A = ^^ 1— Al -^_ c ; = = ^ m — - X' u = 3 = — - c. h — ^.. J> ? ^ ^^ :^ -.^_ Hj ^ ■' ^ 9 = — - — ^^s ^^^ -< 1 THE LIBRARY OF THE UNIVERSITY OF CALIFORNIA LOS ANGELES LAWY£K t:^ALLAS, TEXAS % 0. gAK£K LAWYER OALIAS. TEXAS 1 i i > Hi 1 > t I -l It. « * r ^ * * » * r t Pi ^ 00 I— »9 on z 448521 'SK^ pa past post pet pat tap pan step spas pep spec spoc *S-^^^>^ ^ m^® '^'^ %^ au aa sa saa sau so soo ne na naa nau no noo ^-' -B m m ^ m #) ^ ^^- the tha tho them that then this thi M J4".J7" "^JS ^ rS S^ £ mm se me sit up sit on thi mat put on this cap sit on thi step tac up thi mat met me at noon mac thi top spin sam must not sta tTjrrr ^ ^ 3^ 51*5 sam can et a nut set me on thi step tac that cac tu sam tom tuc a pes tu et put nuts in thi pan thi cat tuc thi met nan-si sau us scat min-i sau me scip W^^^'^W^Z '^-^©z " 4/ ' ^^^?K^^s^^"'^^?'^s^w^"^™^^"^^'^''"''fi??* '^mm^m^M^:mi torn can spin thi top pus ma et sum met too cats on thi mat tac sum nuts tu sam put sum met tu cue maa ma set thi te thi cat tuc thi met tac too nuts tu sam tha sau thi sun set ^^^^Mim^^^^^^^^' 1 Ol ow u mi toi now nu mit coi cow pu nis coinsow^ cut smit |Ii\ /town su ti m uiji now n s ut pin X wmfowt mut spi'^Mt^powt tun s pi t \m3i s to wt s t u tni 11^: scowt pus thin cownt scu I <^M w >% m |^£j2^3^3Ett^^fflfii^^ifi2^^2iS^^Si^ we wa wac wen wet west wauc win win swin sw^im y y^ ya yon yet yot yes yam yoc yaun hu h he hat haa hauc horn hoo hi hoist how^ hw^ot hw^en r i. pet bet pop bob pep bub put buc pop bon spec bee spot bat spat best past bast tan dan tarn dam tern set set bet net dem se bed ne _ stop stud '/J ill*' mi fT Eiil 448521 m iift« LiXft; T!*«# V« :^k f ."Ji»L a 1 an van | at vat in vin 1 m _ I vim sa] [ sav t siv sif cu I GOV sti if stov ft sta a stav mi 11 moov ii^mm ^m^ w^^^^^^^ MM mkm m^' MtJi ttiJt. thin then thaut tho them them sun zon nest zest pes pez tost toz nots noz bets bez mats maz sacs sagz bacsbacrz > ash > cas _ lOO VVlSi bus. sham fish ship dash shun pus vizh-on o-ca-zhon ■0- mmmmmmm^mm 5^fl- aa azin aamz au // OO // faul OO thin roozh sing for lit-1 chics aul wauc-ing in a ro iz not that aprit-i wa for lit-1 chics tu go? fiv lit-1 duc-lingz aul wob ling in a ro iz not that a fun-i wa for lit-1 dues tu go 9 thi cat can jump az 111 az thi pump thi dog" can jump cwit 6-vur thi pump wun thing at a tim and that dun v^e\ iz a ver-i gud rool az men-i can tel -^h- •-• :c, o t;^ •' •i» K" •;* •A #A mi lit-1 gurl with brush and pan haz mad thi hows luc spic and span and hvs^en tw^oz clen and aul woz throo she luct a-bowt for mor tu doo V 0U i^ #v^l^ vv 66 M 1) 68 1 lie lit-1 pus-i hur cot iz so worm and if i ddnt h urt hu she ^ vvil doo me no ha] so i- 1 not pi il h ur tal nor driv hur a-wa but pus 1 an< ver-i jent-li wil pla she shal sit bi mi sid an d i-1 giv ur sum food and she-1 luv me be-cauz 1 am J nt-1 an< i-1 pat lit-1 pus-i and then she wil pur and thus sho hur thangcsl for mi cind-nes tu hur O ® O © ® O O wurc hwil u wurc pla hwil u pla this iz thi wa tu be hap-i and ga aul that u doo doo with ur mit thingz dun bi haavz ar nev-ur dun rit wun thing at a tim and that dun wel iz a ver-i gud rool az men-i can tel mo ments ar us-les trif-ld a-wa so w^urc hwil u wui and pla hwil u pla W thiYi-5-let down in a gren and shad-i bed a modest violet groo its stauc woz bent it hung its bed az if tu bid from vu and yet it woz a luv-li flow-ur its cul-or brit and far it mit bav grast a roz-i bow-ur in-sted ov biding tbar and yet it woz con-tent tu bloom in mod- est tints a-rad and tliar di-fuzd its swet purfum w^itb-in its si-lent sbad tben let me tu tbi val-i go tbis prit-i flow-ur tu se tbat i ma aul-so lurn tu gro in swet bu-mil-i-ti M4 :t^ s sSSS mmmm 1 tttt nnnnn ppppp e eee6 6 OOOO V Jlim. A Far-mur Boi. A lit-1 far-mur boi \ am, tu la-bur hard \ ffnd i can, az much az if \ wur a man. ^'"^y — Ml wurc tu me iz fun and pla, o! I'm so hap-i ev-ri da, hwen tu mi wurc I'm on ml wa. ^^^4^^^h^ — Az tu mt wurc I go a-long, i doo not stop tu doo wun rong, but b5ld-li sing mi morn-ing son^ \(. At ev-ning \ can troo-li sa, that !'v bin us-ful aul thi da, and hav not thr5n mT tim awa. 1 no I fel much bet-ur then, yes, bet-ur far than ten timz ten az men-j id-1 jent-1-men. I hav a bet-ur ap-e-tit, 1 slep much bet-ur ev-ri nit, and in thi morn-ing fel so brit. And now mi child PI tel mi plan I'l aul-waz wurc, for nev-ur can I be an Id-1 jent-1-man. ^ '7-, y, I, or trilled r. The aspirate, (//) slightly vocalized, becomes a Sigh; fully vocalized it is a Clroan, and in a higher pitch of tone it becomes a Scream or a Shriek. The aspirate (//) slightly vocalized, in the »i or n position, becomes a Moan, through a vowel position, such as a, (fate) or o, (owe) it becomes a IVail. CONSONANTS. While the Vowels are taiobstructed sounds, the distinctive quality being due to the more or less open position of the vocal organs, the Con- sonants of the language are produced by an explosive breathing through a more or less obstructed passage, due mainly to the position of the tongue. The sounds thus produced may he defined as Noises, consisting of hisses, buzzes, puffs, sniffs, trills, and lingual, dental, and gutteral explosions, either as audible breath, (i. e. whispered) or voiced, that is, with a vibra- tion of the vocal chords. These are thoroughly unmusical sounds when uttered as elements, but when preceded or followed by unobstructed and comparatively musical vo7vels, they make up our wondrously complex, sonorous, and expressive language. The Consonants of English speech are naturally arranged and class- ified as follows : EXPLODENTS. as in pip " " bib " " tight " " died ch as in church J (( ( ( judge c C( t( cake g ii ( t gag \ "No philological scholar of eminence: in England or America can be named; [who is not an out and out advocate of; ?the simplification of our spelling.V<'5'(7/7,'|' CONTINUANTS. f as in fife V " " valve th " " thigh th " " thy s " " sops z " " zones sh ( ( ( i sure vision 1 as in lull LIQUIDS. NASALS. r as HI roar m, as in mame n, as in nine ng, as in sing For convenience of naming these elements, a vowel-sound is usually employed, preceding or following the consonantal element, as pe, be, ef, rr, ess, ze, jay, kay, etc., but as the vowel is no part of the consonant, that alone should reach the child's ear and be associated with the sign used for its representation. Good reading and speaking are not to be attained without the distinct and precise utterance of these explosive elements, first by the teacher, then by the pupil. As there are no separate letters in the present alphabet to represent ch, as in cheer ; th, as in thigh ; th, as in thy ; sh, as in sure ; or zh, as in vision, or the final ng, as in sing, the customary digraphs may still be employed. The typic inconsistency of representing elementary sounds by double letters must be explained to the child by saying that there are, at present, no single letters to represent them (!). Doubtless a more philosophic representation of the language would be obtained by providing a separate letter for each elementary sound ; but numberless experiments during the past century have shown that the seventeen typic additions that would have to be made to the alpliabet, would introduce hybrid and ugly forms, so that the eye, accustomed to the symmetrical and beautiful forms of the existing alphabet, would not accept them. A still greater barrier to an extended alphabet would be 5 the fact that printing-ofifices have only the Roman letters, and wcAild not, while there is no demand, be at the trouble and expense of obtaining new and untried forms. SOUNDS AND THEIR NAMES. It is of prime importance, that the teacher should be master of the sounds for which tlie letters stand. Usually the child is not taught the sounds the letters stand for, but is mystified by being told their historic names, which, in many cases, have no relation whatever to their actual values, as heard in words. \\ hat, for example, has the sound of the word doitble-otue to do with tiie short vowel sound heard \n put, foot, etc., or double-yew with the initial explodent-vocal in ive, 7tut experience has shown that typic and vocal difficulties are avoided by representing each of these diphthongs, at least for the present generation, by a single letter. Ow, as in oti7-, to7vn, is also variously pronounced ; its initial element being, approximately, ali-oo, or aw-oo. It is therefore advisable to allow the digraph oio, its most customary representation, to stand for this glide. Letters indicate definite sounds in quality, not quantity. We avail ourselves of this distinction to interest the child in pronouncing the ele- mentary sounds with varying and increasing degrees of intensity, as shown on page 76. This exercise should embrace all the sounds of the lan- guage, till they can be given with clearness and precision. The teacher must be careful not to permit a preceding aspirate (h) to be heard before the vo-ioeh, instead of a clear and forcible enunciation of the pure voiced sounds. An excellent exercise in modulation is to pronounce the long vowels and diphthongs with varying degrees of intensity, first with a fall- ing, then with a rising inflection, or better still with a circumflex. Vocal exercises of this kind will alone prevent the habitual monotony of tone so often, and so unpleasantly heard in American speech. 7 'From the very beginning Englisb has ever been striving to make its:] jorthography represent its pronunci atinn more or less accurately" IMVMI Among the new and important features of this presentation of a Scientific Alphabet, are -the following : It teaches the child the elementary Sounds of speech by an Alphabet in whicli there is no varying of the powers of letters, nor contradiction in their use, so that Reading and Spelling are made easy and pleasant of acquirement. It wholly avoids the difficulties, time-wasting perplexities, and, what Lord Lytton calls, the "lying" of our lawless spelling ; and tVie teacher has the satisfaction of knowing that the child, when, from the first, it is taught the Truth, that is, an unvarying representation of the sounds of language, it will instinctively and easily interpret it on all occasions. It gives no Pictures of Objects in this Child's First Reader, where the attention of the learner is now to be centered on a new kind of pic- ture — distinct and important little pictures of Sounds, which when placed together, make Words, that are the Names of real objects, having noth- ing to do with the Pictorial representation of things. It presents but a single page at each opening of the book for the eye and mind of the child. Interest and concentration are thus secured on the lesson for the day ; to this end each page of the book is made as dis- tinct, attractive, and impressive as possible. It aflords the shortest and easiest way of learning to read, so that when the child can read English, thus presented, with some degree of ease, it is able, with a little guessing, to read a page of ordinary spelling ; it is best therefore, to /legitt with the Phonetic method. Rightly understood, the teaching of reading means something more than imparting a knowledge of letters and their powers. It should in- clude drill in correct enunciation, and jjroper modulation of the voice. A suggestive hint in this direction is given on page 75. 8 f-Qth li'^^T^l. i'^*!^ ..^ .. ("■"i'^ ;-^.>^', iT;7-'V ;.-^vVn; > tm ^'^j^a^o^jv^m^ii "The adoption of the English larv^'^i^^ ' guage by natives in our colonies' "^"^ and dependencies is important and imperative." Edward Jones tj ^"Wy ,r^-v vM.r; !/Wr v1 !i'v '^k<^ fc*!^,^' ''■.•^