Guide to the Kindergarten and Intermediate Class and Moral Culture of Infancy Part 7

i is p.r.o.nounced ih as in ink, (not eye.) e " eh as in ell, (not as in be.) a " ah as in arm, (not as in may.) o " oh as in old, u " uh as in ruin, (not as in unit.)

in the case of the consonants, giving the power of the letter by making them finals, and obscuring the e as much as possible for the lip letters, eb, ef, ep, ev, while the semi-vowels m, n, l, r, require not even the obscure e to their being sounded perfectly, shutting the lips and sounding m, opening them and shutting the palate to sound n, holding the tongue still to sound l, shaking it to sound r, (el, em, en, er;) the tooth letters ed, et, ess, ezz--and the throat letters ec, ek, eq,[G] eg, and a breathing from the throat for h. Often children will come to the Kindergarten knowing the letters, in which case it is best to begin with the letters according to the organs, as is suggested in my first chapter, and when they give the old names--you can say, "No, I do not want that name but the sound."

The whole alphabet in order will then be ah, eb, ec, ed, eh, ef, eg, h (breathed), ih, ej, ek, el, em, en, oh, ep, eq, er, ess, et, uh (oo) ev, w (breathed) ex, y, just like ih, and not called wye, ez. Also the sign & for the word _and_.

In the first part of this chapter, I have detailed one method of beginning with a cla.s.s,--that of giving the sounds of the letters first, cla.s.sed according to the organs.

But my common way is to begin with whole words, which are more sure to interest a child. A limited number of words arranged in sentences, teaches them to know and write the whole alphabet. For the convenience of teachers who may not have either my "First Nursery Reading-Book," or Mrs. Mann's "Primer of Reading and Drawing" on hand, I will give here some sentences that contain the whole alphabet, which the teacher can teach by printing them on the black-board, and letting the children imitate them with pencil on the slate, or chalk on the black-board.

O puss, puss, p.u.s.s.y; O kitty, kitty, kitty; Kitty sings miu, miu; p.u.s.s.y sings mieaou; p.u.s.s.y is old, p.u.s.s.y is cold; put p.u.s.s.y into mamma's basket; mamma is singing to papa; papa is kissing mamma; p.u.s.s.y, go to kitty, go, go, go; kitty is in mamma's basket; go into mamma's garden, and pick roses, anemones, tulips, and pinks; mamma's velvet dress fits well; bells ring and cars go; cars go very quickly; hens sit; hens eggs; eggs in lark's nest; eggs in linnet's nest; larks sing tralala, tralala; fill mamma's basket full of roses, anemones, pinks, tulips, crocuses; Lizzy is dizzy, very dizzy; Helen is rosy red; Alexis sent his mamma a jar full of jelly; Barbara kisses Cora; Dora is spinning yarn; Flora is spinning yarn; Gilbert sent Henry a jar of guava jelly; Isabella is kissing Julia; Karlito sent a linnet's egg to Lilian; Margaret picks roses; Nina picks tulips in Olivia's garden; Penelope plants pinks in Ellen's garden; Rosalind sings to Quasi-modo; Susan puts eggs into mamma's basket; Tina brings roses to Vivian; w.i.l.l.y brings crocuses to mamma.

The above sentences, written over and over again, will teach all the letters; others must be added, but after certain letters are learnt, it is useful, and a pleasant variety, for the children to write columns of words, with only one letter differing; thus, old, cold, fold, gold, hold, sold, told, wold; ell, bell, dell, fell, h.e.l.l, quell, sell, tell, well; art, cart, dart, hart, mart, part, tart, start; in, binn, din, fin, jin, kin, pin, sin, tin, win, &c., &c.

My "First Nursery Reading-Book" is entirely made up of such columns, after half a dozen pages of words in sentences; and long before the children have written it half through, they can p.r.o.nounce the words on first sight, though many of them are five and six syllables long.

And here I must foreclose some criticisms which have been made on this book.

First,--that the sentences are not interesting or important. That is of no moment. Children are interested in separate words; especially if they are to write them as well as read them. I have never seen children tired of the words, and of making them.

Some persons have disputed the p.r.o.nunciation of some of the words. There are, perhaps, half a dozen inadvertencies in the book which can be corrected in a second edition.

I indicate no difference between the s when it is sounded sharp, and when soft like z. But I think this will never lead to any practical error; because the language is vernacular, and the child has a teacher.

I affirm that the article _a_ is sounded ah in the _spoken_ language, when it is not accented. Also that in such words as deject, reject, &c., the two e's sound alike, like most unaccented e's in the language.

For a time, there is no need for the children to have a book at all. Let them have a lesson fifteen minutes long in which they write the words after the dictation of the teacher.

Let the written words remain on the black-board, and after some other employments have intervened, let them read the words off the black-board.

When they have mastered all the letters, it is a good plan to give them the book, and let them find the words. Showing them a line, ask them to look along and find a certain word.

They will be pleased to find that they can read in a book, and will like to copy on their slates the columns of words, which may be made another exercise of a quarter of an hour. In my Kindergarten, they write the words, after the teacher, on their blackboards; and afterwards write out of the printed books upon the slate. I have hitherto had more time, in proportion, given to the reading than my own judgment quite approves; because parents are so urgent, and measure their children's progress so exclusively by their power of reading; and, if they do not learn a great deal faster than children usually learn to read, distrust the system, and interfere.

Even if this method did prove longer than other methods of learning to read, I should wish to pursue it, because to find that the same letter always represents the same sound, cultivates the mind's power of cla.s.sification, and gives it confidence in its own little reasoning. But I have found that it is a shorter, not a longer, process. I have known a child of three years old, who was found to know how to read, when there was no thought of teaching him, but his brother of five years old had been taught to read upon the black-board in his presence. A child of seven years old learnt to read and write print beautifully, in three months, in lessons of ten minutes, given only when she asked for them.

And in those cases there was not the additional advantage of a cla.s.s.

Several children in my own Kindergarten, in my first season, when I never gave half an hour in the day to reading, not only mastered my first Nursery Reading-Book, but got upon the anomalous words, and learnt to read so far, that the second season they could read fluently. If as much time was given, in the Kindergarten, to mere reading, as is given in the public schools, they would, doubtless, have learnt in three months, but I would not give the time; for I believe it is so much better for the whole nature, _i. e._, all the powers of sense and apprehension, to be cultivated by examining objects.

I have also another difficulty to contend with. Children are taught their letters at home, and the parents interfere to help, and really hinder by bringing in the old sounds of the letters and the anomalous words, before I am ready for them. There is no objection to the children's having the First Nursery-Book at home to use and copy on their slates, provided those at home will confine themselves to p.r.o.nouncing the words to them instead of attempting to spell them.

The question, however, comes at last, But how are they to attain the rest of the language? Before I had any experience, I myself thought this was to be a great difficulty. In the first instance, after I had brought my little pupil to the point that he could print correctly any word that I p.r.o.nounced to him, and could read at sight any of my selected words, I gave him a piece of poetry to read, beginning--

"Sleep, baby, sleep."

He read it _slay-ape bahby, slay-ape_.

I said, "No, that first word is _sleep_." He was surprised, and wondered why it was written so.

I said, "Perhaps they used to say _slayape_, but they say _sleep_ now; and in books there are a good many such words. Now I will rub out sl (I p.r.o.nounced this combination with one impulse of the voice) and put a _w_, and say, now, what is that?" "O, That is _weep_." Now I rubbed out the _w_, and put _d_. He immediately said, "That is deep." I said, "Now you write sleep, and under it put weep, deep, peep, keep, steep, sweep, creep." He did so, at once, and then he took great pleasure in getting a paper and lead-pencil, and writing the whole column, which, of course, he never forgot. I proceeded in the same manner, till he had not only written all the song, but all the a.n.a.logues of each word,--and it was wonderful how soon he could read. The scientific habit of mind which was attained by cla.s.sing the words as he learned them, has shown itself throughout his education. He never learned a so-called spelling-lesson, but he scarcely ever wrote a word wrongly spelled; and it has been a uniform observation that children taught on this method always write without errors. Each variation from the standard so strongly fixed in their minds makes a great impression; and to write the words in groups, makes these anomalies remembered in groups.

In my own Kindergarten, I give to my cla.s.s "Mother Goose's Melodies."

They know many of them by heart; but I make them sit in cla.s.s, and each, in turn, read one word, in order to teach them to keep the place, and when they finish a verse, I ask them to find some word, and often make it the nucleus of a group of words of the same kind, to be written upon the black-board and slates as above. But I think it is a good plan, before giving a book, to call their attention to the initial sounds of _thin_, _then_, _s.h.i.+n_, _chin_, and ask them what letter stands for these. Of course they will say they do not know. Then you can say "There is none; for the people who made these letters did not have these sounds in their language; and so, when they came to write English, they put a _t_ and _h_ together to stand for one sound; and _c_ and _h_ for another; and _s_ and _h_ for another."

Lists of words should then be dictated and written: such as thin, think, thing, thrift, thrill, thick, bath, lath, doth, sloth, quoth, pith, smith, fifth, filth, width, depth, tenth, truth, thresh, threshold, methodist, synthetic, pathetic, cathartic, then, them, with, this, hither, thither, nether, tether, hitherto, farthing, withhold, brethren, char, chart, charm, chaff, chant, larch, march, parch, starch, chest, chess, chin, chick, chill, chit, c.h.i.n.k, chintz, rich, chirrup, inch, pinch, clinch, flinch, winch, finch, filch, milch, clinch, trench, bench, wrench, quench, s.h.i.+n, s.h.i.+p, sharp, shark, shed, sh.e.l.l, shelf, shaft, shorn, shred, shrift, shrimp, shrill, flesh, mesh, fresh, dish, fish, wish, harsh, marsh, sheriff, s.h.i.+ver, relish, cherish, perish, freshet, finish, prudish, bluish, garnish, tarnish, varnish, blemish, refresh. Attention can then be called to the words beginning with _wh_, which are p.r.o.nounced (as they were _written_ in Saxon) by uttering the _h_ before the _w_; as when, whet, whelk, whelp, whelm, wherry, whiz, whig, whip, whiff, whist, whisk, whirl, which, whimper, p.r.o.nounced hwen, hwet, &c.

I suppose I need not say that the consideration of one of the extra consonants will be enough for one lesson.

The next step is to learn the diphthongs, that is, the proper--which I consider the only--diphthongs. Make the children p.r.o.nounce oi, and see that two sounds are slid together; and then let them write on their slates, in different columns, boil, coil, foil, soil, toil, moil, spoil, coin, join, groin, point, joint, joist, hoist, foist, moist, cloister, surloin, exploit, void, &c.; also boy, coy, joy, toy, cloy, loyal, royal, envoy, enjoy, &c.

Then let them p.r.o.nounce the diphthong _ou_, and write in one column the words out, our, thou, loud, proud, cloud, noun, bound, found, hound, mound, pound, round, sound, wound, bout, clout, flout, lout, gout, pout, rout, sprout, spout, shout, snout, stout, mouth, south, couch, crouch, slouch, pouch, vouch, roundabout, bounty, county, amount, abound, scoundrel, discount, expound, about, &c.; and in another, how, cow, bow, mow, now, vow, owl, scowl, brow, prow, howl, gown, brown, crown, drown, cowl, fowl, crowd, clown, frown, vowel, towel, trowel, prowess. Call attention to the proper diphthong, which we write with what we call i long, (but it is no sound of ih at all,) and which the Romans wrote as a diphthong with two letters, ae and ai, p.r.o.nouncing it as we do the i in ire. Then let them write in columns bind, find, grind, hind, blind, kind, mind, rind, wind, violet, dialect, inquiry, horizon, &c.

This same diphthong is also written with the Greek y,--in my, thy, cry, try, fry, wry, fly, ply, asylum, dynasty, petrify, signify, vilify, vivify, simplify, rectify, edify, notify, &c.

Call attention lastly, to the diphthong yu, written first with the letter u simply, as in unit, humid, fuel, cubic, stupid, putrid, mutual, funeral, singular, bitumen, ac.u.men, nutriment; and secondly with ew, as few, chew, pew, new, mew, mewl, eschew, sinew; thirdly with iew, as view; fourthly with eu, as in eulogy, European, &c.; sometimes with eau, as in beauty and its compounds.

There is no propriety in calling _au_ a diphthong, as it is one sound, and not two sounds. It is one of the extra vowels of the English language, written when short with o (though it is no sound of o proper) a, aw, and oa.

And now we come to the consideration of the extra vowels, beginning with this sound heard short in _not_, and long in the name of a carpenter's tool, awl.

Explain that there is no character for this vowel in the Roman alphabet, because the sound was not in the Latin language, and then proceed to show how it is written in various ways: first with an o, as in bob, cob, fob, gob, job, mob, n.o.b, rob, sob, c.o.c.k, dock, hock, lock, clock, flock, mock, pock, frock, rock, crock, shock, sock, cod, hod, nod, pod, odd, shod, rod, sod, trod, doff, off, of, (p.r.o.nounced ov,) cog, dog, fog, hog, jog, log, nog, doll, loll, poll, on, don, ton, pond, fond, blond, won, fop, drop, crop, lop, mop, pop, sop, top, chop, shop, stop, swop, prop, ox, box, fox, pox, moth, loth, froth, broth, lot, cot, dot, got, hot, jot, not, pot, rot, sot, tot, wot, grot, clot, shot, spot, boss, cross, dross, floss, loss, moss, toss, gloss, cost, frost, lost, tost, bond, fond, pond, pomp, romp. Then show that it is written sometimes with an a, as in all, fall, call, hall, gall, tall, wall, small, stall, ball, thrall, squall, squash, squad, squat, quart, war, dwarf, scald, bald, salt, halt, swab, ward, sward, warn, warp, warm, wand, want, was, wast, wash, swan, watch, swamp, waltz, wasp; sometimes with _au_, as in daub, fraud, gaudy, fault, vault, paunch, craunch, laurel, haul, caul, maul, augury, autumnal; and sometimes with _aw_, as in caw, daw, draw, haw, hawk, jaw, law, maw, paw, claw, straw, raw, thaw, squaw, saw, flaw, awl, shawl, bawl, brawn, drawn, awning, tawny, awkward, tawdry, sawyer, mawkish, lawful; also with oa in broad.

Another extra vowel, heard in the word man, is written, in default of a character for it, with a, as in cab, dab, gab, jab, nab, hack, back, jack, lack, pack, rack, crack, clack, black, bad, gad, glad, had, lad, mad, pad, sad, shad, bag, cag, f.a.g, gag, hag, lag, nag, rag, crag, s.h.a.g, sag, tag, wag, mall, shall, am, dam, flam, ham, sham, jam, an, ban, can, fan, clan, man, pan, ran, band, hand, land, stand, strand, grand, brand, cap, flap, gap, chap, lap, clap, map, nap, pap, sap, tap, at, bat, cat, fat, gat, hat, that, mat, pat, rat, brat, sat, spat, sprat, tat, vat. This same vowel is heard in the word plaid.

A third extra vowel is heard in _pun_, and written generally with an u; as cub, dub, hub, nub, rub, scrub, drub, tub, buck, duck, luck, cluck, muck, pluck, suck, stuck, truck, tuck, chuck, bud, cud, dud, mud, suds, stud, scud, buff, cuff, luff, bluff, m.u.f.f, puff, stuff, ruff, scuff, bug, dug, drug, hug, jug, lug, slug, shrug, mug, snug, tug, cull, dull, gull, hull, mull, null, scull, gum, hum, drum, glum, plum, mum, rum, sum, bun, dun, gun, pun, run, sun, tun, stun, shun, up, cup, sup, b.u.mp, crump, dumps, gump, hump, jump, lump, mumps, pump, rump, us, buss, fuss, muss, rush, crush, gush, hush, mush, tush, bust, dust, gust, just, l.u.s.t, must, rust, crust, but, cut, gut, hut, jut, nut, rut, tut, bunk, funk, sunk, drunk, trunk, hunt, punt, blunt, grunt, brunt, lunch, bunch, hunch, munch, punch, bulk, sulk, skulk, gulp, pulp, gulf, tuft, bung, hung, lung, clung, rung, stung, swung, strung, musk, rusk, dusk, tusk, busk, mulct, buskin, musket, runlet, bucket, public. This same sound is written with o in mother, brother, some, come, &c., and ou in touch, and in rough, tough, enough, in which _gh_ sounds like ff.

The fourth extra vowel in English having no character for it is written, first, with i, as irk, s.h.i.+rk, dirk, kirk, mirk, quirk, bird, gird, whirl, quirl, girl, firm, first, chirp, s.h.i.+rt, sir, fir, stir, flirt, spirt, squirt, squirm, girdle, &c. Secondly, with e, as in err, her, herd, term, fern, pert, wert, overt, clerk, sperm, stern, insert, vermin, perhaps, perplex, persist, expert, divert, superb, sterling, verdict, pervert, ferment, fervent, servant, perfect, serpent, partner, sever, several, inter, internal, fraternal, paternal, maternal, external, infernal, interdict, intermix, infer; and generally the final er, as silver, toper, &c. Thirdly, this vowel is written with o, as in work, worm, word, worst, world, worth; and the final or, as in arbor, ardor, vigor, &c. Fourthly, with an _u_, as in urn, burn, turn, churn, spurn, cur, fur, blur, bur, purr, spur, curb, suburb, surd, curd, surf, scurf, turf, turk, lurk, curl, furl, hurl, hurdle; and the finals ur, or, and ture, as arbor, honor, perjure, injure, &c.

Another anomaly of English orthography is the silent e, at the end of so many words; as doe, foe, hoe, roe, toe, cue, clue, blue, glue, flue, give, live, lucre, axle, n.o.ble, ogle, reptile, fertile, sterile, s.e.xtile, flexible, futile, missile, famine, jasmine, destine, pristine, frigate, senate, reptile, legate, pensive, missive, active, captive, festive, motive, sportive, illusive, defective, objective, elective, invective, perspective, defensive, expensive, preventive, retentive, progressive, vindictive, restrictive, instinctive, descriptive, explosive, corrosive, delusive, exclusive, inclusive, preclusive, intensive, palliative, narrative, relative, privative, lucrative, intuitive, infinitive, explicative, figurative, imitative, indicative, superlative, diminutive, retrospective, barnacle, spectacle, miracle, pinnacle, article, particle, ventricle, edible, credible, flexible, audible, en.o.ble, ign.o.ble, sensible, senile, juvenile, feminine, eglantine, multiple, dissemble, a.s.semble, quadrille, clandestine, intestine, determine, illumine, calibre, ferule, marble, pebble, treble, tremble, nibble, quibble, scribble, nimble, meddle, peddle, kindle, spindle, fiddle, riddle, griddle, quiddle, middle, twinkle, gargle, single, mingle, sparkle, speckle, sickle, tickle, trickle, dimple, simple, pimple, ripple, triple, pickle, grizzle, little, brittle, spittle, whittle, nettle, settle, kettle, startle, tinkle, sprinkle, valise, marine, ravine, machine, Alexandrine, creditable, and other words having the final syllable _ble_.

This silent e final is found also in words which have the diphthong i; as bide, glide, hide, chide, ride, side, slide, tide, wide, bride, fife, life, wife, rife, strife, bribe, jibe, dike, like, bile, file, mile, pile, tile, vile, wile, smile, while, style, dime, time, mime, chime, rime, prime, crime, dine, fine, thine, line, nine, mine, pine, spine, s.h.i.+ne, wine, swine, twine, vine, kine, chine, pipe, wipe, ripe, gripe, snipe, tripe, stripe, type, vie, dire, fire, hire, mire, s.h.i.+re, sire, tire, lyre, wire, spire, squire, tribe, scribe, bribe, jibe, bite, kite, mite, smite, kite, write, white, trite, wise, lithe, blithe, writhe, strive, thrive, drive, wive, alive, size, prize, agonize, paralyze, sympathize, symbolize, &c.

E may also be considered silent, it is so obscure, in many words ending in el and en; as harden, bidden, golden, garden, sicken, quicken, thicken, stricken, broken, spoken, token, swollen, stolen, open, kitten, mitten, smitten, bitten, given, molten, driven, woven, frozen, mizzen, dizzen, tinsel, morsel, swivel, drivel, novel, model, level, bevel, eleven, seven, &c.

U and e are both silent in the words rogue, brogue, fugue, eclogue, prologue, apologue, epilogue, intrigue, fatigue, synagogue, demagogue, pedagogue, decalogue, catalogue, mystagogue, picturesque, burlesque, grotesque, pique, casique.

U is silent in guess, guest, guard, gaunt, flaunt, taunt, daunt, avaunt, launch, staunch, laundry, laundress, liquor, piquet, coquette, paroquet, exchequer, palanquin, guarantee, gauntlet, saunter, guilt, guitar, built, build, biscuit, four, pour, court, gourd, mould, bourn, soul, moult, shoulder, poultry, coulter; and w final, when preceded by vowels, except when ow stands for ou diphthong, is silent.

I is silent in fruit, suit, recruit, bruise, cruise, heifer, surfeit, forfeit, counterfeit, Madeira, and y in they, prey, whey, obey, heyday, convey, survey, purvey.

W is silent in bow, low, mow, row, sow, tow, slow, blow, glow, flow, snow, row, crow, grow, throw, bowl, own, blown, flown, grown, sown, mown, growth, owner, toward, below, lower, disown, arrow, barrow, farrow, harrow, marrow, fallow, gallows, hallow, shallow, sallow, tallow, bellow, fellow, yellow, shadow, burrow, furrow, billow, pillow, willow, widow, minnow, winnow, follow, hollow, morrow, sorrow.

A is silent in boat, coat, goat, doat, moat, groat, bloat, throat, loath, oath, boast, coast, roast, coax, hoax, oak, soak, cloak, coach, poach, roach, broach, goad, load, coal, foal, goal, shoal, oaf, loaf, foam, loam, roam, loan, moan, groan, soap, oar, boar, soar, board, h.o.a.rd, hoa.r.s.e, h.o.a.ry, cocoa, gloaming, encroach, reproach, approach.

The silent consonants are k before n--(doubtless p.r.o.nounced in Saxon times,) in knit, knee, knell, kneel, knave, knife, knack, know, knead, knives, knock, knuckle.

Also, g before n, as gnat, gnaw, gnarl, gnome, gnash, reign, deign, sign, consign, a.s.sign, design, condign, benign, impugn, oppugn, arraign, campaign.

Also, g before m, as phlegm, paradigm, &c.