A Practical Method for Teaching the Scientific Alphabet

HOW TO USE IT.-Have a large chart hung up in the schoolroom similar to the one below. See that the drawings are distinct, and it would be well to have them printed in colors, so as to catch the attention of the child. The association of the letter with the picture illustrating it will aid in remembering both its name and sound.

NOTE.-The Scientific Alphabet prepared and promulgated by the American Philological Association, and adopted by the American Spelling Reform Association, has been used in giving the pronunciation of words in the Standard Dictionary. The powers of the letters in it are similar to those used in the orthography of the United States Board on Geographic Names and the Royal Geographical Society of England and in the pronunciation of the great Historical Dictionary of the Philological Society of England. Almost all of the linguistic students of the two countries are members of one or more of the abovementioned philological bodies, the American and the English. This authorized aid has been gladly made use of, and it is hoped that it will be easily understood by all classes and nationalities, and promote the uniform and accurate pronunciation of English all over the world. Diacritics below certain letters are added to distinguish sounds varying towards a or i, towards an obscure sound like u in but, burn.

HINTS FOR THE Use of the KEY.-Do not name or sound the letters except as you deduce them from the key. Show the children a picture in the key and ask them to tell what it is. Write their answer on the board, thus: mamā.

ANALYSIS.-Analyze the sound first. Say ma-mã in two parts. Then say ma in two parts. Print m-a and tell the learner that m stands for the first part and a for the second part of the sound ma. Then show the same letter beginning asp and arm. Then take up ax, a-x. Then man, and analyze the word first into m-an, then into m-a-n. Then take up fan, cat, rat, vat, and so on, through all the words and pictures.

Let them work at each word until they can sound each element carefully, know where to find it and its name in the key; can pronounce it slowly or rapidly; can analyze it readily, and reproduce it on request. Slowly introduce new sounds. Review! Review!

SYNTHESIS.-Never permit a child to name characters nor spell words until he has learned the character, its name and sound, from the key. Always sound the characters when speaking of them. Be careful to name the digraphs always as one sound; never call ch see aitch, call it chee, call dh thee, th ith, etc.

For reading, print on the blackboard names of familiar objects. papă, cat, hat, with pictures for each. Spell the words with the pupil, short sentences containing the words and letters: Mamā had a cat. had a fan. Then print connected description.

To teach the first letters, a, a, ā, a, print mā, mamā, pā, giving each letter the name it has in the Key. Then print Papā had a hat. Ɑ cat ran fast. Ann had a pan. Anna

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