching spelling and the stand-
ards cfgjudging it are not more in need of improvement than the pres-
ent fashion of spelling many of our common words ‘
Yours respectfully

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for a letter
label.
Suggestion
Duly sanctiond Improved Spellings according to
the S. S. B. List are used in this letter. They 7‘
have the concerted approval of the highest filolog-
ical authorities in Britain and America.


I
I
“It is the generations of children to come who appeal to us to save them from the affliction that 'we have
endured and jbrgatten. --PR0F. WHITNEY, Author of “The Essentials of English Grammar."
T 0 Teachers and other Friends of Education to whom this may come:
For several good reasons, and especially for the right education of the children, the Ontario branch
of the British Simplified Spelling Society desires to interest you in the cause of the improvement of English spelling.
To that end we solicit your membership in the said Society, or your association with the similar organization of
the English-speaking Peoples having headquarters at No. 1 Madison Avenue, New York. Better still, join both
organizations.
The enclosed cards are self-explanatory. We ask you to fill one or both, to sign such of the petitions as you
approve, and to obtain, if you conveniently can, the signatures of educationally influential friends. Please return
the cards and the petitions either to J. Dearness, Secretary-Treasurer, London, Ont., or to the undersigned.
We beg to~suggest to members of the Executive Committee of County Institutes to give the subject “The
Improvement of Spelling” a place on the program of the next meeting of the Instltute. We shall be pleased to
render any assistance that we can.
In every Public Library and School Library there should be a copy of a recent book on English Spelling
by Prof. T. R. Lounsbury, published by Harpers. Read it. The author is referred to in the High School Grammar
as one of the “ chief authorities” in English.
Professor J. G. HUME,
President.
A. MCQUEEN,
Corresponding Secretary.
Principal Victoria School, London, Ontario.

To the Honorable Dr. Pyne,
Minister of Education,
Education Department, Toronto.
Honorable Sir,-
The prayer of your petitioners respectfully sets forth that :-
Whereas one seldom if ever has any need, outside of ill-taught schools, to spell words or to learn to spell words
that he has not learned to use;
Whereas the memorizing of the spelling of columns of difficult, seldom-used words and drilling upon scraps of
sentences more or less dimly suggesting the meaning of the orthographic puzzles they are constructed to contain
consumes much time that might be profitably employed in real education,-—~spiritless drill upon columns of isolated
words being only a degree less objectionable than the wearisome iteration of the letter arrangements in specially
constructed sentences such as “ The gauger’s subpoena curtailed the amateur’s ecstasy.”
Whereas the spelling in a person’s correspondence is commonly regarded as a practical test of his efficiency
in the art, and experience has shown that spelling may be taught incidentally by the teacher’s checking and the
pupil's careful correction of all misspellings in the compositions and all other written exercises of the pupil as
efficiently as by the time-consuming formal instruction in spelling apart from its correlations. (See Pedagogical
Seminary, Dec., 1906);
And whereas the practice of well-educated people and even of lexicographers is not uniform in respect to the
spelling of many words;
Therefore, we, the undersigned, respectfully petition you (1) to instruct the examiners who set the Entrance
Examinations to give no exercises on the spelling papers apart from good English paragraphs, especially such as
might be taken from good business or social correspondence, and to exclude words that fairly may be regarded as
orthographic puzzles, and (2) to instruct the examiners who read the answers to accept spelling that is authorized
by any modern English dictionary.

SIGNATURE i Vocxmon i ADDRESS
1 I

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To the Right Honorable Sir Wilfrid Laurier, G. C. M. G.,
Premler of Canada, &c., &c.
Right H0norable Sir,—
Respecting an order of H. M. Privy Council, made on or about the 30th day of May, 1890, determining for the
time being that the official spelling of such words as “ labor,” “ honor," “favor,” &c., be “ labour,” “ honour,"
“favour,” &c., your petitioners humbly beg to submit the opinion that the said order discourages desirable progress
in the direction of simplifying English spelling in harmony with reason and good scholarship.
The highest authorities on orthography aver that both forms were in common use—the one in " —or "
being more generally preferred—when Dr. Johnson, owing to a mistaken idea of derivation, put in his Dic-
tionary the clumsier form of about 30 words of the class,—while, fortunately, a still larger number, including
‘f‘errour," “authour,” “governour,” “ ancestour,” &c., escaped the misconception and became established in the better
orm.
It is highly desirable now that the thirty words encumbered with the unnecessary letter should be similarly
improved, and that the tendency to do so in Canada which was strong at the date above named should not be further
arrested. We can assure you that the simpler spelling has the approval of the most eminent philological scholars
on both sides of the Atlantic.
The assumption that Canadians should cherish and maintain an error because it has vogue in England
does injustice to the intelligence of both the British and the Canadian people.
Therefore we humbly petition you to take the proper steps to effect the repeal of the order above referred to.

SIGNATURE I VOCATION I ADDRESS
l l


To Professor Adam Shortt,
Chairman of the Civil Service Commission of Canada,——~
We, the undersigned teachers and friends of education, hereby respectfully request you to extend to can-
didates at the Civil Service Examinations from Ontario and other parts of Canada the same privileges in respect
to the use of approved simplified spellings that in our judgment you wisely and properly allow to candidates
from the Province of Nova Scotia.

l
SIGNATURE ’ VOCATION ~ ADDRESS
l .




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Ho J. DEARNESS,
i SEC'Y-TREAS- ............................... .... ..1910
LONDON, ONTARIO.
Dear Sir,
I enclose the fee (25 cents) for membership in the
British Simplified Spelling Society. Address the publications.
&c.. to
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To the Executive of the Ontario Educational Association.
Continuously since 1898 what are sometimes known as the “ twelve words," or “first list" of simpler spellings
have been used in the successive volumes of Proceedings of the National Educational Association. A vote taken
in the general meeting in 1907 approved by a large majority the continued use of such spellings. We, the under-
signed members of the O.E.A. and others who are sympathizers with the cause of Improved Spelling, beg you
to adopt in your future publications at least the following well-approved simplifications :——program, catalog, tho,
altho, thoro, thoroly, and to continue the “—or” spelling of such words as labor, “arbor,” “vapor,” &c.

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SSS. Ontario-Branch Oct. i9l’2.
In the Cause of Good Spelling.

I
The English-Spelling Societies aim thru the simplification Of spelling: 1st to promote
the world-spred of our beautiful and noble language; 2nd to lighten the non-educativ spelling-
burden of the English-speaking child,and 0f the forener who woud lern the English language: and
3rd to lessen the present incalculable Waste of time and effort of Writers and printers of English.
The British Simplified Spelling Society, with Hedquarters at 44 Great Russell St., London,
Eng., bears 'on the roll of its activ oflisers such well-known names as those of Prof, Gilbert
Murray (President), Principal Sir James Donaldson, Dr.fMichael Sadler, Rt. Hon. James Bryce,
Sir William Ramsay, Stanley Jevons, M. A., Sir James Murray, William Archer, M. A., Prof.
Walter Rippmann, M. A., Sydney Walton, B. A. (Secretary). The ofifisers of the Ontario Branch
are; Prof. J. G. Hume, M.A., Ph. D., University of Toronto (President); Prof. D. R. Keys, M.A.,
Robert Alexander, William Scott, B. A., J. S. Lane, B. A., W. M. Metford, Inspector D. A.
MaXWell, M.A., Ph. D., Alexander Hamilton, M.A., M.D., John Dearness, M.A., London, Ont.,
Secretary-Tresurer, Principal Alexander McQueen, London, Ont., Corresponding Secretary.
The Simplified Spelling Board of the English-speaking Peoples, Hed Otfis at 1 Madison Ave.,
New York—~Dr. Thomas R. Lounsbury, President, and Dr. C. P. G. Scott, Secretary—consists of
forty~five distinguisht men of letters and affairs in the United States, Great Britain, Canada,
Australia. New Zealand, and a large Advisory Council of tWo hundred and twenty-five represen-
tative scholars in every part of the English-speaking world.
The reader is urged to become a member of one or both of these organizations. Associate
membership in the first named One is '25 cts. per year. full membership $1, to be sent either direct
or thru the Ontario Branch. All members receive the Pioneer, a monthly in fonetic spelling.
Membership in the other Society costs no fee but is obtained by simply signing and posting the
enclosed card. Its publications (send to the Madison Ave. Ofiis for a list) are sent free on request,
except the quarterly S. S. Bulletin, which is ten cents a year. Both periodicals furnish spicy
reading.
The British Society is offering three prizes of $75 each for essays on the Educational Advan-
tages of Simplified Spelling—one to men-teachers, one to women-teachers, and one to non-
teachers. The essays must reach the London, Eng., Secretary by the 1st of Nov. ’12; they should
not exceed 5000 words in length.



The Imperial Educational Conference, called quadrennially by authority of the HOme—
Government from every province and dependency of the Empire, at its last meeting, after an in-
structiv debate, unanimously adepted the followrng resolution :
That this Conference is of the opinion that the simplification of spelling is a matter of urgent
importance in all parts of the Empire, calling for such practical steps in every cduntry as may
appear most conduciv to the ultimate end in view. . . . .
A report of the debate may be had on application to Dr. A. H. Mackay, Supt. of Educ.,
Halifax, N. S.
It was doubtless in obedience to this Imperial call that the Education Department, Victoria,
Australia, issued instructions that all matter printed by or for it should conform to certain rules,
/. e. g. “Omit the useless “u” in honour, favour. &c ” Plow, center. . ..will take the place of
/" plough, cent/re, . . . . Australians are proving in this way the claim to be true Imperialists..

Most persons, using in their correspondence few or many improvements of the ordinary
irrational spelling in vogue can do so more comfortably on stampt paper. A rubber stam
ing SIMPLIFIED SPELLIAG, can he obtained, postpaid, at the 1 Madison Avegfi D s,
for 15 cents. Alfabetic list of simplificatiOns free from the samleflmn











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®ur flrrational 5pelling
1. The confusion of our spelling system adds greatly
to the hard work of learning to read and write. It has been
estimated that an Italian child learns spelling in 950 hours,
a German child in 1,300 hours, but, owing to the difficulties
of English spelling, our children take 2,300 hours. At the
same time the irregular spelling is giving them an illogical
instead of a logical training.
2. This had spelling system continues through life
to be a severe tax on memory, and is particularly distressing
when the spelling memory weakens.
3. English spelling peculiarities are a source of
irritation and difficulty to all foreigners with whom we
come in contact. we, of all nations, ought to have rational
spelling when, as rulers, we impose our language on so
many peoples.
4. The merit which the English language possesses
in being unencumbered with useless inflections and genders
is more than counterbalanced by the irrational jumble of
English spelling.
5. We ought to feel responsible for passing on the
phonetic alphabet of Europe in as good shape as possible to
Asian peoples. Romanic letters areobeing: made compul-
sory in all the schools of Japan. They are greatly needed
in India, as the Rev. Knowles has so clearly shown.
6. English spelling is an obstacle to trade, Bind
English is the language of commerce in the far east, but.
as some Japanese friends anxiously asked Lord Bryce three
years ago, are we never going to reform the spelling?
KELOWNA, B.C., December, 1916.
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How to Have Rational Spelling

The Trouble
The muddle of English spelling compels learners to memorize separately the spelling of the
several hundreds of short common words, which when learnt are no guide to knowing the longer
words. This Chinese method is the first training we give Our schoolchildren.
The Cause
The chief cause of the English spelling muddle is that we have only 5 vowel-letters to denote
l2 vowel-sounds, so that each Vowel-letter must have at least two values. And the confusion has
been increased by resorting to Z-letter notation—the digraph makeshift, used without method.
The Neglect
The problem has never been clearly stated to the public. No Anglo-Saxon university has
warned us of the loss of phonetic values, due to shortage of vowel-signs, or of the sounds in
English words thereby becoming lost and confused. Accurate terminology. even, is lacking.
The Remedy
All upholders of a true phonetic alphabet (one sound, one letter), agree that the vowel-letters
wanting must be made up by slight but distinct modifications of our five vowel letters.
A D
Our vowel notation and that suggested by (l) The Pitman-Knowles (2) Am. Educ.Ass.(3) Min/Wilde (4) 5.5.5.
21 (ah—long) Words: Ah, pass, fast, far (I) P683, TRSt, ffir (2) Fast, far (3) FAST (4) Faast
(ah—short) ., At, ran, glad, apt ,, ran, glad apt .. glad apt .. GLAD u glad
e (eh—long) ,, eh, ale, veil, sail ,, e], vgl, 361 (g) ,, vél, sEl ,, V€L ,, vail
(eh—short) ,, red, any, her left ,, red, eny, her ,, her, left ,, LGZFT ,, left
i (“gen—long) ,, be, key, grief, pique ,, grif, pilk ,, grif, p‘lkfil), GRIF ,, greef
(“ecu—short) ,, it, him, kin, list ,, kin, list ., kin, list ,, LIST ,, list
0 (o-long) ,. no, own, hope, foe ,, hype, fg~ ,, hap :, f5 ,, l-[JP ,, hoep
(o—short) ,, on, was, hop, frog ,, hop, frog ,, hep, frog ,, HOP ,, hop
(o—broad) ,, awe, auto, fall, war ,, [:0]. WQI‘ (am ,, fé'rl. w§r ,, WOR ,, faul
u (u—long) ,, to, rue, fool, soup ,, fql, sup ,, ful, sup ,, FLIL ,, fool
(u—short)~ ,, put, foot, full, curt ,, ful, curt ,, ful, curt ,, FUL ,. fool
(u—slurred) ., up, but, some, sup ,, sitm'jr, sup ,, sum, sup ,, SUM ,, sum
l7“ (CARU ) U ’ ‘ _
Diphthongs: All All I.“ OI, 0,
Al A It
Let us ask for the means of rational spelling for schools. We will notthink “ enithing regeular
wil cloo,n but do the best. And let us give a true phonetic alphabet to India.
[1). F. Kerr, Kelowna, B.C.]
Join the friends of rational spelling for our children
The Hon. Sec. of the movement in Canadais Mr. John Dearness, The Normal School)l_.ondon, Ont.








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KALAMAZOO Pusuc SCHOOLS
SUPERINTENDENT'S OFFICE
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Kalamazoo, Mich., Sept. 17,1915.
Prof. C. L. Header,
University of Michigan,
Ann Arbor, Mich.
My dear Prof. Meader:
_ Professor Scott has suggested that you would be willing
to speak on Simplified Spelling before the College Section of the
State Teachers' Association and we shall be very glad to have you
do that. There will be time for an address of from thirty to
forty—five minutes and the meeting will be on Saturday morning,
November 1st at 9:15. In view of his telegram I have taken the
liberty to place your name upon the preliminary program, which is
just going to press. -
Yours very truly,
SOH/M
















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KALAMAZOO PUBLIC SCHO DLS
SUPERENTENDENT'S OFFICE
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Sepmmber 2a, 1913. %,
l.“ Professor C. L. Header, {Haj
University of Michigan, '
Ann Arbor, Mich.
My dear Professor Meader1~
I am very glad to receive your letter of the 19th and _ “he
to know that you will give the address before the College Section of
The State Teachers‘ Association.
It is not yet just settled what the other addresses for the
vmorning will be as have two or three speakers yet to assign. ,
Very truly yours,
I ,j!
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SOH*B.






















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KALAMAZOO PUBLIC SCHOOLS
SUPERINTENDENT'S OFFICE
October 1, 1913.
Professor C. L. Header,
U. of M. 1941 Geddes Ave.
Ann Arbor, Mich.
My dear Mr. Meaderz-
I am sending your inquiry of the 30th to Professor J. N.
Nykerk of Hope Collage, who is Chairman of the College Section, as I
think he should fieé§e§ on points in regard to the re-arrangement so
far as it goes well.
I have asked him to write you.


SOH*B.








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,7 - ___-M.;,. ; ‘ 10/20/ '13.
'Wy Dear Mr. Hartwell,——

of my pa
Préf. Nykirk ésxt me tu send in yfi the titl
3? on spelling, so that it mite be included in the
revized programi TIt iz: The Character and Erogress o? the
Movement for the Simplification of English'Spelling.


contributionz.
pPQgram‘fsatisfactory tp yu?
and I '
Ffifisident McKanneykhav arranéfidnthfi,distrioution of

-y-fiye minits az fQiloz: I mffM@wf%~m¢mw~mwmw?
-first 15 min. w my papr. w>v ~ ‘- »W if
secohd'lé min. Pres: Méfiinney‘s addres.
“Thirfl fifteen min. General'diSQussion. fSumimen wil
v'be'askiiu make remarkg; énfi'ifiéké may bé Ebiéf vbiuhtafy
I hav just rittn tu Pres. McKenney asking him tu
EUWYU at once the tipl'of nis addres. Is the abov


rSinsrerQy yurg,



























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19/2a/13-


My Dear Professor fiykirx,--
Yu hav probable alredy herd of
pletion of the arrangment of whicn I rote tug
d in accordanse with which tn
0" m-fii‘m’w‘bifi H'Iywfin‘“ I 1
and approval, an


fifteen minits of tne FOrty five allotted to
speéiné wil be Occupied by my paper on tne cn
and history of the movement, the second fiftee
9
0'


sipal WcKenney'
‘
the cauz, while the third fifteep mifiits’wi
V\W\. '
Loez this meet with yer
for open discussion:


hav askt Prim. NcE. tu ask sum one
1.
I
.1.
proval?
%
éextewporariiy at the time ano_am now writing


whether yu wil not also put in a 3006 word ofi
shoud Find it iwpracticabl to do so yoreelf;
oleaz ask sum one to 1U 9o? fu no all the PL
in toe state and I no very Few.
_ v_ _ “_._ 0
paper on what the collegeq c'


the com-
for adviee
e First fif
simplified
aracter
n by Frinsi;
F.
\
en d9 or
0e left for
entire appi
to s eak e
P
tu inquire
tut I yu
wil yu o
liege men

T am hoping tnat at the cumin; meeting 1
wil get such a "boost" az goe naz never befor
blngemfiy
fificniéan




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My Dear Mr. Fartwell,-—
You hav probably alreadygf
11.“
suééested by Mr. McKenney was aoopted at tn
; rd thefi a reeolution eimilar in purport to that
& *
meeting of the college section Saturday
x
morning. So,d§gho we did not meet with all the suceess weJhéd hoped for, etil l at vefi


muoh encouraged by what has Bin fione and especially


u ' e~ ‘ ' . ,. ... .
1 am wondering what can be done next year, and an thlnKlflJ especially of what wll m
on resolutions
the mane-up of the l¢¢i¢1$ii¢ committeanext year. it the personelle oi the committe h
to be changed next year, could you not exert some influence as vice iresident to hav at
least some members oppointed who are favorable towari simplified spelling? i should lil
like very much to see you on the committe. Then there is President Blaisdell of Alma,
Prof-.£wing, Profiofiyuerk, Prof.tnitney, aii Qt wnom ar wel qualified for the position
teen aloe favorable to the cause. i do not Rnon tne_secondary school Ken Of the state
. . . and. .
very wel, but am sure of Supt. Chadsey, of Detroit,ASupt. Sleuson 0? Ann Armor. how
about Greeson (Grand Rapids)? ton't you do what you can?
. , . .. . . H . i1. .
ihe committe raised by tne COllege Section(Chairman Pres. McKinney) wil get nuisy no?
once and do all that can be done to get the colleges of the state in line.
o
Very Cordially yours,






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KALAMAZOO PUBLIC SCHOOLS
SUPERINTENDENT'S OFFICE
November 4, 1963.
Professor 0. L. Meader,
1941 Geddes Ave.,
Ann Arbor, Michigan,
Dear Mr. Header:—
Your letter of the 2nd has just been received. The first
Vice-President of the Association is a kind of fifth wheel to be
called on only in case of disability/in any way,of the President.
He is not a member of the Executive Committee and naturally be-
comes a very silent member of the official family.
All the standing committees will be appointed by the Presi-
dent, Mrs. Hulst,and I should hardly feel like making any sugges-
tions. I hope you will write directly to her though I do not hap-
pen to know at all her feeling in regard to the matter.
Very truly yours


SOH*B.



WHWL.
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(Tiranrrss Qiifg Eigh @shnnl if“ a»
‘ G. H. CURTIS. PRINCIPAL I ~ g 1, "\
TRAVERSE CITY. MICHIGAN ‘ ' x
* Traverse City, Nov. 6th, 1915.
Prof. C. L. Meader
Ann Arbor, Michigan.
Dear Sir;- I was very sorry that I was not able to remain in the
city for the Saturday morning session and hear the discussion on
Simplified Spelling conducted by yourself and Pres. McKenny.
I am very much interested in the movement and think that the
movement contemplates the greatest educational reform in modern
times forthe English speaking world. I am trying to keep in close
touch with it and experience keen pleasure at the various evidences
of the breaking down of popular prejudice against any change no
matter how absurd or irrational the existing order may be.
I have been unable to find anything but a very brief summary of
the meeting. It stated that the papers or talks were given and that
a resolution was presented and carried asking the colleges and
the University to take the matter up. I would like to know what
the sentiment of the meeting seemed to be, was Pattengill there
ar were there any objections to the resolution made ? Will the
papers be printed in full in the reports given thru the Moderator
or not ? I sincerely hope that they will be offered for publication
in that organ.
I am wondering how the English department at the University looks
.,
, ,4 I,




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G. H. CURTIS. PRINCIPAL
TRAVERSE CITY. MICHI'GAN
._7=%7gui 2
Egg upon the movement ? Is there a change of attitude yet noticible
”“ in such circles ? What recognition do you hope will be given to
the report adopted at the meeting by the University faculty ?
If you have not the time for answering my numerous questions
I would appreciate it if you would refer me to some source that
would give me a good idea of the sentiment of the meeting that
morning.
I wish to say in conclusion that I know that I am expressing the
sentiment of a large number of school men in the state when I say
that we admire you for the sane and rational stand that you have
taken on the question. Hundreds of school men believe in the
theory but dare not show their hand,all thoughtful educators must
realize the vast ammnt of time worse than wasted in the grades
struggling with our orthographic chaos but each wants some one
else to do the agitating and take the brunt of the fight. We are
glad that there are a few like yourself ready to stand up and be
counted amoung that advanced guard that must always precede any
real reform.




Sincerely yours,


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I thank yu for yur encouraging letter. So far a2 1 no, the paperz wil be
My Dear Mr. Curtis,__
nowhere publisht in ful, hut the secretary made very ful abstracts of both paparz, and IVs
suppoze that thefie abstracts wil be publisht along with the regular meport of t%e meetings
E%ere waz no opposition in tie meazure wfiatever‘ T? t%ere were personz in gttenfianae
w%o oppozefi it, thg-Gifi not raizé tieir voisez. 3T. iattemfill waz not present. It least
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in promotind LEE wowemeni. ? suppome t‘s reason in Ekat Re pre*erz in lean Eis men entiTe
1y Free tn P>llo ileir own inclinaiicnz Tailor £‘onfolloing any Trosedent Bbt iy limself.
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vb” 53v already éighlfied their approval of simpler spelling, and the m
waiter is being held up only by a couple of influential ¢¢fi man here. /
E pr090s of yu statement ihéttne scool men 2r timid about introdusing the simpler
formz in their scoolz, Psesident McKenney said that tho time has now past when any scool
superintendent ( and he woud hav sad “or prinsipal“, had it happend in occur tu nix) need
nezitato a momont tuintroduse the simpler formz in limited méazure intu hiz scool. lhe
movement, Mr, McKenney sed, haz past the stage when a¢ serious lofiical argumentation
agenst it haz seast, and the movement haz already-past tne stage of ridicule. Mr. Slausgn
of Ano Arbor is Favorabl, and I hope that he wil giv hi2 teacherz formal permission tu
folio their inclinationz in the matter, and teach theis pupilz the better spellingz, if in
they ohoze.
lz yur superintendent favorabl?
A good start to make woud be in adopt the spellingz of the 12 wordz of the N. E. A.
.|d ad tu them the hole group ending in unaccented -7-§ti'i%'/:Qo- omitting the "a". After- gegll
get uzed tu theze other groups can be added. ‘



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TRAVERSE cnv. mama/m
“~F<§7s-J A
Nov. 14, 1915.
Prof. C. L. Meader,
Ann Arbor, Mich.
Dear Mr. Meader:
I wish to thank you for your recent letter, and for its encouraging
tones. I am very much pleased at the resolution passes at the Ann Arbor
- meeting, and at Prof. Mc kinney being also in favor of the reform. It
is also a source of gratification to know that Prof. Scott is not opposed
to the movement, as I had been informed he was. I might say that we use
in our schools, the twelve words adopted by the N. E. A., and are about
to suggest the second list to all of our English classes.
Regarding our superintendent, would say that he, like many other
superintendents, is in favor of the reform. He can make an excellent
appeal for it, but is inclined to letneill do itufirst. In answer to your
question why I do not use simple spelling, would say that the principle
reason is that I do not know as many as I should, for one so much interes—
tedin the movement; however, your letter has been an insperation to me
along this line, and hereafter my personal correspondence will show,
better than it has in the past, that the writer practices what he preaches
I am inclined to ask you a question or two regarding your spell—
ing. I notice that you spell the prepostiontto "tar, and is you spell
"iz". In looking over my‘pamphlets from the Simplified Spelling Board,
I do not find any such aiasrization, and am wondering whether it is
because I am behind the procession, or that you are ahead of it.
Recently I had an interesting talk with Miss Bragg, who is travel—
ing for the Newsome Company in the interest of the Aldine Readers.
This set of readers, as you possibly know, emphasize the side of phonics
very strongly, thier principle difficulties being in the lack of an—
alogy found in so many of our words. Miss Bragg was ready to accept
all the arguments in favor of the reform. She felt that it should
come, but seemed to feel that it must all be in the future, that the
present generation of children must learn to spell as it now exists,
since all the printed literature that they will be required to read
will be in the current spelling.
I I feel that with the book companies putting out the elementary
readers, lies one of the most potent factors of reform along this line.
Recently at a teachers meeting, I had the pleasure of talking with
the head of one of the Chicago publishers, who intimated to me that they
were ready to make the panhange as soon as they felt that the reform
would be accepted, and the books, so printed, could be made a paying
proposition.
If every superintendent of schools would have the same attitude
toward the movement as does Supt. Maxwell, there would not be another
edition of the old style of first and second readers published in the
United States. Let us hope that constant agitation will help to put
the requisite mineral matter in their spinal columns. ~
Gv/B. Sincerely,
:- ~~\



































UNIVERSITY OF MICHIGAN
A HN A R B O R
PRESIDENT’S RQOM
February 7, 1914.
Professor Clarence L. Meader,
C i t y.
My dear Professor Meader:-—
Enclosed please find letter from President Charles McKenny
of the Michigan State Normal College in regard to a conference
of representatives of Michigan colleges at Lansing February 13
and 14 to consider the subject of simplified spelling. I have
appointed you as a delegate to the conference.
Very truly yours,
v54 /€/\//42£;€


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- EAST 1. ANS IN G
DEPARTMENT OF ENGLISH AND MODERN LANGUAGES
March 3, 1914,
Professor C. L. Meader,
1941 Geddes Avenue,
Ann Arbor, michigan.
Dear Professor Meader:
Thank you for the good news from the University. It
will be no easy task to swing the faculty here, but I am begin-
ning to devote some time to the work and hope to win in time. As
soon as your senate has acted on the resolution, will you kindly
let me know the result? If you are successful, the action down
there will certainly have some influence here.
I find that members of our faculty have thought about
this matter (or perhaps I should say have felt about this matter)
and have decided against it. Dr. Blaisdell, my predecessor, had
a resolution before the faculty and was defeated. There is need
of some private work before the matter is brought before the faculty
as an organized body. I shall do as much as I can in the time
which I shall be able to spare for the work.
Will you kindly send me a copy of the resolution as final-
ly shaped for presentation to the various faculties?
Jul/7;.
Very sincerely yours,
WWJ/AJ




firenihmt’a @ffirr
Alma Qlnllege
Alma, mirlfigzzn
Tloz- 0- Bursusu.
March


Mr. G. L. Meader,
Ann Arbor, Michigan.
Dear Sir:


Thank you cordially for yOurs of February 88th.
I trust that ere long we shall be able to inaugurate the i
simplified spelling in all our Alma College pUblications.
The particular difficulty just now is to know just what
words to use in beginning the ingvation.
Appreciating your thotfulness, I am,
Very truly yours,

President.
TCB/MG
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MICHIGAN STATE NORMAL COLLEGE
YPSILANTI
OFFICE OF THE PRESIDENT
/
Professor 0. L. Meader,
University of Michigan,
Ann Arbor, Michigan.
My dear Professor Meader:
I hav your letter of November twenty-
seventh regarding simplified spelling. Before re-
ceiving your letter I had one from Dr. Scott saying
that you were interested. I am glad that you are.
I understand that Michigan is a more
favorable field than Wisconsin where I labored for“ ‘
twelve years. I think we did a great deal in
Visccnsin in awakening public sentiment, tho the
state is unusually conservative. The most success—
ful work that I hav done is with the young people
of the normal school. If the hundreds of young
people in our colleges and normal schools go out
from these institutions with an open mind on the
subject and sympathetic toward the reform, in a
short time we should have a body of citizens less
conservative and hide bound than those of the present
day. I am too new to Michigan to suggest anything
more radical.
Of course, we in the normal schools have
to be on our guard not to go too rapidly, since
our graduates go into city systems where conservatism



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MICHIGAN STATE NORMAL COLLEGE
YPSILANTI
OFFICE OF THE PRESIDENT
Qrofeesor C. L. Meader--2
still holds sway. For that reason I occupy rather
middle ground in the movement and use fewer
simplified forms than I should otherwise do.
Cordially yours,
A.M. /% November 25, 1912 ,J47 é/t9'7€€32?i;;,1<1;Z/s\

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MICHIGAN STATE NORMAL COLLEGE
YPSILANTI
OFFICE- OF THE PRESIDENT
Professor Clarence L. Meader,
University of Michigan,
Ann Arbor, Michigan.
My dear Professor Meader:
I am requested by the chairman of the
Central Branch of the Simplified Board to give him\

some information concerning the statue of simplified
spelling in Michigan. I am too new to the state to
have such information.
Can you tell me what the attitude of the _
University is? Is there any disposition to allow ii
freedom to the students in the matter of using \
simplified forms? Do you know what the attitude of i
the English department is in this respect? E
I shall greatly appreciate this information. i
l
Yours very sincerely,
A. M. 5
ea» ‘ ‘
March 11+, 1913 My /}7


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MICHIGAN STATE NORMAL COLLEGE
YPSILANTI
OFFICE OF THE PRESIDENT
March 17, 1913.
Professor C. L. Meader,
Ann Arbor,
Michigan.
My dear Professor Meader:
I hav_ your letter of March 15. It will be
entirely acceptabl should the information of which
I am speaking reach me within a week or so. I should
like it before the meeting of the Simplified Spelling
Board in New York. In fact, I should like it as soon
as convenient to you since parties in Illinois are ask~
ing it of me.
Yours very cordially,
BW M/XZ





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MICHIGAN STATE NORMAL COLLEGE
YPSILANTI
OFFICE OF THE PRESIDENT
Professor G. L. Meader,
University of Michigan,
Ann Arbor, Michigan.
My dear Professor Meaderr
I want to thank you for your letter of
March 22} It gave valuable information.
Cordially yours,
A. NI. ‘
March 27, 1913 ‘ ,/{§:;:j;4>///€%7;%§;:;4L4p¢Z?L’E’//



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MICHIGAN STATE NORMAL COLLEGE
YPSlLANTI
OFFICE OF THE PRESIDENT
October 7, 1913.
Professor C. L. Meader
University of Michigan
Ann Arbor, Michigan
My dear Professor Meader:
I hav your letter of the 4th inst.
regarding sharing with you a portion of the
time at the State Teachers' Association. I
shal be very glad to do my share if you
care to hav me join with you. I shal be
pleasd to hav you cum to Ypsilanti and talk
the matter over if you can find time to do so.
There are other matters that I should like
to discuss with you. I am mighty glad we
are going to hav a hearing. I hav just
been inaugurating steps to get a suitabl
resolution adopted by the Association if
such a thing can be brought about.
Yours very sincerely,
W- ' /%0/7172M%,














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MICHIGAN STATE NORMAL COLLEGE
YPSILANTI
OFFICE OF THE PRESIDENT
Professor 0. L. Meader,
Ann Arbor, Michigan.
My dear Professor Meader:
I shall be out of town Friday. Would it be
possible for you to come Thursday if you plan to call
a conference.
Yours very truly,
M.
October 8,


















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10/11/13.
My Dear Mr. Mohinney,~~
I append helo a copy of a letter which I thaut Mr.Scott mite send to the
superintendents 06 the state. Wil yu be so kind as to read it over and suggest enny
changes or additions that may appear to yo desirabl, and then return it to me. Mean-
while I am sending to Scott a list of the superintendents with the number of sets of
that he may be assembling them.
Do yu think it wood be a good idea,
pamflets each wil require, so
if yu woud also send to a few superin-
tendents of yur aoquaintanse in the larger eitiez a brief personal note?
Very sinserely yurz,
(COPY)


@5dent.......


Dear Sir.--
At the request of sertin members of the Michigan State Teacherz' Asso-
ciation we er sending yu by expres several sets of ¢y¢ publications of the Simplified
Spelling Board. Yu wil confer a very great favor upon/the gentlemen referd to, if yu
wil hav these pamflets distributed to the teacherz in yur scools Kenuf being sent to
provide each teacher with one ful set), in order that they may he 1¢x¢111¢¢¢¢11 pree
pared for the discussionz of the subject~§ggch wil lake plase at the cuming meeting
of the Aesociation.‘ We trust thatyu wil not find the distribution of this literature
tu heavy a burden, and we take this opportuhity to expres to yu our own appreciation,
as wel as that of the members 06 the association interested,
for whatever ourtiey yu
may be abl to sho us and them in the matter.
Very respectfully yurz,



MICHIGAN STATE NORMAL COLLEGE
YPSILANTI \
OFFICE OF THE PRESIDENT
October 13, 1913
Professor 0. L. Meader,
University of Michigan,
Ann Arbor, Michigan.
Dear Mr. Meader:
I heartily approv your letter to Secretary
Scott. I especially want our teachers to read Mr.
Thomas‘s letter and Mr. Maxwell's letter. Ther is
nothing scary in them and ther is a strong appeal
for the support of public school teachers. I am
working thru efficient sources to get a good backing
for any resolution which we may frame.
Yours very sincerely,
/7
/
M. .









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53311
i letterz tu Supt. Slauson urging him tu presentw
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i%~maywanoear~on~the~revized prUgram;“”“ww'm
v*pepl'in flew York ar sending Out the sircu1arz
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I
Sinsfirely yurz,





























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MICHIGAN STATE NORMAL COLLE GE
Y P s I L A n T]
OFFICE OF THE PRESIDENT
October 21, 1913
Professor 0. L. Meader,
University of Michigan,
Ann Arbor, Mich.
My dear Professor Meadert
I am glad to know that Professor Whitney is
\
going to help us out in defending a simplified
spelling resolution. On the whole I think he is the
best selection.
Cordially yours,
M. law/77W“,






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MICHIGAN STATE NORMAL COLLEGE
YPSILANTI
OFFICE OF THE PRESIDENT
Nov. 8, 1913
Professor C. L. Meader,
Ann Arbor, Michigan.
Dear Sir:
This note is to acknowledge the receipt of your
letter of November 7 to President McKenny and to say that
he will be out of town all next week; You will hear from
_him on his return.
Very truly yours,
M filfljv 5%7Li7 4/%¢ '
-
Secretary~Registrar



MICHIGAN STATE NORMAL COLLEGE
YPSILANTI
OFFICE OF THE PRESIDENT
November 17, 1915
Professor 0. L. Meader,
' University of Michigan,
Ann Arbor, Michigan.
My dear Mr. Meaders '
I hav your letter regarding the bringing
of influence to bear to get a right committee of the
M.S.T.A. I am not acquainted with the new president.
My own feeling about the matter is we had better work
our college section for the coming year for all ther
is in it and give no consideration to the State
Association. Of course, if we could get the right
committee without appearing to use undue influence, I
should be very glad to hav it done.
Mr. Vaile lost out not only in Minnesota but
in Wisconsin also wher the Association turnd down the
recommendation of the committee, if I understand the
papers correctly. Such action, to my mind, is
unfortunate. The matter should not come before the
Michigan Association until we no we have the majority
on our side. Do you not think this is correct?
Cordially yours,
M
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MICHIGAN STATE NORMAL COLLEGE YPSILANTI . OFFICE OF THE PRESIDENT
January Y, 19].“-
Professor C. L. Meader,
University of Michigan,
Ann Arbor, Michigan.
My dear Professor Meader:
I am writing the colleges regarding a conference
on simplified spelling. I hav not written President
Hutchins because I do not know how to handle the
university matter. Nil you take the matter up with the
university authorities as seems best?
I am afraid if the university is included the
whole thing wil receive a set back, as I fear the
university wil not be inclind to join in the movement.
If we could get the right man from the university, he
might advise the conference to go on irrespectiv of
university action.
I am going to leave the whole university
matter in your hands.
Yours very cordially,
M M» %77W7f




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YPSILANTI
OFFICE OF THE PRESIDENT
January 2M, 191v
MICHIGAN STATE NORMAL COLLEGE
Professor 0. L. Meader,
University of Michigan,
Ann Arbor, Michigan.
My dear Professor Meader:
The simplified spelling conference wil
meet at the Hotel Downey, Lansing, February 13,
at two p.m. I have written Dr. Scott asking him or
some New York member of the simplified spelling board
to meet with us. Kindly forget to notify Mr. Vaile of
the meeting.
What would you think of the enclosed program?
My desire is to hav you present as a representativ
from the University~~self~appointsd if necessary~—and
to hav you read a paper on one of the proposd topics“
No. 1.
Professor Nykerk and President Blaisdell
are both in favor of simplification. I have asked
them to present papers. You and Dr. Scott would be on
the firing line to answer questions.
If you hav other topics to suggest, kindly
let me know.
Yours very sincerely,
M £40 a W
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After Lainking the matter aver carefully I nav desided that it wil be'
mucQ ne£ier fer tna QQUZ'if sum wun ozhsv §nan kyself repvesants the finiversity at
Lanséng % Ihav nin.so long identified witn the mcvament, Lnat evsrybody naae ( {wunlé
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¢lf yn thigh lttasxiyfibig-nu nav.a paper'va xne history @i English xpalling, why
C; P. G. Scutt i2 Lfld man 0v ail me: far tnat.jahj
Even if l,am ndti®fficially ap-
pointed I may me able tu.aLLenQ nae-comfarauae informally W1tn tho-permission 0v the
comiimime.x n“
qlfififlféiy,


UNIVERSITY OI .LQLCMIdAN
PRESlDENT'S BOOM
SENT FOR. INFORMATION OF
' ‘ i9 wiry;
5:
Michigan State Normal College
Ypsilanti
Office of the President
Fdmmnyfi 1%A.
President H. B. Hutchins,
University of Michigan,
Ann Arbor, Michigan.
My dear President Hutchins:—-
If
s~r /
I belong to that army of "wild-eyed;reformeig" who believe
in simplified spelling. I dolnot think the salffltion of the race
lies in that direction, but/fl think it's e’moveéent worthy of my
support. ~i’ "' ‘\d i?‘” j,,
I have been instrum'nt\\\in)gettifig a conference of repre-
sentatives of Michigan colleg E'at Lansing February 15 and 14. The
meeting will be financed by the Simplified Spelling Board. The
colleges of the state have agreed to send representatives. Tbru
Professor Meader I learned that Dean Carl Guthe is interested in
simplified spelling and is Willing to represent the University at
this conference if you care to have him do so. Professor Meader
also will be glad to come, I happen to know.
. i \ '
. \
1. \
\
Of course it is understood that the conference at Lansing
binds nobody. Its purpose is to discuss in a broad way the
subject of simplified spelling. Frankly my hope is that some
little beginning may be made toward recognizing it in Michigan
colleges, but no attempt will be made at the conference to take
any binding action. Naturally, the conference would have no power
to do so. Dr. C. P. G. Scott of the Simplified Spelling Board
will be present.
If you feel disposed to do so, I wish you might appoint Dean
Guthe and Professor Meader as University representatives at the
conference, or if you do not care to appoint them, at least suggest
that it would be the proper thing for them to go.
Yours very sincerely,
Chas. McKenny.

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MICHIGAN STATE NORMAL COLLEGE
YPSILANT]
OFFlCE OF THE PRESIDENT
February 10, 1914.
Prof. C. L. Meader
University of Michigan
'Ann Arbor, Mich.
My dear Prof. Meader:
I have a letter from President Hutchine this morning
saying that he takes pleasure in appointing Dean Guthe and
Professor Meader as delegates at Lansing. I shall expect you
both.
Yours very sincerely,
~,//
R . L . I %¢/Z:VM/4?i/Iwwj








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My Dear McKenney,--
I enclose a copy of the resolution as reeoited
Friday nite. i toos the personal responsibility to rite
the word v"urge" insted of "recommend" in the last paraira
of the resolution. I also rote in this paragraf the
words "colleges of the state and the university" insted
ll§f "institutions represented at the conferense", cecauzi-


we! of courses urge htiisdale, Alma, Ulivet and the Y
Scool of Mines, an wel as the ones represented.
Sutne, Scott and I have seen psesident hutchins, and n
Ills gave niz narty approval to the matter{' biz words were
"That resolution is all rite. That ant to pee he senaq
all rite." Fe W11 each it up when it comez oefore the
senate,
Pieaz return to me a cepy of the resolution, if
I
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on all-that naooenz, so tnzf'i can hav¢ full information%
to tie in the campain here, Sincerely,
$uihersitg nf wizbigaq . e
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lVIIcnIGAN STATE NORMAL COLLEGE
YPSILANTI
OFFICE OF THE PRESIDENT
February 18, 191“
Professor 0. L. Meader,
University of Michigan,
Ann Arbor, Michigan.
Dear Professor Meadsr:
I have your letter of February 15 with
resolutions enclosed.
I think we did a good stroke of work in
calling the conference. President Hutchins' attitude
is re-assuring.
We shall not have a council meeting until the
first week in March, as I am to be away the week of
February 23. I am confident that the resolutions will
pass without any question as soon as our council gets
together.
Yours very sincerely,













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MIOEEGAN STAIE NORMAL COLLEGE
YPSILANTI
OFFICE OF THE PRESIDENT
February 18, 1914.
Professor 5. L. Meader,
University of Michigan,
Ann Arbor, Michigan.
My dear Professor Meader:
Will you kindly send to me a statement of
your expenses for the Lansing meeting. I will certify
the same to the simplified spelling board and checks
will be issued from the New York office.
I am very much Pleased at the outcome of
our conference. I think that the resolutions which
we adopted will be cordially received now by most of
the colleges and soon by all of them.
Yours very sincerely,

-_
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J Dear McKenney,~-
I hav taken the liberty to so flan trespasl
on yur functions as chairman of the conference as to
to send the enclosed note to all the men w€c wer'presr
ent at the conference, hqping that it wil help the
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MIOHIQAN STATE NORMAL COLLEGE
YPSILANTI
OFFICE OF THE PRESIDENT
March 5, 19I4
Professor 0. L. header,
University of Michigan,
Ann Arbor, Michigan.
Dear Professor Meader:
I do not seem to hav expense accounts for
yourself and Dr. Guthe for the Lansing conference.
If you wil forward them to me, I wil put them in the
hands of our New York friends.
Yours very sincerely,
- 44w



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MICHIQAN STATE NORMAL COLLEGE
YPSILANT]
OFFICE OF THE PRESIDENT
March 7, 1914.
Prof. C. L. Meader,
Ann Arbor, Michigan.
My dear Mr. header:
I have your letter with statement of your
conference expenses. I presume somewhere in my
files your former letter containing your bill is
serenely resting. Prof. Guthe also sent me his
bill.
I also received your circular letter to the
members of the conference. Something ant to be
heard from the colleges during the next month.
fiery cordially yours,
H / W
Arr/W4”?






















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My Dear McKenney,~~
This evening the Genate Council past the
resolution in the form in which I sent it to yu wit?
only one dissenting vote. They added their acEroval
and recommendation that it shoud pas the Senate.
it mite be useful to the men of the Lansing oon~
ferense to hav this piece of information, and so yu
may, if yu choose, as chairman of the oonferense
send the statement to them. Ad, however,the state~
ment that it is strictly confidential, and not to
be given to the pres under any eirosmstanses.
Sinserely,
reader.


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MIOEEGAN STATE NORMAL COLLEGE
YPSlLANTl
OFFICE OF THE PRESIDENT
March 11, 1914
Professor 0. L. Meader,
University of Michigan,
Ann Arbor, Michigan.
My dear Professor Meader:
I congratulate You on taking the outer works
of the fortifications. I hope to see the fort surrender
as the result of the coming onslaught.
‘I think it would be wel to say nothing to the
colleges about the action of the senate committee until
the final result is determined. I am encouraged by your
confidence in the outcome.
Cordially yours,
w 14%










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MICHIGAN STATE NORMAL COLLEGE
YPSILANTI
OFFICE OF THE PRESIDENT
March 16, 1914
Professor 0. L. Meader,
University of Michigan,
Ann Arbor, Michigan.
My dear Erofessor Meader:
I am enclosing a message from Illinois which
may help you in your campain.
Yours Very sincerely,


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GOPY
Rock Island, 111., March é}951914
fl/
Presiaanx Chas. Mexanny,
Hiahi an Stats Katmai Collage,
pailanti, H1shig&n.
Baa: sir:
It may infieraat you to hear that as now haw fifteon
univeraitiaa ané aollagea in Illinnin oommitted.to gimplifioaxiu:
by tha afioptieu, conditianal or uneanditional, of sartmin liata.
They as:
Una fiitiun t
Tha Univazwity af Illinmis, fierthwsstarn Univarmity,
James Hillikeu Univeraity, Wheaten, Greenevilla, 3t. Viator,
Illinmia, Illinaifi waman'a, Heading, Lombard, and Harth*Waaturn
Cellag@s-~alevan in all.
gundgtioggl
Knas, Henmeuth, Oarthage ana Auguatana Collagaa-
faur in all. I
All these inatitutiena except tha atmte Univeraity balung
tn the staxa federatien of aollegaa and a: thsrefore up to the
full callega atandara. Tha aoafiition attaoht to their action by
th@ foux aollwgaa in tha aaeonfi group ax snob that thay a:
§raatieally mattain t0 ha met. Thera a: ten oollegea mora in the
tmduratian, aavexal of whiah I feel reasonably ourtain wil sum
ova: inta the nimplifiad oamp within a short time. If it in any
objsct to yeu ts get tha latest report a! auoh acoasaflona at any


time, fileasa do not haqitate t0 let ma knn. Bathing auoeaada
like @uaosas it it 19 §roparly advartiaod, and hers in Illinois
at lsaat we aaam almoat to hav reaaht the band wagon atago. I
vary maxi um to see how yaur Statu Univaraity in going to an€
3% ywu kno w an tha mattar in sawing up thura
Yeuxs vary truly,
I, 1, r;'7_ '. i . I .3; 7" Mb 0 Zu§Jorn 7
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MICHIGAN STATE NORMAL COLLEGE
YPSlLANTl
OFFICE OF THE PRESIDENT
20 March '14
Professor 0. L; Meader,
University of Michigan,
Ann Arbor, Michigan.
My dear Professor Meader:
It gives me pleasure to report that
the faculty of the Michigan State Normal
College has adopted the recommendation of
the Lansing Simplified Spelling Conference.
Not a negative vote was cast. In the
wcrhs of the good Book, "Go thou and do
likewise".
Yours very cordially,

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MIOHIGAN STATE NORMAL COLLEGE
YPSILANTI
OFFICE OF THE PRESIDENT
April 3, 191“
Porfessor C. L. Meader,
University of Michigan,
Ann Arbor, Michigan‘
My dear Professor Meader:
I am enclosing check for your expenses to
the Lansing conference.
I am also enclosing a copy of_e letter from
Professor G“ S. Esbjorn, Augustana College, Rock
Island, Illinois, It appears from this letter that
Michigan must get busy or be sadly behind the
procession.
I hav your letter concerning the action of
the University Senate. It is too bad that conservatism:
won, In view of what Illinois is doing, Michigan ought
not sit back in the harness. We hav been at it a
shorter time in Michigan than hav the people in
Illinois. Success wil follow the next battle.
Yours very sincerely,
3,;
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MICHIGAN STATE NORMAL COLLEGE
YPSILANTI
OFFICE OF THE PRESIDENT
April 7, 191%
Professor 0. L. Meader,
University of Michigan,
Ann Arbor, Michigant
Dear Mr. Meadert
I am sorry I did not hav time for a little
talk with you regarding th; victorious defeat/which
simplified spelling suffered at Ann Arbor recently.
I hope to see you soon when we can talk the matter
thru. Of course, the action of the University was
a decided loss to the simplified spelling movement in
the state, but I hope that we can retrieve the situa~
tion, and I am sure we shal.
I am sorry that Illinois got mixt up in the
matter. We he? got to keep a barbd wire fence around
Michigan or We shal always hav troubl from the vicinity
of Chicago.
So Brother Demmogxwaded intolme. He did not
go far enough so that I felt it, but perhaps I shal
later on.
We haveto deal gently with those people who
are intellectually petrified. The hope of the human race
lies in the fact that the length of life for the
individual is considerably less than one hundred years.
We shal be fighting for our opinions just as foolishly and






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MICHIGAN STATE NORMAL COLLEGE
YPSILANT]
OFFICE OF THE PRESIDENT
Professor C. L. MeadereHE
and vigorously a few years hence and shal quite as likely
be on the wrong side of the issue.
Yours ver sincerely,
Pis‘














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lENERAL AIM
The purpose of the movement is to hasten the
process of rational orthografic change, to guide it
in the direction of simplicity and economy; and
gradually to substitute for our present caotic
spelling, which is neither consistent nor etymologic,
a simpler and more regular spelling, based on
existing rules and analogies, and in harmony with
the history and genius of the language.
REASONS FOR SIMPLIFIED SPELLING
It wil-—
1. Make English spelling more correct, scientifi-
cally and historically ;
2. Make it easier to 'spel correctly;
3. Make the spelling lesson an aid, insted of an
obstacle, to the development of the child’s
reasoning powers ;
4. Improve and tend to standardize pronunciation;
5. Save time (and expense) in elementary educa-
tion;
6. Save time (and expense) in riting, typeriting,
and printing;
7. Remove the greatest barrier to the Americani-
zation of our foren population;
8. Remove the greatest barrier to the use of
English as an international language.
SOME COMMON OBJECTIONS ANSERD
1. Simplified spelling wil not “cut us off from
the literature of the past,” because the changes
now proposed cause no difficulty in the reading
of books printed in the present spelling. If
more radical changes should later be adopted,
scolars wil easily learn the older spellings, as
they do now; but the ordinary reader wil always
find everything that is worth preserving in
I English literature reprinted in the spelling of
his time, as is the case to-day.
2.
Simplified spelling wil not “obscure the dcri-
vations of words,” much les wil it “destroy”
etymology, which the scolar knoes without the.
spelling, and which means nothing to 99 per cent
of those who read and rite English. Moreover,
not only is the etymology of words often mislead-
ing as to their present meanings, but in many
instances the present spelling is etymologically
incorrect, as in comptroller, delight, island, limb,
etc. Etymologists care nothing for “etymologi-
cal” spelling. Prof. Skeat, the great English
etymologist, said: “In the interests of etymology
we ought to spel as we pronounce. To spel words
as they used to be pronounst is not etymological,
but antiquarian. ”
When the new forms become familiar they wil
appear les “ugly ” than the old, unreasonable
forms. The literary dignity, or propriety, that
we feel in certain word-forms is entirely a
matter of visual habit and mental association.
It is not necessary for those whose spelling
habits ar fixt to burden themselvs unduly by
“learning a new method.” The chief advan-
tage wil be for our children and for future
generations.
“Confusion”-—different ways of spelling the
same word—has always caracterized English
spelling. The dictionaries print thousands of
words of which alternativ spellings ar given on
equal authority. This confusion can be minim-
ized if teachers and riters of English wil use the
simpler forms. Each simplification adopted into
good usage reduces the total number of incon-
gruities, and helps to make our spelling more
uniform and more rational than it was before.
Even if the present confusion should temporarily
increase, which is not probable, it would be a
small price to pay for the ultimate gain.
The attempt is no more “artificial” than
those other movements in the past which hav
made our spelling simpler—when logique was
changed to logic, for example.
10 YEARS OF ORGANIZED EFFORT FOR SIMPLIFIED SPELLING
7. Those who “don’t like it” should not enforce
their prejudis on those who wish to spel in
accordance with reason and the laws of lan-
guagc.
PROGRESS OF THE MOVEMENT '\
(1) In the Teaching Profession
The National Education Association approved
the movement in 1898, and adopted 12 simpler
spellings for immediate use: tho, altho, thru,
th'raout, thoro, thorojare, thoroly, catalog, deca-
log, 'pcdagog, program, prolog. '
to use in its publications the spe mg t 1n p s
tenses of verbs ending in -ed pronounst t. (See
Rule 1, next page.)
The Modern Language Association of America,
18 State Teachers Associations, and many other
educational bodies and learned societies, approvc
the movement. Spelling-books and State Courses
of Study, in constantly increasing numbers, ar
including some of the simpler spellings in their
regular lists, or ad a statement of the princi-
ples of the Simplified Spelling Board and
approve its recommendations.
5 62) In the Colleges
' 290 universities, colleges, and normal scools
either use simplified spellings in their official
publications and correspondence, or permit
students to use them in their ritten work. 169 of
these institutions, includingW
hav formally approved the ovemen 0r Slmp 1-
fied spelling, in most cases by faculty resolution.
Most of these institutions hav taken this action
within the last 2 years—an increase of more
than 650 per cent.
(3) In the Pros
317 newspapers and pgpjgdjgigls, circulating
more an , , 0 copies, ar usmg most of the
simpler spellings recommended by the Board in
its First List. More than 200 hav adopted the
“12 Words” of the N. E. A. within the last 2
Bears—an increase of more than 800 per cent. /
10 YEARS OF ORGANIZED EFFO
SIMPLIFICATIONS PROPOSED ‘
I The general caracter of the simplifications
proposed may be indicated by a few examples:
{’1' where the change wil not suggest an incorrect
pronunciation, and reduce a preceding double
consonant to a single consonant, as Icist, dipt,
stcpt, blest, wisht, etc.; but not ba/ct for baked
or deduct for deduced, etc.
2. Drop final -e when useless or misleading.
It is useless in such words as carv(e), curv(e),
Fame), de'serMe), twelvle), w0(e), tru(e), etc.
It is misleading at the end of such .words as
ar(e), wer(e), hav(e), giv(e), liv(e); anilin(e),
determin(e), engin(e), examinle), genuin(e),
imagin(e); hostil(e), textil(e); ‘praotis(e),
promis(e); definit(e), favorifle), infinit(e), oppo-
sit(e); actio(e), comparativ(e), nativ(e), positiv(e),
etc., because its normal use after a single
consonant is to sho that the preceding vowel is
long. Hence it is retaind in such words as fine,
mile, wise, polite, arrive. ~ ‘ , ~
3. Omit silent b, n, and s, as de(b)t, _dou(b)t,
lam(b), i(s)land, etc.; but retain silent final -b
where its omission would suggest an incorrect
pronunciation, as in tomb, comb, etc.
4. Change ph to f when so sounded, as alfabet,
fonograf; fotograf, sulfur, telefone, etc.
mm ~
5. In the term'i'ii'autlon -ence prefer s to c, as defense,
pretense, offense, etc. .
6. In the combination ea, sounded as in head or as
in heart, use the letter which is sounded and
omit the other, as tred, hevy, helth, wether,
plesant, hart, harth, etc.
7. For -ough. substitute o,-u,_0]§.uf,.or up, accord-
ing to the sound, as tho, thru, cof, enuf, hiccup,
etc. Prefer plow to plough.
8. When augh is pronounst aj; spel itso, as draft,
laf, lafter, etc.

When -ed final is pronounst t, rite it simply t,‘-._
l .
Y
i
T FOR SIMPLIFIED SPELLING
Omit gh silent after au, as in cau(gh)t,
dau(gh)ter, hau(gh)ty, tau(gh)t, etc.
10. Drop final -ue silent after 9 in catalog(ue),
dialog(ue), prolog(ue), etc.; but not where the
preceding vowel is long, as in vague, rogue, etc.
| Change tongue to tung, Milton’s way.
' 9.
l
l
~ 11. Omit -te from -ette final, as quartet, coquet,
etiquet, omelet, etc.
12. Substitute e for the digrafs and'ligatures ae, w,
oe, w, as medieval, fenix, cyclopedia, etc.
Circulars giving fuller information wil be sent
free on request.
SIMPLIFIED SPELLING BOARD
18 Old Slip, New York
July 15, 1916






1906—1916
10 YEARS OF ORGANIZED EFFORT
for
SIMPLIFIED SPELLING
ORIGIN OF THE MOVEMENT
Changes in spelling hav been continuus in the
history of the English language, and conscius and
d iberate efforts to simplify English spelling began.
t least as early as 1554. Every changed spelling
now in general use—whether for the better, as
fish from fysshe, dog from dogge, or for the worse,
as rhyme from rime, delight from delite—was
once the overt act of a single riter, who was
imitated at first by a small minority. Spelling
reform is not new ; it is in accord with the historical
development of the language.
41 YEARS AGO
The American Philological Association in 1875
started the present movement to improve our
spelling—resulting in the formation of the Spell-
ing Reform Association in 1876—and joind with
the Philological Society (London) in making
specific recommendations in 1883. Among those
taking prominent part in the movement Wer
F. J. Child, giharles Darwin, A. J. Ellis, F. J. Furni-
vall, James a e . . ounsbury, .lohn Lubbock,
F. A.'1VIarcl'i, Il. H. Murray, Isaac Pitma ,. . .
Skeat Henr Sweet, Alfred Tennyson, J. H. Trum-
GWXDTWhitneTMM
“fl ull, an .
w
- 10 YEARS AGO
The Simplified Spelling Board was formd in
1906 by representativ members of these and other
leading educational organizations, including the
editors of the Century, Standard, Webster’s, and
Oxford English dictionaries, eminent educators,
authors, scientists, men of affairs, and such
filologic experts as Henry Bradley, J. W. Bright,
F. J. Furnivall, C. H. Grandgent, George Hempl,
T. R. Lounsbury, F. A. March, J. A. H. Murray,
C. P. G. Scott, W. W. Skeat, and Calvin Thomas.

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only an entering wedge, That, however, there ar any ulterior motives oonoeaid be-
hiné the present reaolfimtion, th¢ose who are responéihle for its wording, empdatioallyi
affirm. ’





.gfififiwflflz-?-'~--- ~-— '-.: ' -~- :"j" m" "wf-





RESOLVED that the Senate of the University forwally recognize the use on the part
of the students of those simpler spellings that have been accepted as correct by
any one of the larger American or English diotiodaries.



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Tie {—1 v‘ “Hep,
fieeteeeeunaersigneé~suiy appointed veeresentetivee of the colleges of the state
and of the finiVerslty, at a conference held at the state capitol on Fen.?13)>1914, t:
to discuss the'stetus of the movement for the regulation of English spelling-in tnQSi
institutions, after tnoro and esregul consideration, express ourselves as in favor 01
the movement , believing that it is justified on the-following scientific and prec-
greases:
- sufirest
3 The written word should ¢fi¢i¢$$ the spoken word and the~spoken were the write
3 Thie result can be effectea only by the gradual amelioration of our spelling.
) Tee p eseet swelling occa$iens a very serious loss of time to pupils in tne
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reels as well as a neavy finznotal iosu 1n the autism at large.
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{4) }t is SHQWH my conelusive eveeerce tnet the erasent apellingyretarfie tne ex-
tension of the englisn language ae an international langueJe of @fipiomscy, commerce
and travelQ


(5) Eimpler forms ere Qeefi my many thousands of teachere and pupils in the educueée
tienal instfiietdens of inefcountrg, and a? large nursers ef the people at large{ in
addition ye fieis several ireueenfi of'tfiese spellings have been accept a as current
speliéegs in acme of therstenderi emericen dictionaries.
fie inerefore-ugrge that tee feeultiee of the oelleges of the state see of the
University recognize-tne‘use, Qfi fine part of teelr studente, 0? those simplsrPspelléri
linés anet;neve been aceepted ax correct inf%€lndard American nictlonar“-, provid-
ed are: tie-sale etudehte are consistent in theis mee§e§' Zr*
5
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Adrien foilege: Q“ %" Qsee, Pre .vef Kiolegyfl
Agricultural Collegef%,l%.l$bnneten,-Frail of finéllehtl
Albion College; 54‘etigengworthy, Assit.?Fruf.%of BuglienJ
Alma College: (tne representative4.Preeident.%ladsdele, was unable to attend the
' conferenceq tut is tburoly in fare? of thee resolution),
Hillsasle College: (Representative appointed but detajnd from attending).
Foee-Seileget Jflieuffiykerk, Prof.‘of English anfl English'titeraturef
Formal Qolleéef Charles eckearg, Fresinentt?
uiivet,folle§e: (%o>reyreeenta;ive.preeent){
University of wicrigan: Karl E; Qutne,_Uean of tee Graauete School]
SJ L.?%eefier, ?rofeseor of Lexie, Ténserit and Seneral
fiimg-ietieeQ








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ANN ARBOR
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If VU believ in the simplified spelling movement and yur name 508! "0t appear‘e;
on this list, pleaz insert it in the appropriate alfabetical order in the 11st.




?
S I M P L I F I E D S P E L L I N G B O A R D
LIST OF SIGNERS IN ANN ARBQR
OCT. 10, 1913
(175 Names)








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134




SIll-PLIFIBDBPEILLING BOARD
amines 'IN m ARBOR, men.
Unlvaasm' y.
Bailey, Benjamin F.,-‘——InStrnctor
“Bartlett, George NJ, 1321 Wilmot st.,———Instructor in Geometry
‘1
VW
TC ' ~ ‘1‘ \ '
I ‘ Bates, Henry affix-oi. w: (I) p n
' '" U n 1 z . h ,7
. Bird, James *9 725—litn st., ——-l-ns-trne-t-e-r in :zomance Languages
v - ~ . Bradshaw, John Wu, 2534 Brsspect st“ ——-—Asst. Prof. 'l‘lathematics
l‘ . Bragg, 1d,, —--—lns-t-1eu-e-te-r Obi/1d WQ-W
l Breakey, William F., 402 East H-nron stun-Prof. Dematology~ lQLcMAM Brewster, James H., Law Bldgnfi—Prof. Law
' ' fi A! , d ‘
Camp, C,‘ D, ,fPro'i'. ' 309 S‘gflrctLg ’- i};é"§3 Mm», wnwmfi
Cant'ield, Arthur G. -—-Prof, of Romance
M~&C~ :7 W
Cole, Henry 111., 702 Forest av.', -——lnstrnctor
T__—fm€‘?
‘X Cousins ,} ‘f‘larence 13., 92° Forest aVn—"IDS'TUCtw


"
‘. W M1 '9 'w'
\\ Dachnowski, Alfred, 643 So. Thayer st.,——.—Assistant


“ Daws on,v Percy HQ, 902 Baldwin av.,-—-A~ssocaate Prof. 4 / I
~~" de Bordes,‘ A, Beziat, ll2’7 Church st.,'———Ass't J'rfo, French
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\Elcck George, Dr., 1014 Cornwell pl.,———Teacher of Medicine
D'Ooge, llartin 1., 1523 ‘iiashtenaw av., -—-Prof. Greek
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Henderson, H, D., ———lnstructor in Fysics
Mdmen, Hilliani J., '28 East Huron 811., ——-Pro if. in Diseases of Hindf
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Eiiggett, William L., Univ, of‘l-lfich.‘0 rulnénneeringShops
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7Qmith378ertram, 0., 709 S. Ingéljgbst¢,———Eg.t 700 ogy
Smith, Dean 7., 712 East Washington st., -——Prof. Surgery
' Vtevens, A.B., 536 Thompson st. -~—Prof. Farmecy
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Thieme, Hugo P., 1209 East University av.,@§gai. in French
1 ' Thompson, 0 rystal, 529 East Jefierson st., fine? He Pybmai‘MQW“
’lfhnrnau, Herr—>10" 930 Church st.,-——Te&e€rrer his“ Af~-,~W~'*~““'* ,5-
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Van Tyne, 0, H1, 1105 E° University av.,—~-Pn)f. History
I>Tiggers, Carl J.,Univ. of Mich. ———Instructor
Wilgus, H. L., 1547 Fashtenawtevl,-L—Profi"Lew
)»Wi11ard, Frederick W., Univ. of Rich ——-i’isst° in Organic Chemistry
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fflurster, Oscar H., 214 ' . Washington st'.,- —Instructor in Chemistry
Zimmerschied, K. 9., 522 fionroe st;,——-lnstructor in Chénistry
Ziwet, Alexander, 644 S. lngells st.,——sProf. hethematics
Rood, John B., 1015 Church st.,—n—Prof. Law and LaWPritimg ;
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Allured, Carl B.,-1308 Geddes av.,—-—Elec. Eng
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ll.‘ Benzin, Lina u., 415—4th av., 5., ———Teacher
y< Bohn, ’illiam 3., 634 S. 12th.st.,——-Teacher


, V F. ~231 East Huron st.,———Doctor
Chalds, Leroy H.,H.D., 42 Maynard st.,


Coffin, Laroy‘H,, 123 H. Thayer st,,— —Teacher
Cunning, Ias. 9., H; D., ———Pastuer lnstitutet
.Davis, 6. A., Hass,308 S. Division st.,
Finton, Caroline, 202 St'Division st.,
Forsythe, 5. B., 924 Forest av.,—~—Teacher
v Haéle, Haude Thelma, @110 Oakland avt,—-—TeaCher English
{Herbst., H.H., ——-LaWyer
‘>< Hoff, n. 5., 603 s. State st., —-—Dentist \
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Hooker, Susanne H., 20 S. inayer st., ~——TeaCher
HopKins, Tonn625 Church st.,———Teacher
Howell, Sarah=A., Hrs., 345 SI Division st.,'
- Hughes, Annie 13., ¥——Teach'er _ \
Haller, Gus. J.,- —Hea1 Hstate'
Hurd, Charles
>( Kenyon, Herbert Alden, 129 E. University av., — -Teacher
Kirchhofer, Julia, 426 Hamilton p1., ——-Teacher
HacHullen, Harlen,_H..D., Homeopathic Hospital
F“ +1- ‘77 J 1‘ ' '
LcClure, inyrza, 517 E Washington stt,——Teacher







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Harsh, Hrs. Kyrtle, 210 Glen av.,———Dressmaker
Header, Alice L., 724 East Univ rsity av.T
ll Header, Hary Helen, 724 East University av.,
Header, Hrs. Virginia F., 724 East University av.
Moran, H. A., 711 N. University av.,———Teacher
‘Northam, Edward, 209 S. Ingalls st.,
OYStein, o., P. 0. non 146, ———Salesman
Pearson, Dr. Henry J., 516 Detroit st.,
Filbeam, Hahel J., 311 Thompson st., —~—Bookheeper
Porter, Alice, 506 East Ann st.,#——Teacher




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Schmid, Alma B., 428 S. Main st.,— #Teacher


Solis, Jeanne 0.,H. D., 403 Liberty st., East
Springer, D_U., 857 Tappan st., -——Teacher


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Thompson, Mary L., Hrs., 602 East Catherine st.,———Teacher
Trost, Theodore H., 553 S. 1st st.,—-—Teacher
'Ualdron, Frederick B., M.D., 715 Church st.,
Ill“ Nest, Jeannette 5., 511 Lawrence st.,—~rTeacher
‘ ‘ IUright;-His Lulu, 490 West Liberty st., ~7+Stenografer
Hood, Hrs., A.B.
Woodard, Gertrude Elstner, ———Law Librarian Univ. of Rich.
Finney, B. A., 849 Tappan st., Reference Librarian Univ. of Mich°
)(\Leverett, Frank, 312 N. Thayer st., U.S.Geological Survey
_Prettymen, Horace e., 1005 N. University av., ——~Postmaster




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'Soha berli, J. M., 502 Second st., A———Astronomer
Thonas, Helen M., 411 Hamilton pl.,——-Cataloger in Library
Burt, Cnas. S. 724 E. Universit_ av.,-—Mining Engineer
Students in Ann Ar or
Agnew, J. Howard, 819 S. State st.,
Amos,*R. E., 1015 Eaet Enron at;
Avery, James, 707 Church stz,
Baker, Harry F., 1010 Konroe st.
Barrett, A. P., 308 Packard st.,
Chamberlin, N. T., 411 E. University av.
@hmroh, F.M., 901 Packard st.
Clark, George a., 1239 reentenew av.
Dickie, Ralph E., 514 Forest av.
Diehl, Harry, 715 s. 12th st.,
Dilla, His Princese,_227 S. Thayer st.,
rger, Paul 5., 508 Benjamin st.
Evert, Barbara, 604 E. Jefferson st.
Gaston, A, D., 733 State st,y ’
Guise, L. Curtis, McMillan He11 "
Hammel, Harry H,,524-E1m st,-
Harris, B.B., 616 E. Huron av°
Hess, Robert 1., 50? E. Liberty av.
Jenks, Yilliam 3., 512 S,-State st.
King, Tf Geog, 798 S. 12th st.
Lamb,\Louis P., 619 E. University av.
no Gee, H. e., 514 Thompson st.
Radison, Glenn, 204 N. lngalls
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Peters, Vine'Burgess, 1206 washtenaw st.
Phillips, E. Ashley, 1113 Packard st.
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Rott, a ward, 1000 Hill st.
Schdotthauer, Julius, 1168 East Ann st.
Sonryver, Anna 1., 1112 Fashtenaw st.
Shannon, F, L., 326 Thompson st.
Snappirio, Solomon, 215 East_Liberty st.
Snears, Russell, 325-East Jefferson st.
Sheppard, James G.,_17 Cutting Flat
'Stebbins, Stowell 0,, Psi Upsilon House
Taylor, D. W., 1003 East Huron st°
Taylor, Gilbert H.,.321 N. Thayer st.
Thomas, F, J., 426 DiviSion st.
Unger, 0, M,, 21 East University ay.
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~ LIST 01 3101135 IN ANN 13303 ’
001. 10, 1913
(175 Names)



















SIMPLIFIED 313.311.1110 13011211
SIGNERS 11111011113011, 111011. e ‘ - I' mnvnesm '
Bailey, Benjamin~F.,———Instructor'
Bartlett, George M., 1321 Wilmot st.,--—Instructor in Geometry
.Bates, Henry M.,-——Prof. Law
Bird, James P.,~725—1fth st., —~-1nstructor in Romance Languages
Bradshaw, John W., 1234 Prospect st., —-—Asst. Prof. Mathematics
Bragg, E. M., — —Instructor I
Breakey, WiIliam 4 3 Fast Huron st.,-~—'Prof. Dermatology
Brewster, James H., Law B1dg3,——-Prof. Law
Camp, 0. 0., Prof.
Canfield, Arthur 0., -—-Prof. of Romance
Cole, Henry N., 702 Forest av., ———1nstructor
Cone, L. H., JHemical LabOratory——-Teacher
Cousins, Clarence E., 923 Forest av.,———1ns ructor
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Dachnowski, Alfred, 643 So. Thayer st.,-—<Assistant
'PZ¥§§:1§3I; 90?“: gift-~11550Qi Jerri”
de Bordes, A. Beniat, 1127 Church st.,-—-Ass't Erfo. French
Diekhoff, Tobias, 1030 Oakland av., —-—Asst Prof. German'
Dock George, Dr., 1014 Cornwall p1.,——-Teacher 01 Medicine
D'Ooge, Bartin L., 1523 Washtenaw av., ———Prof. Greek
Drake, Joseph H., 5?? Prof. Latin and Roman Law
Fggert, Car1 Ph. 11., 930 Church st., -—Instructor oermro
ascott, Edward B., 716 Monroe st., —-—1nstructor Hath.







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Fairlie, John A., 730 S. Thayer st.,-——Teacher
Field _Peter, 93? Greenwood av.,—~-Instructor Mathematics
Ford, W. B., 617 Forest af.,-——Instructor
~Foster, Dean 3., 223 S. Ingnlls st.,—-~1nstructor
Gomberg, h., ———Prof.-in Chemistry .» ~'
Haney,-Lewis 3., ———Prof. Economdcs 7
Hauhart, William F., 1118 S. University av.,p—-—Instructor in German
Henderson, 3. D,, —*-lnstrnctor in Fysics ’
Herdman, William J., ’28 East Huron st., ---Prof. in Diseases of Mind
Highie, H. Harold, e03 e. State st., - -lnstructor
Hollander, Lee M.,Dr., 604-Forest av.,—~- instrudtor in German
Jocelyn,-Louis P., 545 S. Division st., Te———Teacher Mathematics
‘Karpniski, L, 0., 735 3. 121a st., -”—1nstructor
Kauffman, C. H., ———Prof. in Botany
riine, George n., 115'1. Thayer st}, ---nye1e1nn.
Kraus, Edward H., 548 Thompson st.,~~—Asst. Prof._
Langdey, John W.,—e——Prof. of Engineering '
Levi, n., 93o Olivia av., ———Prof. of French and Italian
Lichfly, D. M., 922 Olivia av.,r~—Prof. Chemistry
Lloyd, Alfred H., 1735 Washtenaw av.,P~-Teacher
hanwaring'dilfred 3., 516 01111 st.,-~-Associate Prof.
nerie, n. 0., 535 East Liberty st.,—--Director o1 Fysical Education
.-nerene11,_11111nn J.,907 n. University ev.,-~-Pro1.
header, C. L., 724 East University av.,—-—Prof. Latin
Hanger, Frederick J., jr., 734 University av.,-11nstructor
Miggett, William L., Univ. of Hich., +~—Engineering Shops
Merrill, Clarence B., 1827 Hill st.,—-Instructor of Retoric
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‘ Newcombe, F. 0., 9 Geddes Heights, -——Prof. Botany
Newcomer, Charles B., 1335 Geddee av.,———1nstructor
Parker, R. 0., 957 Greenwood ev., ———lnstructor
Pinner, Seymour 0., 724 S. Iflgalls st.,———1nstructor
Randall, Harrison H., 1208 Freepect st.,-—-1nstructor Fysics
Rebec, George, 1003 Packard st.,—-—Prof. '_
.Reighard, Jacob,m1503 Israel Hall av.,———Prof. ioology
RotHtTFilibert, 730 s. State st.,—~—Prcf. Forestry,
Roth, George 5/, 209 N. Ingrlls st.,———Doctor of Eeflicine
Running, Theo. 1108 Prospect st.,———Teacher
Ruthven, Alexander.7~<University Museum, Curator
Sage, FrankxL., eoe East mooieon st.,——-Prof. of Law
Schlottenback, J. 0., -e—Teacher
Schmfitz, John, 1714 Sells st.,— ~1netructor Surveying'
Scott, F. N., Univ. of Hich.~——Prof. Retoric
Smith, Bertran, e.; F09 e.‘1ngalis st.,—~-Aset Zoology
wSmith, Dean T., 712 East Tashington st., ———Prof. Surgery
Stevene,~A.B., 536 ThomPson st., v--——'Prof. Farmecy
Suneerland, Edson E., 1029 Vaughn st.,—~—Prof. Lew
Tarbox, Carl 0., -—-1nstructor Retoric
‘Thieme, Hugo P., 1209 East University ev., Asst. in French
Thompson, Chrystal, 529 East Jefterson st.,
Thurman, Herrv 0., 930 Church st.,——~Teacher
'Ven Tyne, C, H., 1105 E. University av.,—N-Prof. History
vi,gors, Carl J.,Univ. of Mich. -——1nctructor
Wilgus, H. L., 1547 Waehtenaw av.,-——Prof. Lew,
~~.--'-~ -
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Willard, Frederick W., Univ. 0 Mich --—Asst. in Organic Chemistry
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Worrell; W. H., Ph. D., 1213 Willard st.,——Instructor in Philology
Worthing, A, c.,_1302 Packard st., —\—-Teacher
Wurster, Oscar H., 214 . Washington st.,— ~1nstructor in Chemistry
Zimmerschied, K. 3., 5.2 Monroe st.,-r—Instructor in Chenistry
Ziwet, Alexander, 644 S. Ingelle st.,—~—Prof. Mathematics
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OTHER SIGNERS


illured, Carl 3., 1308 Geddes av.,———Elec. Eng




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,Z- Baird, Chas., 4o4 31 State st.,———¢raduate Director
Déti§¥xh¥§¥$¥xh¥¥X383X$XX$Zfi$s18EXSXK¥
Benzin, Lina W., 415—4th av., 8., —-~Teacher




Bohn, illiam 3., 634 S. 12th st.,—~—Teacher
Breakey, Ias. F., 231 East Huron st.,-—~Doctor
'Camp, 0. D., 300 s. State st., »__Fyoioian-‘fgwf.
cholee, Leroy W.,M.D., 420,noyoora st., /
Coffin, Leroy M., 23 N. Thayer st.,? ~Tescher


Cunning, Jas. G., H. D., ———Pastner Inst tute
Davis, 6. 1., Mass,303 S. Division st.


Finton, Caroline, 202 S. Division st.
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Forsythe, . E., 924 Forest av.,———T¢aeher
Eagle, Mauue Thelma, $110 Oakland at.,———Teacher English


Herbst., H.H., — ~Lawyer
Hoff, N. 3., 603 3. State st., —'—Dentist
Hooker, Susanne E., 20‘ S. Thayer st., ———Teacher 7 ' .
Hopkins, Tohn625 Church st.,-7%Teacher _ ‘ _ -
Howell, Farah 1., hrs., 345 s; Division st.;
Hughes, innie P., ———Teacher I
'Haller, Gus. J.,- 4Real Estate
Hurd, Charles
Kenyon, Herbert Alden, 1?9 E. University av., — aleacher
Kirohhofer, Julie, 436 Hamilton p1., -~-Teacher
Machullen, Harlen, M. D., Homeopathic Hospital
McClure, Thyrza, 517 E Tashington st.,—~Teacher
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5: .‘WO I .T s an 1’7 a _ \ ‘ .,‘\
» hollory, herhert 8., 1300 "ashlngton RV-,--Prof..3ng1ish Literature '1
header, Hrs. Virginia F., 734 East University.av,


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harsh, hrs. hyrtle, 210 Glen av.,———Dressmaker 5%
header, Alice L., 724 East Univ rsity av,; 1%
v "' ~ 5 k I <3 . I n header, hary Helen, 7h East University av., t
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heran,l3. A., 711 N. University av.,———Teacher
Northam, Edward, 209 s. lngalls st., - . l y
o's’toin, c., P. 0. Box 146,-“;seiosmon ' "
-Pearson, Dr. Henry J., 516 Detroit st.,
I” Pilbeam, Mabel J., 311 Thompson stl, ——-Bookkeepvr
Porter, Alice, 508 East Ann st.,-~—Teacher I
Reed, John R., 1014 Church st.,——-—Teachor Law
S'chmid, Alma 11., 428 s. rein st.,— —‘l"eacher
Sells, Jeanne D., 403 Liberty st., East
Springer, D.W., 857 TapPan st., —--Teacher
Stevens, A.B., Chemist and Farmacist
Sturgis,hartha T., 1007 Forest av., ——-Teacher

Thompson, Mary L., Mrs., 602 East Catherine st.,———Teacher
Trost, Theodore H., 553 S. 1st st.,———Teacher
Waldron, Frederick R., M.D., 715 Church st., 7 _ef3
West, Jeannette 5., 511 Lawrence 9t-,"-Teacher


Wright, his Lulu, 4-0 West Liberty st., ——~Stenografer
'Wood, hrs., 1.3.
Woodard, Certrude Elstner, —-—Law Librarian Univ. of Hich.
Finney, B. A., 849 Tappan stl, Reference Librarian Univ. of Mich.
Leverett, Frank, 312 N. Thayer st., U.S.Ceologica1 Survey


Prettyman, {orace 0., 1005 N. University sv., -—-Postmaster


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Scharberli J. M. 502 Second st. A———Astronomer
, , ’
Thomas, Helen H., 411 Hamilton p1.,-——Cataloger in Library
Burt, Chas. S. 724 E. Universit av.,——Eining Engineer
Studen$s_in Ann Ar or
Agnew, J. Howard, 819 S. State st., ' '
Amos, R. E., 1015 East Huron st.
Avery, James; 707 Church st.,
Baker, Harry D., 1010 Monroe st.
Barrett, A. P., 300 Packard st., .
Chamberlin, N. T., 411 E. University av.
Church, F.M., 901 Packard st.
Clark,.George a., 1230 Washtenaw av.
Dickie, Ralph E., 514 Forest av.
Diehl, Harry, 715 S. 2th st.,
lDilla, his Princess, 227 S. Thayer st .
Eger, Paul G., 508 Benjamin st.
Evert, Barbara, 604 E. Jefferson st.
Gaston, A. D., 733 State st.
Guise, L. Curtis, Nchillan Hall
Hanmel, Harry 5,,524 Hlm st.
Harris, R.B., 616 E.'Huron av.
Hess, Robert 1., 607 E. Liberty av.
Jenks, William 8., 512 S. State st.
King, T. Ceo., 798 S. 12th st.
Lamb, Louis_P., 619 E. University av.
Ho Gee, H. 6., 514 ThompSon st.
hadison, Glenn, 204 N. Ingalls ‘ ;
Hoior, William H., 603 Hooioon East 7 . 2'
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Orr Mildred 203 S. Thaver st.
’ ’ o} 1
Peters, Vine Burgess, 1206 Washtenaw st.
Phillius E. Ashle , 1113 Packard st.
1. 8 .
M 1;? a an ‘3» 00182093141 mrtfimgx
Rott, Edward, 1000 Hill st.
'Schdotthauer, Julius, lloe Last Ann st.
Echryver, Anna 1., 111? Washtenaw at.
Shannon, F. L., 326 Thompson st.
Shappirio, Solomon, 215 East Liberty st.
Shears, Qussell, 825 East Jefferson st.
She .ard, Jamesf0., 17 Cutting Flat
Stelbidglvé%%%211\0.f4ég§hlpsgfigngbuse
Taylor, D. 01, 1008 East Huron st.
Taylor, Gilbert H., 321 H. Thayer st.
Thomas, 8. J., 426 Division st.
Unger, 0.‘M., 42 East University ay.

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Signers
1 N N n H B 0 s. (ihf)


Bailey, Benj. F., Instructor. _‘;,i
Ann Arbor, Mich. "sfafnjfi


- Bartlett, Geo. if. Instr. Geometry.
_ 1321 Nilmot st.,
Bates, Henry 0,, Prof. Law.
Univ. 0f Mich.
Bean, Bobert Bennett, Instr. Anatomy.
612 S. State st.,



Bird James P. Instr. Romance Languages ,_
vée 12th st., , _ ‘-~ 5
Bradshaw, John N. Instr.
530 Hill st.,
Bravg, B. N. Instr.
-niv. hich.
Breakey William F. Prof.
402 Last Huron st.,
Brewster Tas. 8. Prof. Law.
Law Bldg. ,
Canfield, Arthur C._ Prof. of Romance.
909 Fast University av.,
I 1' ; .1 - 1 ~ — /'
- 001e,, Narry N. , Ins tr. ,
102 Forest av., '
Cone L. H. Teacher?
Chemical Laboratory.


Cousins, Clarence 3., Prof .“
923 fierest av., ‘
Dachnowski, Alfred Asst intnlant Fyriology y
643 Thayer st., ' '
Dawson, Percy M. Assoc. Prof. Fysiology. , or
902 BaldWln av., . ‘%
de Bordes A. Beziat, Asst. Prof. French.
1127 Church st., ‘ .. . "
' Diekhoff, Tobias, Asst Prof. German. I it
ylll 1030 Oakland av., _'-a





















Signers
A N N A R B 0 3
Dock George Teacher medicine.
1014 Cornwell pl.,
D'00eeé Hertin L. Prof-Greek and Literature
TSLB-neshtenaw av., '
Drake Joseph H. Prof. Latin and Roman Law.
Univ. of Rich. 1
.Eggert Carl E. Fh. D. Instr. German
930 Church st.,
Escott, Edw rd 3. Instr. Math.
718 Monroe st/;
Fairlie, John A. Teacher
730 south Thayer st.,
FieldA Peter Instr. Hath.
905 Greenwood av.,
Ford B. may. ’-
6 7 Forest av_’ . .
Foster, Dean E. Instr, eng.
‘75)“! (7‘
and o. Ingells st.,
fiomberg; M. _ Prof. Chemistry
841 n. University ev.,
Haney Lewis H. Frof. Economics.
Ann Arbor.
Hauhart, William F. Instr. German
ll18 S. University ev.,
Henderson U. D. Instr. Fysics
Ann. nrhor
Herdman William J. Prof.
328 n. Huron st.,
Hessler, L. Burtron Asst.In Rhetoric
5 5 East University av.,
Highie, H. Harold Instr.
802 S. State st.,
Hoglender, Lee M.,Dr. Instr. German énd Scandinavian
604 Forest av.,












Jocelyn, Louis P.


Signers
A N N' A B B 0 B
. _ l 545 So. DlVlSlon st.,
iarpinski, L. C. Instr. in Hath.
735 S. 12th st.,
Kauffman, C. H.
208 S. 13 st.,
Kline Allen M,
621 Forest av.,
Kline-
41a
Instr. Botany
Teacher
George M.‘ Physicien'
N. Thayer st..
Edward H. Asst Prof. Hinerology
Kraus,
Thompson_st.,
54s
Lanfiley, John W.
‘ a037 Geddes av.,
Prof. Metallurgist and Chemical
Levié M. Prof. French and Italian
9a8 Olivia av.,
Licht , D. M. Instr. chemist_
2%,01ivia av., ry
Lloyd Alfred H.
735 Uashtenaw av.,
Hanwarin . Uilfred H. Assoc. Prof. Pathology
51b C ifi st.,
Maris B. C. Dir. Fysical Education
625 East Liberty st.;
Marsh Frank B. Asst. History
1112 ashtenaw av.,
Marshall, William J. Teacher
90? N. University av.,
Header, C. L. Prof. Latin
734 E. University av.,
Menggr, Frederick J. Jr.
7 _ _ German
4 East University av.,
Instr.
N‘iggfii‘i'fvfgttltglé‘hL'"
I str. Snot. Ens.
. lbIlg gfiop ‘ 0
Eng.









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Signers
A N N A R B 0 B
Merrill, Clarence B. Instr. Rhetoric
1827 Hill st.,
Newcombe, Frederick C. Prof. Botany
1021 E UniverS1ty av.,
Newcomer, Charles B. Instr.
1335 Geddes av.,
Parker, R. D. Instr
957 Greenwood st.,
Pinner, Se mour N. Instr.
‘ 734 8. ngalls st.,
Randall Harrison N. Instr. Fysics
120C Prospect st.,
Bebec Geor e Prof
1003 Fackar st.,
Bei hard Jacob Prof Zoology
502 Israel Hall av.,
Both, Filibert Prof. Forestry
730 3. state st.,
Both George B., Dr. Med.
aoé N. Ingalls st.,
Running Theodore Instr Math.
11 B Prospect st.,
Buthven, Alexander, G., Curator
Univ. Museum
Sage Frank L. Prof. Law
608 E. Madison st.,
Schlotterback, J._0. Teacher.
ann arbor, Nich
Schmutz, John Instr, Surveying
1714 Wells st.,
Scott, F. N. Prof. Rhetoric
Univ. Mich -
Smith, Bertram a. Asst Geology'
209 S. Ingalls st.,














Signers
I
ANN ARBOR
Smith Dean T. Prof Surgery
viz East Washington st.,
Stevens, A. B. Prof. Farmacy
536 ihompson st.,
Sunderland, Edson 3., Prof. Law
1029 Vaughn st.,
Tarbox, Carl C. Instr. Hhetoric
Ann Arbor, Mich
Thieme Hugo P' Asst Prof French
l?0§ H. niversity av., '
Thompso%,'6rystal Asst. Prof
5:0 * Jeffersonrst.,
Thurman Harry 0. Teacher
930 Church st.,
Van Tyne C. H. Frof. Amer. Hist.
1105 n UniverSity av.,
. Wig ers, Carl J. -Instr. Fysiology
I University Hich
Hil§us H. L. Porf Law
547 Hashtenaw av.,
Hillard2,Frederick H. Asst Organic Chemistry
Univ. 0 Mich. ,
Horrell,_W. H. Instr. Filology
1213 Willard st.,
Worthin a. G. Teacher
130a Packard st.,
Hurster, OscarH. Instr. Chemistry
214 W. Washington st.m
Zimmerschied, H. U. Instr. Chemistry
522 Monroe st.,
Zivet, Alexander Prof Math
,644 H. Ingalls st.,









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A. s. WHITNEY
c. 0. runs
c. s. BERRY ‘ ‘
F. s. BREED
a. L. JACKSON
Town
Adrian
Albion
Algcnac
Allegan
Alma
5.1136218.
Ann Arbor
Atlantic Mine
Baaaxe
Baraga
Battle Creek
Bay City
Balding
Benton Harbor
Bessemer
.Big Rapids
Birmingham
Beans City
Buchanan
Cadillac
Gaiumet
Gare
Cass City
Champion
Charlevoix
Charlotte
Chassell
Chebeygan
Chelsea
Clare ‘
Celewater
‘ Corunna
, croswell
1 crystal Falls
Detroit
Dollar Bay
Dowagiae
Duranfi
East Jordan
East aka
East awas
Eaten Rapids
Elk Rapids
Nninrraitg nf fillirhigan
DEPARTMENT OF EDUCATION
Superintendent
Chas. W. Kickens
H. J. HeKone
G. 0. Doztader
H. w. McIntosh
F. E. Ellsworth
Le Grams Nerell
H. M. Slaueon‘
(See Painesdale)
Po 1‘. 53323761.
s. 0. Clinton
N. G. Goburn
S. R. Ferguson
Frank 6. Janus
Hilliam B. Wright
0. R. Cobb
D. Harrington
Rhoda m. Starr
In A:
Bl
G. a. ECGee
Edward J. Hall
F. E. Sehall
J. E. Kennedy
F. S. Menieal
I. m. DeVoe
C. H. Garrick
Frank H. Mitchell
W. L. Barr
F. Hendry
0. L. Poulson
Charles A. R. Stone
George F. Manning
W. D. Hill
C. E. Chadsey
Thomas B. Davis
P. P. McCormick
W. S. Geufiy'
G. E. Garriard
V. Sawyer
S. 0. Mitchell
K. T. Blofigett
APPOINTMENT COMMITTEE
C. O. DAVIS. VICE CHAIRMAN
ALLURA L. RUDD. SECRETARY
EVELYN HARDINGHAUS. CLERK
Teachers
58
59
10
25
25
56
92
14
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150
225
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47
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A. s. WHITNEY APPOINTMENT COMMITTEE


- Egg-32:5 DEPARTMENT OF _ EDUCATION 6 0 ms @own Superintandent 96a chore
zaeaanaba 3.1511115 '78
Fen’con B. E. Cody 17
glint A. E. Cody 152
Frankfort R. H¢ Spraguo 17
Eramont Arthur R. Shigley 1?
Gaylord 3. Gb Warne 13
Gladstone E. J. Wilma-n 25
Grand Ewen J. {3. Hoekja 55
Grand Lea ga Jonas Sawd on 18
Grand Ramaa ‘é'f. A. Qroenon M?
Granaville 11. 3?". Glue 10
firaylng A. A. Ellsworth 14
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Hamtramak .13. G». Van Davenmr 16
Hanoeak H. I). See 45
Barbnr .Baaoh I. 1“. King 13
Harbor iipringa J. Manson 15
Hart Pram: A. Jensen 18
Eaattngs W. E. Conklin 36
Hi wand Park '2. J. Knapp 59
31 .lsclala J. Gier 5’?
150118.216. '53. 13. Fall (30
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E‘Emll A. 3‘. fiohulw 19
Imflsan Charles L. {1001' 19
24mm 33. L. Porsytho 36
Iron Ii-kmntain L. E. fmiaon '76
Iran Rivmr J. F. Gavanaugh 40
I-rnnwwii J. V. Brennan 88
Ishpaming E. E. ficribner 8'?
Ithaca. J. D. fine 18
JQOZZGOZI O. E. Efiamh 1130
Kalamazoo S. O. Hartmll 220
Hallmska Claude V. Courtar 14
Lake Igindan H. C . Iiarvin 29
IL’Anse 1?“. A. fiellenoamp 18
Imaging 33. 1’. Cuminga
Lamar U. S. Wilson 23
Lowell A. E‘- Fmzee 10
Luaington Frank :3. 1311a: 29
Efvanealona J. (1.800% 16
Eizmchaater C. 1'. kiocallxzm 11
imniatee S. 3?. Baker 75
fianietique George P. Edmonds

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A. S. WHITNEY
C. O. DAVIS
C. S. BERRY
F. S. BREED
G. L. JACKSON
Town
marine City
Marquatte
Marshall
Hason
Mbnominaa
fiifiland
Monroe
3%. Clemens
fifi. Pleasant
Ennising
Huskegen
Huekegon Heights
Eatienal Mine
Hagaunae
Eewharry
Files
Horthville
fiorway
Unaway
Ontonagon
Osceola
Qtsego
Owasso
yainasdale
Paw Paw
Pellstan
Yentwater
Petoakey
Plainwall
Plymouth
Pontiac
Port Huron
Yortlanfi
Reefi City
Republic
River Rouge
Roeklanfi
Romeo
gaginaw (East)
Saginaw (West)
Sault Eta Mario
south Grand Rapifis
3outh Haven
St. Charles
lininrmitg nf filirhigan
DEPARTMENT OF EDUCATION
Superintendent
R. Easeltan
G. w..Gehran&
53. A: @. D. Riggs
John M. Davis
Claude 3. Swift
Robert C. Smith
Arthur S. Huason
1%.. LE. 'z’z'a‘lSWOI‘th
John W. Taylor
Josenh Y. Frost
L. E. Walker
Oliver 0. Fullar
Orr Schurtz
H. H. Fuller
XII. B. F. W. Wheaten
Go Go T. E. Johnson
a. F. Benson
Alfred Bisholls
L. w. Fast
H. W. Longman
Fred A. Jaffers
A. H. Habertson
HQ 8. Dixon
In C. Young
5. C. Hartwell
A. M. flutten
w. H. Isbell
Q. L. Jenner
F. W. Lewis
Mr. Gourly
Joseph T. Horthon
T. W. Clemo
A. McDonald
Albert A‘len
James A. Kama I
E. ’30 WaI‘I‘ineI‘
Phillip Huber
‘J. H. Walsh
George 3. Downs
F.‘ §Im§%%§%¥3
APPOINTMENT COMMITTEE
C. O. DAVIS. VICE CHAIRMAN
ALLURA L. RUDD, SECRETARY
EVELYN HARDINGHAUS. CLERK
Teachers
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50
16
75
22
51
40
20
23
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15
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Wakefield
West Branch
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DEPARTMENT OF EDUCATION
Superintendent
Philip H. Keen
A. B. Cross
F. P. Budk
E. P. Clarke
C. D. Dawson
Carl E. Ferner
H. 3. Read
3. A. Wiggers
Leon L. IYIer
13m. lain
P- H. Smith
J. H. Reo&
Georga 3. Crawford
I. O. Daley;
J. B. Arbauch
A. H. Washbuxn
APPOINTMENT COMMITTEE
C. O. DAVIS. VICE CHAIRMAN
ALLURA L. RUDD. SECRETARY
EVELYN HARDINGHAUS. CLERK
Teacher
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