If the termination is accented, or if it is a monosyllable, it is pronounced ize, the accent falling on i; thus, denies, complies, dies, are pronounced denize, complize, dize. Half Accent When the full accent is on the first syllable, there is generally a half accent on the third. When the full accent is on the second, the half accent is on the fourth. It is a general rule that every third syllable has some degree of accent, and in few or no words are there more than two succeeding syllables unaccented. ____________________________ S Y L L A B L E S. A syllable is one letter, or so many letters as can be pronounced at one impulse of the voice; as, a, hand. Spelling is the art of dividing words into their proper syllables, in order to find their true pronunciation. GENERAL RULES. The best way of dividing words for children, is to divide them so as naturally to lead the learner into a right pronunciation.* Monosyllables are words of one syllable. Dissyllables are words of two syllables. Trissyllables are words of three syllables. Polysyllables are words of many syllables. Accent is the force or stress of voice that is laid upon any letter * This is Dr. Lowth's idea of spelling, and the sentiments of several literary gentlemen in America, upon whose authority I have ventured to reject all particular rules, and to divide the syllables as nearly as possible as the words are pronounced. 140 A SHORT INTRODUCTION TO GRAMMAR: BEING AN ABRIDGEMENT OF THE SECOND PART OF THE INSTITUTE. OF GRAMMAR. Q. WHAT is Grammar? A. Grammar is the art of expressing thoughts by words with propriety and dispatch. Q. What are the elements of language? A. Letters, which compose words. Q. What does English Grammar teach? A. The true principles and idioms of the English Language. (Idioms are modes of speaking or writing, which are peculiar to a language.) OF WORDS. Q. How may words be divided? A. Into six classes or parts of speech: nouns, articles, pronounces, adjectives, verbs, abbreviations. OF NOUNS. Q. What is a noun? A. The name of any person, place, or thing; as, John, Hartford, paper. Q. How are nouns divided? A. Into proper names, which are limited to particular persons, places, &c. as, Boston, Thomas, Potomak; and common names, which belong to sorts of things; as birds, books. Q. How is the signification of common nouns restrained or limited? A. By the two little words a and the called articles. Q. Explain the use of each. A. A confines the name to a single thing, but leaves it uncertain which is meant; as, a tree. The is used when the particular thing or things mentioned are supposed to be known; as, the twelve tribes. Q. How many numbers are there? A. Two, the singular and the plural. The singular speaks of one: as, book: the plural of more; as, books. Q. How is the plural formed? A. By adding s or es to the singular; as paper, papers, fox, foxes. Q. What exceptions are there to this rule? A. Some nouns, in which f is changed into v in the plural; as, life, wife; lives, wives. Some in which y is changed into ies; as, vanity, vanities; and some more irregular words; as; man men; foot, feet. Q. What cases are there in English? A. The nominative, which usually stands before a verb; as, the boy writes: the possessive, which takes an s with a comma, and denotes property; as, 141 John's hat: the objective, which follows a verb or preposition; as, he honours virtue, or, it is an honour to him. Q. How many genders are there? A. There are two genders, the masculine which comprehends all males; and the feminine which comprehends all females. Things without life have no gender. Q. How are the different genders expressed? A. Generally by the ending ess; as, actress, heiress: sometimes by he and she; as, a he goat, a she-goat: sometimes by man and maid; as, a manservant, a maid-servant. Sometimes the feminine ends in ix; as executrix. OF PRONOUNS. Q. What is a pronoun? A. A small word that stands for a noun; as, "This is a man of worth; treat him with respect." The pronoun him supplies the place of man. Q. Which are called the personal pronouns? A. I, thou, he, she; we, ye or you, they. 1st. The person speaking calls himself I. 2d. The person spoken to is called thou. 3d. The person spoken of is called if a male, he--if a female she; when a thing is spoken of, it is called it. The plural of I is we; the plural of thou is ye or you--the plural of he, she or it, is they. Q. What difference is there in the use of ye and you? A. Ye is used in the solemn style--you in common discourse; you is also used, in familiar language, for thou, which is used principally in the addresses to the Deity. Q. How do these pronouns vary in the cases? A. Thus: Singular. Nominative. Possessive. Objective. I mine me thou thine thee he his him she hers her it its it Plural. we ours us ye or you yours you they theirs them Q. What other words are called pronouns? A. My, thy, her, our, your, their, are all called pronominal pronouns; because they are joined with nouns. This, that, other, any, some, one, none, are called definitive pronouns, because they limit the significance of the noun to which they refer. Q. Are any of these varied? A. This, that, and other, make, in the plural, these, those, and others. Q. What other pronouns are there in English? 142 A. Who, which, and what. These are called relatives, because they relate to some foregoing nouns: except when they ask questions; then they are called interrogative. What, has the sense of that, which; except in asking questions. Q. Have the relatives any variations? A. Who is thus varied in the cases--Nom. who--Poss. whose; Object. whom. Q. What name is given to each, every, other? A. That of distributives; because they denote a number of particulars, taken separately; as "There are five boys, each of whom is able to read." Q. What is the use of own and self? A. They ar added to pronouns, to express an idea with force. Self makes selves in the plural. OF ADJECTIVES. Q. What is an adjective? A. A word which expresses some quality or circumstances of a noun; as a wise man, a young woman, two men. Q. Have adjectives any variations? A. Adjectives, which express qualities, capable of being increased or diminished, are varied to express comparison, thus;--wise, wiser, wisest-- cold, colder, coldest. Q. What are the degrees of comparison called? A. The positive, comparative, and superlative. The positive expresses the simple quality; as, wise, cold--the comparative expresses a quality in a greater or less degree; as, wiser, colder, less wise--the superlative expresses a quality in the greatest, or least possible degree; as, wisest, coldest, least wise. Most adjectives may be compared by more and most, less and least; as, more generous, or less generous, &c. OF VERBS. Q. What is a verb? A. A part of speech, signifying action or being. Q. How many kinds of verbs are there? A. Four; person, number, time, and mode. Q. How many persons are used with verbs? A. Three; as, in the singular number, I write, thou writest, he writes. In the plural, we write, ye or you write, they write. Q. How many times or tenses are there? A. Three--present past, and future. An action may be now doing; as, I write or am writing. The verb is then said to be in the present tense. An action may have been done some time ago; as I wrote, or have written. The verb is then in the past time. When the action is yet to come, the verb is in the future time; as I shall or will write. 143 Q. What is mode in grammar? A. The manner of representing action or being. Q. How do the English express time and mode? A. Principally by the means of several words called auxiliaries or helpers; viz. do, be, have, shall, will, may, can, should, would, could, and must. Q. What are the modes? A. The Infinitive, the Indicative, the Imperative, and the Subjunctive. Q. Explain them. A. The Infinitive expresses action or being, without limitation of person or number; as, to write. The Indicative shows or declares an action or being; as, I write, I am; or some circumstance of action or being; as, I can write; I must sleep; or asks a question; as do I write? The Imperative commands exhorts, or prays; as, write; go; do thou grant. The Subjunctive expresses action or being under some condition or uncertainty; and is commonly preceded by a conjunction, adverb, or some other word; as, if I write; though he slay me; I wish I were in the Elysian fields. Q. What are participles? A. They are words which are formed from verbs, and have the nature of verbs, nouns or adjectives. Q. How do they end? A. in d, t, n, or ing. Thus from the verbs, move, teach, write, go--are formed the participles, moved, taught, written, going. Q. What is the use of do as a helping word? A. It has four uses, 1st. to express emphasis or opposition; as, "Perdition catch my soul, but I do love thee." 2d. To save the repetition of another verb; as, He writes better than you do; That is better than you write. 3d. To ask a question; as, "Do they write?" 4th. It is elegantly used in negative sentences; as, "He does not walk." In all other cases, it is obsolete or inelegant. Q. What is the use of be and have? A. As helpers, they are signs of time. Q. What is the use of shall? A. In the first person it foretells; as, "I shall go; we shall speak." Q. What is the use of would? A. In the first person it denotes a past or conditional promise, or mere inclination. It is often used in the present time, in declaratory phrases; as, "I would not choose any." In the second and third persons it expresses inclination, "he would not go; you would not answer." 144 Q. What is the use of should? A. In the first person it commonly expresses event merely; as, I should write if I had an opportunity." In the second and third persons it expresses duty or obligation; as, you should help the poor; he should go to school. When an emphasis is laid on should or would, it varies their meaning. The Helping Verbs are thus varied. Present Time. To do To have Can I do I have I can Thou doest or dost Thou hast Thou canst He does or doth He has or hath He can We do We have We can Ye or you do Ye or you have Ye or you can They do They have They can Past time I did I had I could Thou didst Thou hadst Thou couldst He did He had He could We did We had We could Ye or you did Ye or you had Ye or you could They did They had They could Present time May Shall Will I may I shall I will Thou mayest Thou shalt Thou wilt He may He shall He will We may We shall We will Ye or you may Ye or you shall Ye or you will They may They shall They will Past time. I might I should I would Thou mightest Thou shouldst Thou wouldst He might He should He would We might We should We would Ye or you might Ye or you should Ye or you would They might They should They would Must has no variation. INFINITIVE MOOD. Present. To be Past. To have been INDICATIVE MOOD. Present Time. I am We are Thou art Ye or you are He is They are I may be, &c. I would be, &c. } I can be, &c. I should be, &c.} are sometimes used I must be, &c. } in this tense 145 Past time. I was We were Thou wast Ye or you were He was They were Past time. I have been, &c. I must be, &c. I had been, &c. I could be, &c. I might be, &c. I would be, &c. I should be, &c. I might have been, &c. I would have been, &c. I could have been, &c. I should have been, &c. I must have been, &c. I may have been, &c. Future Time. I shall be, &c. I shall have been, &c. I will be, &c. I will have been, &c. IMPERATIVE MODE. Be thou, or Be ye or you Do thou be Do ye or you be SUBJUNCTIVE MODE. Present Time. If I am, &c. If we are, &c. I were We were Thou wert Ye or you were He were They were If I may be, &c. If I could be, &c. I can be, &c. I would be, &c. I must be, &c. I might be, &c. The auxiliary is some times omitted, If I be, &c. Past Time. If I was, &c. If I could have been, &c. I have been, &c. I would have been, &c. I had been, &c. I should have been, &c. I could be, &c. I must have been, &c. I might be, &c. I would be, &c. The old form of the time past, If I were, is obsolete. Future Time. If I shall be, &c. If I should be, &c. I will be, &c[.] The auxiliary is often omitted, If I be, &c. Add a passive particle to the foregoing, and you have a combination of words, answering to the passive verb of the Greeks and Romans; "I am loved, I was loved." PRINCIPAL VERBS. INFINITIVE. To write. To love. INDICATIVE. Present Time. 146 I write--love We write--love Thou writest--lovest Ye or you write--love He writes--loves They write--love writeth--loveth Past time. I wrote--loved We } Thou wrotest--lovedst Ye or you} wrote, loved He wrote--loved They } Future Time. I shall or will } write We shall or will } write Thou shalt or wilt} or Ye or you shall or will} or He shall or will } love They shall or will } love IMPERATIVE MODE. Write thou, or Write ye or you Write Write Love thou Love ye or you Love Love The foregoing inflections are all which it is necessary the learner should commit to memory, at least when he begins grammar. PARTICLES and ABBREVIATIONS. Q. What do grammarians call particles? A. All those small words which connect nouns, verbs and sentences: as, and, for[,] from, with, &c. Q. What are these words? A. They are mostly abbreviations or corruptions of old nouns and verbs. Q. What is their use? A. Their great advantage is to enable us to express our thoughts with dispatch, by saving repetitions; or by conveying several ideas with one word. Q. How may the abbreviations be distributed? A. Into conjunctions, prepositions and adverbs. Q. What is the particular use of conjunctions. A. To connect words and sentences; as, four and three make seven. Thomas studies, but John does not. Q. Which are the conjunctions? A. Those most generally used are the following: And, if, not, either, since, unless, also, but, neither, therefore, though, else, or, yet, because, wherefore, whether. Q. What is the use of prepositions? A. They are commonly placed before nouns or other words, to express some relation. Q. Which are the particles called prepositions? A. These, which may stand alone and are called separable prepositions, viz. A, for, till, above, before, from, until, about, behind, in, into, to, 147 after, beneath, on, upon, towards, against, below, out, of, under, among, or amongst, between, over, with, at, betwixt, through, within, amidst, beyond, by, during, without. The following are used with other words, and are therefore called inseparable prepositions: A, be, con, dis, mis, per, pre, re, sub, un. Q. What is the use of adverbs? A. To express circumstances of time, place and degree, &c. Q. Which are some of the most common adverbs? A. Already, always, by and by, else, ever, enough, far, here, how, hither, thither, whither, indeed, much, do, not, never, now, often, perhaps, rather, seldom, then, thence, there, very, when, where, whilst, or while, yesterday. Besides these, there are great numbers of others, and particularly those formed by ly, added to the adjectives--honest, honestly. Q. What do we call such words as alas, oh, fie, pish, &c. A. Interjections. These sounds do not constitute any part of language. They are merely expressions of passions which are sudden and irregular. SENTENCES. Q. What is a sentence? A. A sentence is a number of words, ranged in proper order, and making complete sense. Q. What does the formation of sentences depend on? A. On agreement and government. Q. What is agreement? A. When one word stands connected with another word, in the same number, case, gender, and person. Q. What is government? A. It is when one word causes another to be in some case or mode. R U L E. I. A verb must agree with its nominative case, in number and person. E X A M P L E S. In the solemn style: Thou readest; he readeth; ye read. In the familiar style: I go; he goes; we go; you go. R U L E II. Two or more nouns singular, connected by a copulative conjunction, must have verbs, pronouns and nouns, agreeing with them in the plural number. E X A M P L E S. 1. Envy and vanity are detestable vices. 2. Brutush and Cassius were brothers: They were friends to Roman liberty. RULE III. Nouns of multitude, though they are in the singular number 148 may have a verb and pronoun, agreeing with them either in the singular or plural. Examples. The assembly is or are very numerous; they are very much divided. "My people is or are foolish; they have not known me." The company was or were noisy. Rule IV. An adjective must agree with its noun in number. Participles in the nature of adjectives, refer to some noun, but have no variation. Examples. This man, that boy, these men, those boys, this kind. Rule V. Relatives, and pronouns must agree with their antecedent in number, gender, and person. Examples. 1. This is the boy who studies with diligence; he will make a scholar. 2. The girl who sits beside you is very modest; she will be a very amiable woman. 3. The pen which you gave me, is good; it writes very well. Rule VI. If no nominative comes between the relative and the verb, the relative is the nominative. Examples. This is the man who taught rhetoric. The estates of those who have taken arms against their country, ought to be confiscated. We have a constitution which secures our rights. Rule VII. But if a nominative comes between the relative and the verb, the relative is governed by the following verb of some other word. Examples. This is the man whom I esteem, whose virtues merit distinction, and whom I am happy to oblige. Rule VIII. Two nouns signifying the same thing, must be put in the same case, and are said to be in apposition; as "Paul the apostle." "Alexander the conqueror." But if they signify different things and imply property, the first is put in the possessive case, by adding s, separated from the word by an apostrophe. Examples. This is John's paper. We admire a man's courage, and a lady's virtue. Rule IX. Transitive verbs govern the objective case. Examples. 1. I admire her. She saw him. The scripture directs us. 2. Religion honors its votaries. Shame follows vice. R U L E X. The answer must be in the same case as the question, it being always governed by the verb that asks the question, though the verb is not expressed. 149 E X A M P L E S. Questions. Answers. Who wrote this book? George. Who is this? he Whom do you see? them Whom do you admire? her Rule XI. Prepositions govern the objective case. Examples. I write for him. Give the book to her. Ye will ride with them or with us. Rule XII. Conjunctions connect like cases and modes. Examples. You and I are both present. He and she sit together. It was told to him and me. It is disagreeable to them and us. Rule XIII The infinitive mode follows a verb, a noun or an adjective. Examples. 1. It follows a verb, as, let us learn to practice virtue. 2. A noun; as you have a fine opportunity to learn. 3. An adjective; as, my friend is worthy to be trusted. Rule XIV. A participle, with a preposition preceding it, answers to the Latin general, and may govern an objective case. EXAMPLES By avoiding evil, | By shewing him by doing good. | in observing them, by seeking peace; and | for esteeming us, by pursuing it. | by punishing them. Rule XV. A nominative case, joined with a participle, often stands independent of the sentence. This is called the case absolute. Examples. The sun being risen, it will be warm. They all consenting, the vote was passed. "Jesus conveyed himself away, a multitude being in that place." Rule XVI. An adverb must always stand near the word which it is designed to affect or modify.

 I cannot agree with Mr. Sheridan in accounting ial a syllable in all cases. It appears to me that in connubial, ministerial, &c. ial cannot be pronounced in one syllable without a violent exertion of the organs, and after our utmost efforts we are obliged to make a great distinction of syllables. And if ial be considered as forming two syllables unless preceded by c or t, the accent falls on the last but two. The words denial, decrial have the accent on i. In ian. This ending with c or t before it, is pronounced shan: as magician, tertian; except an s precedes t, when the last syllable is pronounced chan, as christian, fustian; and the accent is on the last syllable but one. But the terminating syllable gian is pronounced ;jan; as, collegian.* With other letters it forms two syllables, and the accent is on the last syllable but two; as librarian. In en. This termination is very often contracted, by omitting e and joining n to the former syllable; as heav'n. But e ought not to be apostrophised either in poetry or prose. The accent is usually on the first syllable. In ion. This termination is usually but one syllable, and pronounced yun; as million, opinion. See table 31. When this is the case, the accent is on the syllable immediately preceding ion. When two or more consonatns precede ion, the first has the accent as quaternion. In sion. This termination is always pronounced ahun; except another consonant precedes it, when it sounds shun. In tion. This termination is invariably pronounced shun; as notion; except when preceded by s or x, when it is pronounced chun; as dijestion, commixtion. * It is said that dian is pronounced in the same manner as comedian, pronounced comejan. If so, how shall we pronounce trajedian? In eer and ier. All polysyllables in eer have the accent on the last syllable and all in ier, pronounced in one syllable; as domineer, cavalier, ier being pronounced as eer. In er. Words ending in er, being for the most part derived, follow their primatives in their accents; as politer for polite.In polysyllables not derived, the accent is generally on the last syllable but two; as astronomer. But this rule has exceptions. In or. When or is preceded by the vowel i, they form a syllable, which is pronounced yur; as senior. In ous. This termination is always sounded us. When preceded by ce, ci or ti, it forms the syllable shus; as segacious, cetatious, sententious, pronounced segashus, cetashus, sentenshus. 137 When the vowel i, and a consonant precede the terminations eous and ious, the accent is on the letter immediately preceding the consonant that is taken into the last syllable; as tenacious. But when ous is preceded by other letters, the accent is on the last syllable but two; as voluminous; except two consonants precede the last syllable, when the accent falls on the first of them; as tremendous. In ant. Polysyllables in ant have the accent on the last syllable but two; as extravagant; except when two consonants meet in the middle; as trumphant. But protestant is accented on the first: confidant, complaisant, have the accent on the last; as also Levant, a gallant; and compound words of two syllables; as recant. In ent. Words terminating in ent preceded by any consonant except m have the accent on the last syllable but one; as dependent. But words ending in ment, being gnerally formed from verbs, retain the accent of their primitives; as confinement from confine. When the vowel i precedes ment, the accent is on the last syllable but two; as compliment. When ent is preceded by ti, and ci, it forms with them the syllable shent; ancient, consentien, pronounced anshent, consenshent. Words in lent are accented on the last syllable but two, as benevolent; except when l is double; as repellent; and to this also excellent is an exception, being accented on the first. All words in ment not derived, have the accent on the last syllable but two; as testament. In ay. Compound words of two syllables have the accent on the last; as delay, holiday. In cy. Words in cy are usually nouns derived from verbs, nouns or adjectives, and retain the accent of their primitives; as intimacy, from intimate. In words not derived, the accent is back on the third or fourth syllable; as democracy, necromancy. Polysyllables in gy. These are also accented on the last syllable but two; as prodigy chronolgy. In this termination g is soft unless preceded by another g; as foggy, when it is hard. In ny. Trisyllables ending in ny are accented on the first; as calumny. Polysyllables on the first; as matrimony; except anemony, hexagony, cosmogony, monotony, &c. which have the accent on the letter immediately preceding on. 138 In ry. Trisyllables in ry have the accent on the last but two; as diary; polysyllables on the last but three: as epistolary. But carravansary, dispensary, aniversary, [sic] testamentary, parliamentary, are accented on the last but two. Adversary, commentary, momentary, voluntary, on the first. In words of four syllables, with the half accent on the last but one, the termination ary is sounded erry; thus monentary is pronounced momenterry. In ery. These have generally the accent on the last syllable but two; except deletery, monastery, baptistery, where it is on the first. Ery is always sounded erry. Terminations of the plural number, and of Verbs. In es. When es form a distinct syllable, as is always the case after sh, ch, x, s, c, g and z, it is pronounced iz; as brushes, churches, boxes, houses, places, sages, freezes; pronounced brushiz, churchiz, boxiz, housiz, placiz, sagiz, freeziz. But if es follow other letters e is silent, and s sounds like c or z. S sounds like c after the following letters: f, as in stuffs, t, as in shuts. k, as in packs. 1 p, as in hopes. th, as in truths. And if e precedes s, it alters not the sound of s; as hopes, where e is silent. S sounds like z, after the following letters: b, as in robs, pronounced robz d, as in beds bedz g, as in rags ragz l, as in seals sealz m, as in trims trimz n, as in wins winz r, as in wars warz v, as in leaves leavez th, as in tithes tithz ng, as in songs songz. And if e precedes a, it alters not the sound, as is observable in the word leaves, for e is silent. ay, as in delays, pronounced delaze oe, as in foes foze ue, as in glues gluze ow, as in glows gloze ow, as in vows vowze ew, as in screws scruze aw, as in laws lawz ay, as in prays praze oy, as in boys boyz The termination ies unaccented is invariably pronounced iz; thus, glories, vanities, varies, are pronounced gloriz, vanitiz, variz.

 The following pages are from the 1800 edition, the material is not present in the 1824 edition, which was simplified a bit for younger students. (Donald Potter, 1/27/07). ==================== PREFACE. ========== THE design of this Grammatical Institute is to furnish schools in this country with an easy, accurate and comprehensive system of rules and lessons for teaching the English language. To frame a complete system upon such an extensive plan, it was judged requisite to compile a small cheap volume for the use of beginners, containing words methodically arranged, sufficient to give the learner a just idea of spelling. (It appears to me a great misapplication of money, to put a large book, and especially a grammar, into the hands of children who are learning the letters.) Among the defects and absurdities found in the books of this kind hitherto used, we may rank the want of a thorough investigation of the sounds in the English language, and the powers of the several letters--the promiscuous arrangement of words in the same table, in which the same letters have several different sounds—the unnatural and arbitrary method of dividing syllables, which separates letters from the syllables where they belong, supplying the defect by artificial marks, and which, in several hundred words, makes more syllables than are pronounced--and particularly the omission of a criterion by which the various sounds of the vowels may be distinguished. In attempting to correct these faults, it was necessary to begin with the elements of the language, and explain the powers of the letters. With regard to some of them, the opinions of Grammarians are divided; but perhaps the definitions given in the analysis, of the terms vowel, diphthong, and consonant, will establish an almost infallible rule for the decision of every question respecting the alphabet. The Index or Key to the pronunciation of the vowels and diphthongs, appears to me sufficiently plain, and so accurate as to prevent every material error. A more accurate plan may be formed; but it must be too intricate to be useful in common schools. In adapting the first tables to the capacities of children, and the progress of knowledge in the tender mind, particular care has been taken to begin with easy words, and proceed gradually through every class to those that are most irregular and difficult. Most monosyllables of general use are collected in the following work, except such as end in e, and have the preceding vowel long; or such as end in a consonant, and have the preceding vowel short; and a few in ee, in either of which cases, the bare mention of the letters is sufficient to lead the learner to a just pronunciation. 132 In the tables of polysyllables, most or all the anomalous words of common use are collected; terms of art, which belong to particular professions are omitted. In order to comprise the greatest possible number of words in a small compass, compound and derivative words are generally omitted; as they usually follow the rules of their primitives. The syllables of words are divided as they are pronounced, and for this obvious reason, that children learn the language by the ear. Rules are of no consequence but to printers and adults. In Spelling Books they embarrass children, and double the labour of the teacher. The whole design of dividing words into syllables at all, is to lead the pupil to the true pronunciation: and the easiest method to effect this purpose will forever be the best. Reason might teach this truth; but experience places the matter beyond a controversy: The teachers who have used the former editions of this work, have unanimously declared, that children learn to spell and pronounce with more ease and exactness, and give much less trouble to the matter, than they did in the use of Dilworth's New Guide, or other Spelling Books framed on the same plan. As the orthography of our language is not yet settled with precision, I have in this particular generally followed the most approved authors of the last and present century. In some classes of words the spelling of Ash is preferred to that of Johnson, which is less correct. The names of places peculiar to America are not all spelt as in former books; but it is expected this licence will be excused, as it renders the spelling more agreeable to the pronunciation. The spelling of such words as publick, favour, neighbour, bead, prove, phlegm, his, give, debt, rough, well, instead of the more natural and easy method, public, favor, nabor, bed, proov, flem, hiz, giv, det, ruf, wel, has the plea of antiquity in its favour; and yet I am convinced that common sense and convenience will sooner or later get the better of the present absurd practice. But when we give new names to places, rivers, &c. or express Indian sounds by English letters, the orthography should coincide exactly with the true pronunciation. To retain old difficulties may be absurd; but to create them without he least occasion, is folly in the extreme. It is the work of years to learn the present spelling of our language -- a work which, with a correct orthography, might be performed in a few months. The advantage of familiarizing children to the spelling and pronunciation of American names is very obvious, and must give this work the preference to foreign Spelling Books. It is of great importance to give our youth early and correct information respecting the geography of this country. We have a multitutde of books which give us the state of other countries, but scarcely one which affords us any account of our own.* An explanation of the names and geographical terms in this part of the Institute, are given in the third part. The necessity and probable utility of the plan will best appear by examining the execution. Such material alterations of the old system of education will undoubtedly alarm the rigid friends of antiquity; but in vindication of the work, the author assures the public, that it has the approbation and patronage of many of the principal literary characters in America, and that it is framed upon a plan similar to those of the best Lexicographers and Grammarians in the British nation. 133 To diffuse a uniformity and purity of language in America — to destroy the provincial prejudices that originate in the trifling differences of dialect, and produce reciprocal ridicule — to promote the interest, literature and the harmony of the United States — is the most ardent wish of the author; and it is his highest ambition to deserve the approbation and encouragement of his countrymen. R U L E S, For placing the accent in words of more syllables than one, and for pronouncing certain terminations. Accent is a stress of voice on some word or letter of a word that distinguishes it from others. If it falls on a vowel, it renders it long as in glory; if it falls on a consonant, the preceding vowel is short; as in habit. Simple dissyllables are generally accended on the first syllable: But there are many exceptions that are not reducible to rules. In the following catalogue, the nouns are accented on the first, and the verbs on the last syllable. Nouns. Verbs. A or an ab’stract To abstract’ ac’cent accent’ af’fix affix’ cem’ent cement’ con’duct conduct’ con’cert concert’ con’fine confine’ con’sort consort’ con’test contest’ con’tract contract’ copn’vert convert’ con’verse converse’ con’vict convict’ col’lect collect’ con’voy convoy’ com’pound compound’ de’sert desert’ des’cant descant’ dis’count discount’ di’gest digest’ ex’port export’ ex’tract extract’ es’say essay’ fer’ment ferment’ fre’quent frequent’ im’port import’ in’cense incense’ in’sult insult’ ob’ject object’ 134 Nouns. Verbs. A or an out’work To outwork’ pre’sent present’ pro’duce produce’ Pro’ject project’ reb’el rebel’ rec’ord record’ ref’use refuse’ sub’ject subject’ sur’vey survey’ tor’ment torment’ trans’fer transfer’ trans’port transport’ u’nite unite’ POLYSYLLABLES. The accent of Polysyllables is determined principally by the final syllable. TERMINATIONS. Words ending in ed, ing, ful, less, ness, est, ist, bly, ly, are generally derived, and have the accent of their primitives; as have most words in ble. Words ending in sive, sion, tion, always have the accent on the last syllable but one. Words ending in cal, sy [except defy] my, ty and fy, generally have the accent on the last syllable but two. In ic. Words ending in ic, are accented on the syllable immediately preceding that termination: as syllabic, republic. Exceptions--Choleric, tumeric, rhetoric, lunatic, splenetic, heretic, politic, arithmetic, are accented on the last syllable but two. In ed. Words ending in ed are the past tenses and participles of verbs; but the letter e is usually omitted in the pronunciation, and the d joined to the preceding syllable; as establish'd. But after t and d the syllable ed is necesarily pronounced; as bated, preceded. In ance. Words ending in ance generally have the accent on the last syllable tu two; as arrogance. Exception 1. When the primative has its accent on the last syllable, the derivative has it on the last but one; as, appearance. Exception 2. When ance is preceded by two consonants, the accent lies on the first of htem; as, discordance. 135 When i precedes ance, it is sometimes taken into the last syllable, and pronounced like y; as valiance, pronounced valyance. But in nouns formed of verbs of verbs ending in y accended, y is changed into i, which retains the accent, and forms a distinct syllable; as compliance, from comply. In ence. Polysyllables in ence have the accent on the last syllable but two; as benevolence. Exception--1st. Words derived retain the accent of their primitives; as adherence, from adhere. 2 When two consonatns precede ence, the accent is on the first; as effulgence; except concupisence. When ence is preceded by ci, they are changed into the sound of sh, and have the accent; as deficiense, pronounced defishence. In cle. Trisyllables in cle have the accent on the first; as miracle, oracle. Words of more than thre syllables, have the accent fart her back: as tabernacle; but recepticle, and perhaps conventicle, should be accented on the second syllable. In dle, fle, gle, kle, ple, tle. Most words that have these terminations are dissyllables, and have the accent on the letter immediately preceding the termination; as cradle, ruffle, eagle, buckle, turtle, &c. Other words have the accent on the first syllable; as principle, participle, &c. In ure. These either follow their primitives; as intermixture, from intermix; or are accened as far back as the third or fourth syllable; as literature, judicature. But legislature is accented on the first and third. In ate. The accent in these words is for the most part on the last syllable but two; as felicitate, hesitate. But when two consonants precede the last syllable, the accent is on the first of them; as consummate. In ive. This termination in words of more syllables than one, is always sounded iv; as motive, pronounced motiv. In tive. Words ending in tive have the accent on the last syllable but two, or farther back; as positive, communicative. But when two consonants precede ive, the first has the accent; as, attentive; except a substantive, which is accented on the first syllable. In ial. This termination is commonly pronounced in one syllable. When preceded by c or t its sound is the same as shal; as judicial, pronounced judishal. The accent of such words is on the last syllable but one

 1829: The Elementary Spelling Book, being an Improvement on the American Spelling Book. Webster took back control of his Speller by revising & re-naming it as a new, independent work, not under the control of Hudson. This edition was also popularly called the “Blue-backed speller,” and it became another great success, due largely to Webster’s personal popularity and his again being very personally involved in the book's promotion and copyright protection. This edition of his Speller was the first to fully replace the numerical system of pronunciations of vowels with diacritical marks similar to those used in dictionaries today. (Note: Benjamin Franklin and George Washington were close personal friends of Webster, and by 1829 at age 70, he was highly respected and admired by most members of Congress who had grown up using his Spellers. Webster was also one of our founding fathers who, along with Franklin, Washington, Paine and Jefferson, had long used his newspapers and books to advocate and promote the adoption of our constitutional federal form of government. Noah Webster died on May 28, 1843, while working on an update to his Dictionary.) 1857: Noah’s son, William Webster, revised & republished his father’s Elementary Spelling Book, partly in order to make its pronunciation key conform to the 1828 dictionary. This edition likewise was many times reprinted through the late 1800s (sold to many freed former slaves), and at least as late as a 1908 printing. However, William also began to alter some of his father’s work: e.g. saying it was mostly for pronunciation & spelling, not for also first learning to read; and stating that understanding the meanings of words practiced was not important at first, not until later when a child’s ability to understand grew; and saying the pronunciation of th in thin and in this are the same - except one is articulated with breath and the other with vocal sound - which is not quite accurate; etc., not the best edition. 1857: The G. & C. Merriam company of Philadelphia bought full rights to Webster’s American Dictionary but not his Speller. However, Merriam was one of several licensed publishers of the Speller, and so published son William’s 1857 revision then (and again an 1880 edition), while the Webster family retained the principal copyright and ownership. I’m not sure but it appears 1857 was the last major revision/edition of the Speller. 1857-1908: As near as I've been able to find, it appears that Webster’s family retained principal ownership (full copyrights) to the Speller after 1857, but Noah and his family had licensed several different publishing companies rights to publish his Spellers. Four such companies (Ivison, Appleton, Barnes & Van Antwerp, and Harper) sold their rights to a 5th, the American Book Company, which apparently thereby gained sole or nearly sole rights to publish it, circa 1890, but not full ownership copyrights. If then-current copyright law had a 50-year limit, the last 1857 revised edition expired in 1907. The last new publication I've been able to find is a 1908 edition or reprint, which shows The American Book Company still held the publishing copyright. Even granting that one major competing work on the subject (McGuffey’s Speller) had gained a large share of the market by 1908, it was nevertheless a mystery why there were no further printings of Webster’s.

 A Brief Summary of Webster's "Spelling Book" History by David M. Pearson There was not just one Speller but many editions & hundreds of reprints. Following are the more important editions and some highlights of each. 1783: Grammatical Institute of the English Language, Part I. This was the first of Webster’s “Spellers.” Again note it was intended to teach beginning reading in part through the use of spelling. The 3 and eventually 4 parts of his institute of books were his Speller, Reader, Grammar, and 1806 Dictionary, the latter replaced by his masterpiece 1828 American Dictionary of the English Language. 1787: The American Spelling Book. Webster revised and reissued his book under a new title. This and its various later editions and titles were the undisputed best sellers of introductory reading textbooks in the U.S. for more than a century, throughout the 1800s. There was also an 1803 edition. 1804: The American Spelling Book, Revised Edition. He had to put out a new edition every few years because copyrights expired in only 14 years at that time -- a matter Webster saw corrected by new legislation before 1829. 1816: Webster sold all rights to his Speller to Hudson & Co of Hartford, Conn, with one catch: that his son William would be apprenticed to the firm and become a partner in it. Son William never did become a partner. A major reason Noah sold it at this point was that, starting actually in 1800, he had begun his long, arduous and engrossing work on his American Dictionary which involved a great deal of his personal money and time, including many trips abroad to track down the origins of our words we now see in dictionary derivations (a trend he started), and his learning at least a dozen (some say more than 16) foreign languages. There was also an 1818 version of this. 1824: The American Spelling Book, this edition and later ones were popularly called the Little Blue Back Speller (or sometimes Blue-backed Speller) due to its blue-colored cloth cover. Some today say this was his best Speller edition. It still contained the 1803 Preface by Webster, plus his 1818 notes following the end of that preface, regarding the book’s sales, the use of diacritical marks, and the great value of teaching syllables in beginning reading: “In nine-tenths of the words in our language, a correct pronunciation is better taught by a natural division of the syllables, and a direction for placing the accent, than by a minute and endless repetition of [individual] characters.” Unfortunately, sales of this edition began to lag because its new owner, Hudson, didn’t keep up the promotion of the book like Noah had. 1828: Webster published his magnum opus, An American Dictionary of the English Language. It’s still a very useful reference to this day

 So, today, just as was true in Webster’s speller, words should be presented with no attention whatsoever to their meaning, but with great attention to syllabic divisions. Further, as was true with Webster’s speller, beginners should orally spell each word as it is learned, syllable by syllable, (but with Pascal letter names, not alphabet names). Attention should be focused on the sound of every letter, regular, irregular, or silent. I suggest that every beginning reading program, and most particularly those assuming a “phonic” label, should be judged as outlined above, by comparison to Webster’s “sound” approach speller. Any “phonic” program which introduces any “meaning” bearing sight words, and most particularly which introduces connected “meaning” bearing texts, before beginners have become proficient readers of the “sounds” of syllables and words, should either be discarded or revised. It is entirely possible to revise many “phonic” programs by removing the objectionable “meaning”-bearing sight words, and by postponing the reading of the programs’ “meaning”-bearing texts until the beginners have become proficient readers of the programs’ “sound”-bearing word lists. Beginners should learn to read those word lists purely by their letter “sound” and with absolutely no reference to word “meaning.” Furthermore, just as in Webster’s speller, they should be given lists of multi-syllable words to learn. In the beginning stages of reading, the emphasis should always be on the syllable sounds in words. Phonic programs which introduce “meaningful” texts for beginners to read, before beginners have become proficient in reading word lists containing ALL phonic elements, are fostering the very bad habit of “meaningful” context guessing. Giving connected texts to beginners to read, EVEN IF THE TEXTS CONTAIN ONLY THOSE PHONIC ELEMENTS TAUGHT UP TO THAT POINT (“short ‘a’ words,” for instance) fosters the production of reflexes for reading by “meaning” while it simultaneously weakens reflexes for reading by “sound.” Noah Webster was right. The first thing to teach little children is how to spell orally and then how to read, by their letter “sound”, long lists of multisyllabic words in English. “Meaning” should have nothing whatsoever to do with the initial stages of literacy. However, once the children's decoding has become automatic, they have become independent readers and are then ready for reading “meaningful” texts. As was true for little Webster-taught children before 1826, children can then pick up the Psalms in the Bible and read them fluently - or can read anything else, for that matter. **************************** Note: “Sound” or “meaning” approaches result in different and opposite conditioned reflexes in the brain, at the associative level. The nature of these reflexes is discussed in my recent paper, The Born Yesterday World of the Reading Experts, a Critique on Recent Research on Reading and the Brain. That paper can be downloaded without charge from the Education section of the donpotter.net website, or can be bought in paper form from AuthorHouse.com. From the A

 Roman Letters. Italic. Names of Letters A a A a a B b B b be C c C c ce D d D d de E e E e e F f F f ef G g G g ge H h H h aytch I i I i i J j J j ja K k K k ka L l L l el M m M m em N n N n en O o O o o P p P p pe Q q Q q cu R r R r ar S s S s es T t T t te U u U u u V v V v ve W w W w double u X s X x eks Y y Y y wi Z z Z z ze &* &* and Double LETTERS ff; ffl, fi, fl, ffi, æ, œ. *This is not a letter, but a character standing for and. Children therefore should be taught to call it and; not and-per-se. 15 TABLE 1. Lesson 1. ba be bi bo bu by ca ce* ci* co cu cy* da de di do du dy fa fe fi fo fu fy ka ke ki ko ku ky Lesson 2. ga ge gi go gu gy ha he hi ho hu hy ma me mi mo mu my na ne ni no nu ny ra re ri ro ru ry ta te ti to tu ty wa we wi wo wu wy Lesson 3. la le li lo lu ly pa pe pi po pu py sa se si so su sy za ze zi zo zu zy Lesson 4. ab eb ib ob ub ac ec ic oc uc ad ed id od ud af ef if of uf al el il ol ul Lesson 5. ag eg ig og ug am em im om um an en in on un ap ep ip op up as es is os us av ev iv ov uv ax ex ix ox ux Lesson 6. ak ek ik ok uk at et it ot ut ar er ir or ur az ez iz oz uz Lesson 7. bla ble bli blo blu cla cle cli clo clu pla ple pli plo plu fla fle fli flo flu va ve vi vo vu Lesson 8. bra bre bri bro bru cra cre cri cro cru pra pre pri pro pru gra gre gri gro gru pha phe phi pho phu Lesson 9. cha che chi cho chu chy dra dre dri dro dru dry fra fre fri fro fru fry gla gle gli glo glu gly Lesson 10. sla sle sli slo slu sly qua que qui quo sha she shi sho shu shy spa spe spi spo spu spy Lesson 11. sta ste sti sto stu sty sca sce sci sco scu scy tha the thi tho thu thy tra tre tri tro tru try *They should be taught to pronounce, ce, ci, cy, like se, si, sy. 16 Lesson 12. spla sple spli splo splu sply spra spre spri spro spru spry stra stre stri stro stru stry swa swe swi swo swu swy ____________ Table 2. Note. A figure placed over the first word, marks the sound of the vowel in all that follows, until contradicted by another figure. Lesson 1. 225 222 25 bag big bog bug den cap bit dot fag dig dog dug hen gap cit got cag fig fog hug men lap hit hot gag gig hog lug pen map pit jot hag pig jog mug ten rap sit lot rag wig log tug wen tap wit not Lesson 2. 2 5 2 2 2 5 2 2 man fob bad bed bid fop bet but can job had fed did hop get cut pan mob lad led lid lop let hut ran rob mad red hid mop met nut van sob sad wed rid top yet put Lesson 3. 222 2252 belt gilt band bled brag clod brad melt hilt hand bred drag plod clad felt milt land fled flag shod glad pelt jilt sand shed stag trod shad Lesson 4. 5 22 22 2 2 clog glut blab chub damp bump bend flog shut drab club camp jump lend frog smut crab drub lamp lump mend grog slut scab grub vamp pump send 17 Lesson 5. 1 13222 2 bind bold call bill bent best brim find hold fall fill dent lest grim mind fold gall hill lent nest skim kind sold hall kill sent jest swim wind gold tall mill went pest trim Lesson 6. 1 1 1 11 1 1 lace dice fade bide cage bake dine mace mince lade ride page cake fine trace nice made side rage make pine pace rice wade wide wage wake wine Lesson 7. 1 11111 1 gale cape pipe cope dire date drive pale rape ripe hope hire hate five sale tape wipe rope fire fate hive vale ape type pope wire grate rive Lesson 8. dote file dame fare bore bone nose mote bile fame mare fore cone dose note pile came rare tore hone hose vote vile name tare wore tone rose ____________ TABLE 3. Lesson 1. 2 2 11 1 1 blank blush fleet brace price brine flank flush sheet chace slice shine frank plush street grace spice swine prank crush greet space twice twine Lesson 2. 2 2 1 11 1 band bless crime broke blade blame grand dress chime choke spade flame stand press prime choke trade shame strand stress slime smoke shade frame 18 Lesson 3. 1 1 121 1 brake glare brave hence mince bleed drake share crave fence since breed flake snare grave pence prince speed spake spare slave sense rinse steed Lesson 4. 221 2221 1 and ill age his rich less duke life act ink aim has held mess mule wife apt fact aid hast gift kiss rule safe ell fan ice hath dull miss time male ebb left ale add till tush tune save egg self ace elf will hush mute here end else ape pen well desk maze robe Lesson 5. 11 22 2 2 glade snake track clank clamp black grade glaze pact crank champ crack shave craze plant shank cramp match wave prate sang plank spasm patch quake slate fang clump splash fetch stage shape sang thump crash vetch Lesson 6. 1 1 11 2 1 mire sire strife bride brick strive spine quire fife chide kick spike vine spire trite glide chick splice gripe mire quite pride click strike snipe smite squire vice lick ride stripe spite spike trice stick wide Lesson 7. Examples of the formation of the plural from the singular, and of other derivates. name, names camp, camps slave, slaves dame, dames clamp, clamps brave, braves gale, gales lamp, lamps stave, staves scale, scales scalp, scalps mate, mates cape, capes map, maps state, states 19 grape grapes plant, plants mind, minds crane, cranes plank, planks bind, minds shaded, shades flat, flags snare, snares grade, grades bank, banks snake, snakes. Lesson 8. cake, cakes chap, chaps shake, shakes flake, flakes flank, flanks pipe, pipes hope, hopes shine, shines pipe, pipes note, notes slope, slopes wire, wires blot, blots fold, folds hive, hives cube, cubes club, clubs pine, pines grave, graves vote, votes fade, fades street, streets cone, cones mill, mills sheet, sheets bone, bones hill, hills Lesson 9. side sides blank, blanks mare, mares vale, vales choke, chokes tare, tares wife, wives cloke, clokes grate, grates life, lives smoke, smokes smite, smites hive, hives flame, flames brick bricks drive, drives frame, frames kick, kicks go, goes stand, stands stick, sticks wo, woes drove, droves bridle, bridles do, does robe, robes fire, fires add, adds flag, flags swim, swims TABLE 4. Easy words of two syllables, accented on the first. When the stress of voice falls on a vowel, it is necessarily long, and is marked by the figure 1. When the stress of voice falls on a consonant, the preceding vowel is necessarily short, and is marked by figure 2. No figures are placed over the vowels in unaccented syllables, because they are short. It must be observed, however, that in unaccented terminating syllables, almost all vowels are pronounced like i and u. Thus, al is pronounced ul, , rural rurul, et it, fillet fillit. This is the general rule in the language: originating doubtlessly from this cause, that the short i and u are pronounced with a less aperture or opening of the mouth, with less exertions of the 20 organs, and consequently with more ease than the other vowels in these terminating syllables; for in order to pronounce them right, nothing more is required than to lay a proper stress of the voice on the accented syllable, and pronounce the unaccented syllables with more ease and rapidity. When any of these terminations are accented, and some of them are, the vowel retains its own sound; as, compel, lament, depress, &c. The figures are placed over the vowels of the accented syllables; and one figure marks all the words that follow, till it is contradicted by another figure. 1 ba ker glo ry ne gro sa cred bri er gi ant o ver se cret ci der gra vy pa gan sha dy cra zy gru el pa per si lent cri er ho ly pa pist so ber cru el hu man pi lot spi der di al i cy pli ant sto ry du ty i vy pre cept stu pid dy er ju ry pru dent ta per dra per ju lep qui et tra der fa tal la dy ra ker ti dings fe ver la zy re al to ry fla grant li ar ri ot tri al flu ent li on ru by tru ant fo cus ma ker ru in tu molt fru gal mo dish ru ler tu tor fu el mo ment ru ral va cant va grant cut ler han sel num ber va ry dan ger hap py nut meg vi per dif fer hin der nurs ling vo cal drum mer hun dred pam per wa fer ci der hunt er pan nel wa ges em bers in sect pan try wa ger em blem in step pat tern wo ful en ter in to pat tron ab bot fac tor jes ter pen cil act or fag got ken nel pen ny ad der fan cy kin dred pep per ad vent fan tom king dom pil lar al um fat ling kins man fil fer am ber fer ret lad der pil grim an gel fil let lan tern plum met bal lad flan nel lap pet pup py bank er flat ter lat ter ram mer 21 ban ter flut ter let ter ran som bap tist fran tic lim ber rec tor bat ter fun nel lim ner rem nant bet ter gal lop lit ter ren der bit ter gam mon luck y ren net blun der gan der mam mon rub bish buf fet gar ret man na sad ler bur gess gen try man ner sal lad car rot gib bet mat ron san dy chan nel gip sy mem ber sat in chap man glim mer mer ry scan dal chap ter glit ter mill er scat ter chat ter gul let mit ten sel dom chil dren gun ner mur der sel fish chil ly gus set mud dy sen tence cin der gut ter mur mur shat ter shep herd tan ner wed ding hor rid shil ling tat ler wil ful joc ky sig nal tem per will ing jol ly sil ver ten der wis dom mot to 4 sin ner ten drill art less on set slat tern ten ter art ist of fer slen der tim ber af ter of fice 5 slum ber trench er chop per pot ter smug gler trum pet com ment rob ber spin et tum bler com mon sot tish 2 spir it tur ky con duct cler gy splen did vel lum con cord er rand spend dor vel vet con gress her mit splin ter ves sel con quest ker nel stam mer vic tim con sul mer cy sub ject vul gar con vert per fect sud den ug ly doc tor per son suf fer ul cer dross y ser mon sul len un der dol lar ser pent sul try up per fod der serv ant sum mon ut most fol ly ver min tal ly ut ter fop pish ven om 22 TABLE 5. Easy words of two syllables, accented on the second. N.B. In general, when a vowel in an unaccented syllable stands alone or ends a syllable*, it has its first sounds as in protect: yet as we do not dwell upon the vowel, it is short and weak. When the vowel, in such syllable is joined to a consonant, it has its second sound; as address. *But if a vowel unaccented ends the word, it has its second sound, as in city. 2 a base a like a maze at tire a bide al lude as pire be fore a dore a lone a tone be have be hold fore seen trans late di rect com ply im brue un bind dis band com pute im pale un told dis miss com plete in cite un fold dis sent con fine in flame un glue dis tinct con jure in trude un kind dis trust con sume in sure un lace dis tract con trol in vite un ripe dis turb cre ate mis name un safe ef fect 2 de cide mis place ab rupt e mit de clare mis rule ab surd en camp de duce mis take ac cept en rich de fy mo rose ad dict e vent de fine par take ad dres e vince de grade per spire ad mit ful fil de note po lite a mend fi nance de pute pre pare a midst gal lant de rive pro mote ar range him self dis like re bate as cend im pend dis place re buke be set im plant dis robe re cite ca nal im press dis taste re cline col lect im print di vine re duce com pel in cur e lope re late con duct in dent en dure re ly con tent in fect en force re mind con tend in fest en gage re plete cor rect in flict en rage re vere cor rupt in stil en rol se duce de duct in struct en sue sub lime de fect in vest 23 en tice su pime de fent mis give en tire su preme de press mis print e vade sur vive de range mis trust for sworn tra duce de tect mo lest neg lect re press un bend re volve ob struct re tract un fit re volt oc cur re trench un hinge de spond o mit ro mance un man con cert 4 op press se dan de bar de fer per mit se lect de part di vert por tent sub ject dis arm in verse pre tend sub mit dis card in vert pre dict sub tract em balm per vert pro ject sus pense em bark per verse pro tect trans act en chant re fer pro test trans cend en large con fer re cant trans gress huz za de ter re fit trans plant un arm in fer re lax tre pan un bar in ter 5 re mit un apt ab hor in tend ______________ TABLE 6. Easy words of three syllables; the full accent on the first, and a weak accent on the third. 1 cru fi fix lu na cy si mon y ad a mant cru el ty no ta ry stu pi fy am i ty de cen cy nu mer al tu te lar am nes ty di a dem nu tri ment va can cy ar ro gant di a lect o ver plus va gran cy bar ris ter drap per y po et ry ab do men but ter y droll e ry pri ma cy al le gro ben e fit du ti ful pri ma ry ad mi ral big a my flu en cy pu ri ty al co ran big ot ry i ro ny re gen cy an im al but ter fly la zi ness se cre cy ac ci dent cal en dar li bra ry scru tin y al i ment cab in et can is ter en ti ty len i ty ped i gree 24 can ni bal ep i gram le pro sy pen al ty can o py es cu lent lev i ty pen u ry cap i tal ev e ry lib er al pes ti lent chast i ty fac ul ty lib er ty pil lo ry cin na mon fac to ry lig a ment prac tic al cit i zen fam i ly lin e al prin cip al clar i fy fel o ny lit a ny pub lic an clas sic al fes tiv al lit er al punc tu al clem en cy fin ic al lit ur gy pun gen cy cler ic al fish er y lux u ry pyr a mid cur ren cy gal lant ry man i fest rad i cal cyl in der gal le ry man i fold rar i ty den i zen gar ri son man ner ly reg u lar det ri ment gen e ral mar in er rem e dy dif fid ent gun ner y med ic al rib al dry dif fer ent hap pi ness mel o dy rev er end dif fi cult her al dry mem o ry rit u al dig nit ty im ple men mes sen ger riv u let dil i gent im pu dent mil lin er sac ra ment div id end in cre ment min er al sal a ry dul cim er in di go min is ter sat is fy ec sta cy in dus try mus cu lar sec u lar ed it or in fan cy mys te ry se di ment ef fi gy in fan try nat u ral sen a tor el e ment in fi del pan o ply sen ti ment el e gy in stru ment par a dox sen tin el em bas sy in te ger par a gon sev er al eb o ny in tel lect par al lax sil la bub em bry o in ter est par al lel sim il ar em e rald in ter val par a pet sin gu lar em per or in va lid par i ty sin is ter en e my jus ti fy pat ri ot slip e ry en mi ty leg a cy ped ant ry sub si dy sum ma ry ur gen cy hos pi tal prod i gal sup ple ment wag gon er lot te ry pro di gy sym me try wil der ness mon u ment prom in ent 4 tam a rind har bin ger nom in al prop er ty tap es try har mo ny oc u lar pros o dy tem po ral harps i chord oc cu py pro test ant 5 ten den cy cod i cil of fi cer quad ru ped 25 ten e ment col o ny or a tor qual i ty ter ri fy com e dy or i gin quan tit y test a ment com ic al or na ment quan da ry 2 tit u lar con ju gal or re ry cer ti fy typ ic al con tin ent ot to man mer cu ry tyr an ny con tra band pol i cy per fid y vag a bond con tra ry pol i tic per ju ry van i ty doc u ment pop u lar per ma nent vic tor y drop sic al pov er ty per tin ent vil lan ny glob u lar pon der ous re gu late vin e gar gloss a ry prob i ty ter ma gaut _____________ TABLE 7. Easy words of three syllables, accented on the second. 1 a base ment de co rum im pru dent a gree ment de ni al oc ta vo al li ance de cri al op po nent al lure ment de port ment po ma tum ap pa rent de po nent pri me val ar ri val dic ta tor re ci tal a maze ment di plo ma re li ance a tone ment en rol ment re qui tal co e qual en tice ment re vi val con fine ment e qua tor spec ta tor con trol ler he ro ic sub scri ber de ci pher il le gal sur vi vor tes ta tor di min ish pro tect or test a trix dis sent er pu is sant trans la tor dis tem per re dund ant trans pa rent dis tin guish re fresh ment tri bun al di urn al re lin quish ver ba tim dog ma tic re luc tant vol can no do mes tic re mem ber un e qual dra mat ic re plen ish un mind ful e ject ment re plev in a ban don em bar rass re pug nant 26 ac cus tom em bel lish re pub lish af fect ed em pan nel ro man tic ag gress or en camp ment se ques ter a mend ment e quip ment spe cif ic ap par el er rat ic sur ren der ap pend ix es tab lish to bac co as cend ant hys ter ic trans cend ent as sas sin in ces sant trans gress or as sem bly in clem ent tri umph ant at tach ment in cum bent um brel la 5 at tend ant in hab it a bol ish be gin ning in sip id ac com plish be wil der in trin sic ad mon ish co hab it in val id as ton ish col lect or ma lig nant de mol ish con sid er mo nas tic dis solv ent con tin gent noc turn al im mod est con ract or pa cif ic im mort al de cant er pe dant ic im pos tor de lin quent po lem ic im prop er de liv er pre cept or in con stant de mer it pre tend er in sol vent de tach ment pro hib it im mor al di lem ma pro lif ic un god ly TABLE 8. Easy words of three syllables, accented on the first and third. 1 al a mode o ver take in cor rect dev o tee rec on cile in ter mix dis a gree ref u gee o ver run dis es teem su per sede o ver turn dom i neer su per scribe rec ol lect im ma ture vol un teer rec om mend im por tune un der mine rep re hend 2 in com mode ap pre hend su per add in ter cede con de scend un der stand in tro duce con tra dict un der sell mis ap ply dis pos sess dis con cern mis be have in di rect dis con nect 27 TABLE 9. Easy words of four syllables, the full accent on the first, and the half accent on the third. lu min na ry dil a to ry preb end a ry mo ment a ry ep i lep sy pref a to ry au ga to ry em is sa ry pur ga to ry bre vi a ry ig no min y sal u tar y 2 ac cu ra cy in ti ma cy sanc tu a ry ac ri mo ny in tri ca cy sec re tar y ad mi ral ty in vent o ry sed en tar y ad ver sa ry man da to ry stat u a ry al i mo ny mat ri mo ny sump tu a ry al le go ry mer ce na ry ter ri to ry cer e mo ny mis cel la ny tes ti mo ony cus tom a ry mil i ta ry trib u ta ry del i ca cy pat ri mo ny per emp to ry dif fi cul ty plan et a ry sub lu na ry 5 con tro ver sy prom on to ry con tu ma cy mon as te ry vol un ta ry con tu me ly ob sti na cy ob du ra cy dom e da ry pro mis so ry com ment a ry com mis ea ry The words het-e-ro-dox, lin-e-a-ment, pat-ri-ot-ism, sep-tu-a-gint, have the full accent on the first syllable, and the half accent on the last. ___________________ Table 10. Easy words of four syllables, accented on the second a e ri al ob scu ri ty cap ti vi ty an un i ty ob tain a ble ce lib a cy ar mo ri al pro pri e ty ci vil i ty cen tu ri on se cu ri ty cli mac ter ic col le gi al so bri e ty co in cid ent com mu ni cant va cu i ty col lat e ral com mu ni ty va ri e ty com par is on 2 con gru i ty ab surd i ty com pet it or con nu bi al ac tiv i ty com pul so ry 28 cor po re al ac cess a ry con jec tur al cre du li ty ad min is ter con stit u ent e le gi ac ad vers i ty de cliv i ty fu tu ri ty a dul te ry de lin quen cy gram mar i an af fin i ty de prav i ty gra tu i ty a nal o gy di am e ter his to ri an a nat o my dis par i ty li bra ri an an tag o nist di vin i ty ma te ri al ar til le ry ef fect u al ma tu ri ty a vid di ty e lec tric al me mo ri al bar bar i ty em pyr e al mer cu ri al bru tal i ty e pis co pal out rage ous ca lam i ty e pit o me e quiv a lent no bil i ty ve nal i ty e quiv o cal nu mer ic al vi cin i ty 5 e van gel ist om nip o tent a pol o gy e vent u al par tic u lar a pos ta cy fa tal i ty per pet u al as trol o gy fer til i ty po lit ic al as tron o my fi del i ty po lyg a my bi og ra phy for mal i ty pre cip it ant com mod i ty fru gal i ty pre dic a ment de moc ra cy gram mat ic al pro fund i ty de spond en cy ha bit u al pros per i ty e con o my hos til i ty ra pid i ty ge om e try hu man i ty re cip ro cal hy poc ri sy hu mil i ty re pub lic an ma jor i ty i den ti ty sab bat ic al me trop o lis im mens i ty sa tan ic al mi nor i ty im ped im ent scur ril i ty mo nop o ly ju rid ic al se ver i ty pre dom in ate le vit ic al sig nif ic ant pri or i ty lon gev i ty se ren i ty tau tol o gy ma lev o lent sin cer i ty ver bos i ty 2 ma lig ni ty so lem ni ty ad ver si ty mil len ni um su prem a cy di ver si ty mo ral i ty ter res tri al e ter ni ty mu nif i cent tran quil li ty hy per bo le na tiv i ty ty ran nic al pro verb i al ne ces si ty va lid i ty sub serv i ent 29 TABLE 11. Easy words of four syllables; full accent on the third, and the half accent on the first. 1 an te ce dent com ment a tor ap par a tus me di a tor sa cer do tal mem o ran dum su per vi sor o ri ent al 2 ac ci dent al or na ment al ar o ma tat ic pan e gry ic cal i man co pred e ces sor de tri ment al sci en tif ic en er get ic sys tem at ic 5 fun da ment al cor res pond ent in nu en do hor i zon tal 2 mal e fac tor u ni ver sal man i fes to un der stand ing at mos pher ic o ver whelm ing L Having proceeded through tables, composed of easy words from one to four syllables, let the learner begin the following tables, which consist of more difficult words. In these the child will be much assisted by a knowledge of the figures and the use of Italics. If the instructor should think it useful to let his pupils read some of the easy lessons, before they have finished spelling, he may divide their studies – let them spell on part of the day, and read the other. __________________________ 30 TABLE 12. Difficult and irregular Monosyllables. I would recommend this table to be read sometimes across the page to make children attentive to the different ways of expressing the same sound, &c. 1 bay clay rail flail brain day way frail snail chain hay ray wail laird grain lay bray mail aid slain say stray nail maid train may slay trail stair rain pay spay bail swear main pray jail ail wear plain sway pail hail bear sprain fray sail tail tear stain twain tray change squeal creed vain gray strange beer heed wain slain blaze peer mead paint play be deer knead quaint beard pea fear reed plaint date sea dear bleed aim tale tea hear breed claim staid flea near plead main laid yea rear deem waif paid key veer seem stage braid leap drear cream gauge air neap clear dream plague chair reap shear stream vague fair cheap steer beam bait hair heap bier steam great pair steel tier seam gait lain kneel year gleam wait pain teal cheer scream plait strain feel heard fleam strait gain keel blear fream graze blain deal ear ream praise drain heal sear team raise fain meal smear least baise faint peel spear feast 31 raze taint reel tear yeast maize saint seal queer beast shave train steal deed priest brave hasted veal feed east knave paste weal need reef break waste zeal weed grief steak baste peal bead brief spray chaste beal bead brief stay taste ceil read chief gray traipse eel seed leaf sheaf teat sleeve league sleight fief beak grieve teague bright liet leak reeve tweag fight beef weak leave leash blight plea bleak lieve liege fright flee sneak reave siege flight nee speak beeves dry wight deep freak eaves bye wright keep squeak greaves fly clime weep reek freeze cry rhyme steep cheek sneeze sky knife sleep wreak breeze lie climb creep fleak ease die smile sheep sqreak squeeze eye stile fleece shriek cheese buy guile peace sleek frieze try mild cease steak please fry child lease seen seize pie wild geese bean tease wry bride niece clean speech high stride piece mien leach nigh guide grease queen beach sigh guise crease wean reach by fro meet keen teach fie doe bleat glean screech hie toe cheat spleen breach vie foe treat spleen breach light fow meat green each might mow seat quean peach height tow feat lean fiend night row beat yean yield right owe 32 neat mean shield sight flow feet heave wield tight glow heat cleave field slight blow slow roast loan hoarse rue know coast shown source shrew grow toast old coarse spew snow more told board stew stow four cold hoard tew strow pour mold gourd yew dough door port sword chew hoe floor fort holme clew sloe roar sport oaf ewe mole boar court loaf slue pole hoar goad due mew sole oar load true cure foal soar toad you pure goal oat woad glue your roll boat soap sue rude poll doat froze dew prude boll goat close few shrewd toll moat prose new crude soul bloat chose pew feud scroll float coach lieu rheum coal joke poach view muse shoal oak roach new bruise bowl croak broach brew use knoll cloke folks screw cruise stroll soak coax brew spruce troll tone foam blew use rogue known comb knew cruse brogue own roam drew juice vogue groan loam crew sluice most blown shorn hew fruit post flown sworn strew bruit host mown mourn shew suit ghost sown force slew mewl boast moan course blue lure jamb check delve skill jolt lamb speck valve spill boult plaid wreck guess chill dolt limb meant breast ditch moult 33 gaunt sense guest pitch coat dense tense sweat witch dost hence bench debt twitch curl pence clench stem niche hurl fence stench phlegm hinge churl lapse quench wink singe drum flat wench pink cringe dumb gnat wrench cinque fringe crumb cash drench prism twinge numb clash fetch schism glimpse plum gnash sketch chip since much strap wretch skip rince such wrap spend ship wince touch shall friend strip teint crutch bled blend scrip brick burst dead badge spin stick stuff stead fadge chin kick snuff read edge twin wick rough tread hedge skin quick tough bread wedge guilt spit plump dread sledge built knit stump sqread ledge quilt twit trump shred sedge build live lurch head pledge drift sieve church cleanse dredge shift ridge young 8 realm fledge swift none gulf dram bridge twist stone nyumph deck bilge wrist home hymn neck helve risk bolt judge peck twelve shrill colt grudge drudge lost sawn squall cough trudge tost brawn yawl trough shrub war spawn awl fork scrub for yawn haul cork bulge nor laud stall hawk gurge taught fraud small balk surge caught broad crawl walk purge brought cord brawl talk punge sought lord bawl chalk curse ought ward caul stalk purse wrought gauze drawl calk 34 law fought cause wart daub shaw groat pause sort bawd taw fraught clause short warp maw naught torch quart wasp raw form scorch snort want paw storm gorge bald cause 4 saw swarm all scald balm awe warm tall off calm gnaw born fall oft psalm straw corn hall loft psalm flaw warn gall soft qualm draw corse pall cross alms chaw horn ball dross bask claw morn call moss cask craw fawn wall loss ask haw lawn maul horse mask jaw dawn scrawl corpse task cost pawn sprawl dwarf ark bark starve daunt gape knock dark arm flaunt carn drop hark harm haunt darn crop mark charm jaunt barn shop lark farm taunt yarn shock park barm vaunt bar wan are cart past far swan shark dart past scar gone stark hart vast star swash asp mart blast tar watch clasp part fast czar was hasp tart mast car wast rasp start mass char knob gasp smart pass jar swab grasp chart lass mar wad hard heart bass par dodge bard staff brass barb lodge card chaff class garb bodge lard half glass carle podge guard calf grass marl fosse pard laugh arch snarl bond yard craft march chance fond