p^ 
 
 s.S'i 
 
 !^"^2f 
 
 * 
 
 m 
 
 Vf/<^ 
 
 THE 
 
 STEP-BY-STEF 
 •rKIMEK • 
 
 BURNZ' 
 PRONOUNCING 
 
 PRINT 
 
 PRICE, 25 CENTS
 
 THE LIBRARY 
 
 OF 
 
 THE UNIVERSITY 
 
 OF CALIFORNIA 
 
 LOS ANGELES
 
 LAWYER 
 t* A LIAS, UUl

 
 THE 
 
 STEP -BY- STEP PRIMER 
 
 IN 
 
 BURNZ' PRONOUNCING PRINT. 
 
 CORRECT PRONUNCIATIOJSr SHOWN WITHOUT NEW LETl^ERS 
 OR CHANGE OP SPELLING. 
 
 BY 
 
 ELIZA BOAKDMAN BURNZ, 
 
 TEACHER OF THE PHONETICS OF THE ENGLISH LANGUAGE, AND PKINCIPAL 
 OF THE NEW YOKK SCHOOL OF PHONOGRAPHY. 
 
 r tJ »> ► • 
 
 ' 1 * 
 
 NEW YORK : 
 BUKNZ & CO., 24 CLINTON PLACE. 
 
 1892.
 
 CoPTK.oHT, 1892, BY Eliza Boabdman Burnz. 
 
 < < c 
 
 
 « c c 
 
 Pre!--8 of J. J. Little & Co., 
 
 Astor Place, New York.
 
 /// f 
 
 -^ 
 
 INTPtODUCTION. 
 
 The Step-by-Stijp Primer is so arranged that a little child or a 
 foreigner can learn if) read from it easily, through analogy and hy the 
 use of reason. The pronunciation of each word is shown on the printed 
 face without at all changing the common spelling. 
 
 Letters,, of course, are arbitrary signs, hut when their powers are 
 
 once learned they should furnish the key to pronunciation. This we 
 
 know they do not do in ordinary English books. One reason is because 
 
 the twenty-six letters are not sufficient in number to denote the forty 
 
 or more separate, elementary sounds which compose the words of the 
 
 ^ spoken language. Another reason is. that the twenty-six letters are not 
 
 y used with consistency. The vowel letters have from three to seven 
 
 >. sounds each, and interchange those sounds, and both are often silent. 
 
 ^ Prof. Marteneau says : "Learning to read English is the most difficult 
 
 ^ of human attainments ; " and it is undoubtedly so, if learning to spell 
 
 ~2 is taken into account. 
 
 The unreasonableness of English orthography is conceded by every 
 ^ one. The loss of time which it occasions in school life is enormous. 
 in As compared with (rerman, it takes three years for an English or 
 % American child to learn to read and spell as well as a German child 
 "^ does in one year ; and this is solely on account of our outrageous orthog- 
 raphy, 'which requires the pronunciation of each word to be learned 
 separately, and from the teacher's oral dictation alone. Thus the 
 ^ Ijudding reason (if the child is checked ; each mental feeler for analogy 
 2 and truth is piiu;hed off as soon as it puts forth ; and blank stupidity 
 appears in the reading or spelling class, instead of that eager brightness 
 which one unvarying sound for each letter or digraph would beget. 
 
 '^rhe Step-by-Step Primer essays to do the best that can bo done at 
 present. It takes as a basis the Anglo-Ainerican al[)ha])et of forty-two 
 letters, or combinations of letters, each oL' which denotes an elementary 
 
 >m 
 
 452181
 
 INTRODUCTION. 
 
 sound of tlio language. Every sound has a definite representation, and 
 no letter or combination of letters, in the same position, denotes more 
 than one sound. 
 
 Since the short vowel sounds occur much more frequently than the 
 long, in English woi'ds, the letters which denote the short sounds are 
 unmarked. An unmarked rowel letter always denotes its sl/orf or 
 '' seco)i.d " soiotd. This ])lan reduces the numher of marked letters 
 to a minimum. The short sounds occur in the words first shown in 
 the Primer — words that the child most frequently uses — therefore no 
 markings are required at the beginning of study. The few necessary 
 ci^nnecting words can be ]n'onounced by the teacher or learned by the 
 " M'ord method " until the lesson which gives their sounds is reached. 
 
 A\'hen letters in a printed word are silent — that is, really useless — 
 they are put in J/air line type. If a letter is perversely used, its true 
 sound is indicated by a small type placed below, and the pupil gives its 
 sound instead of that of the more prominent letter ; or, though rarely, 
 the false letter is set in a different type, and the true letter or letters 
 put in parentheses at the end of the word. Occasionally, the whole 
 word is respelled, phouetically, and placed in parentheses. 
 
 The 8tep-by-Step Primer is designed to teach the child that letters 
 stand for spoken sounds ; and although he will find in his further 
 l^rogress that this usage is sadly jjerverted, it is the duty of the teacher 
 to make, as far as possible, the first steps logical and certain, and, 
 therefore, attractive. In the Step-by-Step Primer phonetic truth is 
 presented to guide and encourage. 
 
 Instruction in reading should be begun l)y showing the object, or 
 picture of the object, which is represented by the subject word. Con- 
 verse about it. Mention the four ways in which a person can let 
 another know what he or she is thinking of. First, by showing the 
 object ; second, by showdng a picture of the object ; third, by speak- 
 ing the name of the object ; fourth, by using marks, called letters, 
 which stand for the sounds of the spoken word. 
 
 The names of letters should not be taught at first, only their sounds. 
 Capital letters, points and stops, and the names of letters will be learned 
 incidentally, by imitation and observation as well as by instruction, as 
 progress in reading is made.
 
 IN TROD VCTION. 
 
 The exercise of spelling by sound should be begun in the kinder- 
 garten a year or moi-e before the child is introduced to the use of 
 letters. The pupil should there be taught that the words it uses in 
 speecli are not units of sound, but resolvable into elements^ and practice 
 should be had on these elements. The child should be instructed how 
 to place the organs of speech in certain positions to produce certain 
 sounds, and learn to apprehend the distinction between voice and breath 
 sounds, and 02)eu and touch sounds. This will constitute a pleasing 
 and instructive exercise, by which the organs of speech will gain 
 mobility and the Avitt power be trained to control them. Such vocal 
 gymnastics are needed as a preparation for that clear articulation and 
 exact pronunciation which are so desirable in speaking or reading. 
 
 The common spelling must be taught by loriting. There is no 
 other method at all satisfactory. The Step-by-Step method of teaching 
 to read will not interfere with the written spelling lesson. The script 
 of the Step-by-Step Primer has no marked or light-line letters, but 
 presents the words unchanged in appearance from their present orthog- 
 raphv. 'No better drill in ordinary spelling can be found than copying 
 the lists of words given ; for each list contains some sjiecial arrange- 
 ment of letters, and the spelling of a word will be more easily remem- 
 bered from the memory of its classification. 
 
 If, as in the teaching of foreigners, the time is too short to teach 
 the common spelling, a script which is very easily read results from 
 writing phoneticnlly : that is, omitting the silent, light-lined letters, 
 and, instead of the falsely sounding letters, wi-iting the small printed 
 letters underneath, which give the true sound. Such script will be far 
 better than the guesswork S2:)elling which the half-educated foreigner 
 employs. 
 
 Explanations to assist those who may be unused to phonetic teach- 
 ing are given at the end of the Primer. The Step-by-Step plan of 
 teaching will be found ])lain and simple, so that the study of a few 
 pages will unfold it completely ; and this Primer can precede, or be 
 used in conjuncticm with, any other Primer or Reader. 
 
 To the late Dr. Edwin Leigh, inventor of light-line type, and Mr. 
 Henry M. Parkhurst, the present owner, I am indebted for the hel}) 
 afforded by that type in the production of Pronouncing Print. 
 
 ELIZA B. BURNZ.
 
 THE STEP- BY-STEP 
 
 ALPHABKll^ OF SOUNDS. 
 
 On the Anglo-American plan of using each letter, or digraph, 
 for the sound it most commonly represents in English. 
 
 rUIMAItV LKTTKRS. ;. NEW NAMES. KEGULAR EQUIVALENTS. 
 
 1. il — (i\)\i^\ tcnne. -^^ ai — (I'nw, ay — \\\(it/. 
 
 2. a — c/t, cv/j). ^C 
 
 a. ji — c/rni, fr/tlier. ^9 > ah — ah I 
 
 4. a — a\\, tWlter. «) an — c/^^iriist : 
 
 aaw. 
 
 aw- 
 
 5. a — cnr, bc/re. ^ 
 
 6. 1) — />at, tu/>. 
 
 7. d — <'/ust, mud. 
 
 8. cli — c7dp, much. chee 
 
 9. e — evW, me. ee — tY^, deep. 
 
 10. e — 6^1 id, m<^t. 
 
 11. f— /og, stii/f. pli^/>Aysic. 
 !-• g— //iiii. ^>'i//- gee 
 
 (g-hard) 
 
 l.'>. Ii — Acme, /all. 
 
 14. I — /die, 111 /lid. 
 
 15. i — h\, sip. y-final — pony, <^*<>Py- 
 
 16. j — r/oke, /iidge. 
 
 17. k — /ite, /licX:. c — cup, inusi(^'; q— - 
 
 18. \—l[fe, mill 
 
 19. in — mat, vain. 
 
 ^iiail, f/iiit.
 
 PRONOUNCING PRIMER. 
 
 PRIMARY LETTERS. 
 
 20. n — yait, raw. 
 
 21. iig — \ong, siy///er 
 
 22. o — (A(\, howj. 
 28. o — on, sorry. 
 
 NEW NAMES. 
 
 lllii' 
 
 24. 
 
 GO OOZQ, tool. 
 
 
 25. 
 
 oi— ^o/l, point. 
 
 
 26. 
 
 on — out, Qouwt. 
 
 
 27. 
 
 p — jmw, pee^). 
 
 
 28. 
 
 r — yip, cii/'. 
 
 
 29. 
 
 s — -sit, o'a.s. 
 
 
 30. 
 
 sh — .s7^op, wi.s/?. 
 
 sliee 
 
 31. 
 
 t f'd\), fclf. 
 
 
 32. 
 
 til — ///in, \)\fh. 
 
 itli 
 
 33. 
 
 til — Men, with. 
 
 tliee 
 
 34. 
 
 u — /^se, duty. 
 
 
 35. 
 
 u — /^s, cq:). 
 
 • 
 
 36. 
 
 n — p//t, t>d . 
 
 
 37. 
 
 V — ran, erer. 
 
 
 38. 
 
 \v — /rin, (brell. 
 
 
 39. 
 
 w 1 — uj/mt, u^kew. 
 
 whe< 
 
 40. 
 
 X — a,x^ extra. 
 
 
 41. y— yet, yonder. 
 
 42. z — cone, bii,cz. 
 
 43. zli — vi.s'ion (vizlion). zhee 
 
 REGULAR E(JU1VALENTS, 
 
 n before k or g; as 
 
 in "piwk, li;?ger." 
 oh — o/i ! 
 
 o is used for unaccented 6, 
 as in "propose;" and for 
 short a, as iu " nor, cost." 
 
 oy — to//, bo//isli. 
 ow — wow, oio\ 
 
 ew — i('}n, wew. 
 
 00 — ^ood, foot. 
 
 X is used also for gz; 
 as in '^ exact."
 
 THE STEP-BY-STEP 
 
 IISTDEX ^IX) LETTERS, ETC. 
 
 PAGE 
 
 3-5. Introduction, witli Explanation of Pronouncing Print. 
 
 (), 7. Alj)liabet of Sounds — Anglo-American Plan. 
 
 11. c, a, t — Analysis of Sounds. 
 
 12. m — illustrated by Mac. 
 
 13. s " " Sam, sat. 
 
 14. p " " CAP, MAP. 
 
 15. 11 " " Nat, pan. 
 
 16. f 
 
 FAN, FAT. 
 
 17. cl " ^' Dan, sand. 
 
 18. h " " TIAT, HAND. 
 
 19. i — as in pin. s added to p and t. 
 
 20. e — illustrated by hen, tent. 
 
 21. o '^ " Tom, Doc. 
 
 22. 1 " " LIP, LAMP. 
 
 23. 
 
 24. u 
 
 J? ' DOO, PIG. 
 
 a 
 
 Clip, 3ITTG. 
 
 25. i — 1 = y ; always equivalent. 
 
 26. b — illustrated by bug, bud. 
 
 27. z " "' Zip, Boz. 
 
 Small_ " z " under " S," in as, is, etc. 
 
 28. Light-line letters have no sound. 
 
 29. V and u — as heard in yat, put. 
 
 30. Small letters under large — of, to. 
 
 31. r, initial and final — rat, for. 
 
 32. j — illustrated by Jim, jug. 
 
 33. w = u made consonantal by compression. 
 
 34. th — In-eath and voice sounds, thin, this. 
 
 35. sh — illustrated by ship, fish.
 
 PRONOUNCING PRIMER. 
 
 PAGE 
 
 36. k = c — -illustrated by kid, kitten, 
 
 37, 38, 39. e, a, 6 ; long vowel sounds. 
 
 40. y = i ; initial y compressed — tony, yam. 
 
 41. 43. 1 and u; long vowel sounds. /5 ,. 
 
 42. oo — regular, for vowel in cool. ', ''' , 
 
 44. ee — equivalent of e — bee, feet. ^A/ ^' '■ ^^ 
 
 45. eh — illustrated by Chan, chops. M^^ y,"^'^ 
 
 46. 47. iii and ay = ji — pail, day. ' *i^)(.. 
 48, 49:   iig: ; n = iig before k — ring, BxVnk. 
 
 50. oi and oy — as in oil, boy. 
 
 51. ou and ow — as in out, now. 
 
 52. do— as in foot, good. 
 
 53. ck = k — used after a shoi't vowel — back. 
 
 54. 55. a and a — as in art, ask. 
 
 -56, 57. au, aw and a — as in haul, saw, call. 
 58, 59. 6 and a — as in iAiotii, care. 
 
 60. X = ks — illustrated by ox, fox. 
 
 61. wh — breath sound of w — whip, whiz. 
 
 62. ce = s — used after a long vowel — face. 
 
 63. g:e = j ; dge = j — page, ledge. 
 
 64. 65. Combined final consonants. 
 66, 67. " initial pi, pr, etc. 
 
 68. " nip, lilies. 
 
 69, 70. ■*' initial st, spl, spr, etc. 
 72. q = c = k — as in quail, cube, kite. 
 72, 73. iiig and iiig-s ; er, final. 
 
 74, 75. zh.— The Busy Bee. 
 76-79. Reading Lessons. 
 80, 81. Koman and Script Al|)habets. 
 82-86. Rules for Indefinite Sounds. 
 87-94. Hints on Phonic Drill.
 
 PRONOUNCING PRIMER. 11 
 
 LESSON 1 . 
 
 cat 
 
 Cc CCCC Ct? 
 
 Aa aaaa a ^ 
 
 T t t t t t t / 
 
 a 1 a 1 a — t a-t = at 
 
 c — at =-- cat c a 1 c-a-t = cat 
 
 a-cat a- cat a-cat 
 *tiie tiie tiie-cat tlie-cat 
 
 ctactcatc 
 
 * Teach " the " as a word, without analyzing. See page 88.
 
 12 
 
 THE STEP-B Y-STEP 
 
 M m 
 
 LESSON 2. 
 
 m m m m 
 
 mat 
 
 m -^^^^ 
 
 m 
 
 -a- 
 
 -t 111 — a — t m-a-t = m at 
 
 a-mat tiie-mat a-cat tiie-cat 
 
 *my my my cat my mat 
 
 and and and 
 
 a-cat and a-mat 
 
 my cat and tlie-mat 
 M — a^c M-a-c = Mac 
 Mac and tlic cat 
 
 my cat and Mac 
 
 * Teach " my, and," as words, without analyzing.
 
 PRONOUNCING PRIMER. 
 
 13 
 
 S s 
 
 LESSON 3 
 
 s s s s 
 
 s a- 
 
 S- 
 
 s- 
 
 -a- 
 -a- 
 
 -m S — a — m S-a-m = Sam 
 -^ s — a — t s-a-t = sat 
 
 on on on 
 *tiie on my tiie and my 
 
 a-cat sat on a-mat. 
 
 my cat sat ou <^^p 
 
 Sam sat on tlie-mat. 
 
 Sam and tlie-cat sat on my mat. 
 
 Mac and Sam sat on tiie-mat. 
 
 a c m s t a-cat 
 
 a-mat 
 
 t7y -C '7<n^ d' 
 
 'I -tZ^ ^€1-^ 
 
 t^ ■^^T^^'tZ 
 
 / 
 
 * Words to be called at sight, without analyzing at present.
 
 14 
 
 THE S TEP-B Y-8TEP 
 
 P p 
 
 LESSON 4. 
 
 P P P P 
 
 P /^ 
 
 c 
 111 
 
 p- 
 t- 
 
 -a- 
 -a- 
 
 -a- 
 
 -P 
 
 -P 
 
 -t 
 
 -P 
 
 c- 
 m- 
 
 a- 
 a- 
 a- 
 -a 
 
 cap 
 map 
 p — a — t p-a-t = pat 
 -a p t — a — ^p t-a-p = tap 
 
 cap-s = caps map-s - maps tap-s = taps 
 
 P 
 
 P 
 -t 
 
 -P 
 
 c-a-p 
 
 m-a-p 
 
 p-a-t 
 
 t-a-p 
 
 a-cap tiio-cap tiie-caps 
 
 cats and mats and maps 
 Pat tlie-cat. Mac pats 
 
 my cat. 
 Tlie-cat sat on Mac's 
 
 cap. 
 Sam sat on my cap. 
 
 Sam taps tiie-map. 
 
 ^^^T^-a^^ -c-a^^-iy ^2.t^f Ji^'f ^rrz^-^^
 
 PRONOUNCING PRIMER. 
 
 15 
 
 I^ 11 
 
 LESSON S, 
 
 11 11 11 11 
 
 c-a-ii = can 
 X-a-t = IN'at 
 ]N^-a-ii = IN^an 
 
 p-a-ii - pan in-a-n = man 
 t-a-ii = tan . n-a-p-nap 
 p-a-p = pap p-a-t-s = pats 
 
 Nat and ?^an 
 
 Nan and Nat 
 tiie iiuni, the cat 
 
 and tlie-pan. 
 tiie cat sat 
 
 on a-pan. 
 tiie man pats tiie-cat. 
 can ttie-cat pat tlie-man ? 
 Nat and Nan can pat tiie-cat. 
 
 ^/^-^ <y2^.t^'2^ ^^^ -'f/t-'e' 'CU^'l.
 
 10 
 
 THE STEP -BY- STEP 
 
 LESSON e 
 
 P f 
 
 f f f f 
 
 / 
 
 f — a — n f-a-n = fau f — a — t f-a-t = fat 
 
 a-fan tiie-fan 
 
 my fan 
 a-fat man 
 
 my fat cat 
 tile cat sat on my fan. 
 a-fat man and a-fat cat. 
 
 tiie-tat man pats my cat. 
 Nan can fan Sam. 
 
 ]N"at can fan Nan. 
 
 can Sam fan tiie-cat ? 
 
 /^-e 
 
 2^^ C 
 
 -a^f ^^c^^ 
 
 iX-z^^c- ^^yi^ -T^yi-^ 
 
 / 
 
 ■tyi^^yi-
 
 PRONOUNCING PRIMER. 
 
 17 
 
 D d 
 
 LESSON 7 
 
 d d d d 
 
 d ^ 
 
 s-a-d = sad s-a-p = sap m-a-d = mad 
 a-n- d ^ and s-aiid = sand D-a-n = Dan 
 
 a-cap and a-pan and a-fan. 
 N^an and Sam and ^at and tlie~cat. 
 tiie-fat man and my cat sat on 
 tiie-mat. 
 
 Dan sat on r^s^rv^ ^. 
 
 tiie-sand. i^^^^^-^-^-.^^^^v ^ 
 
 Mae and Sam sat 
 on tiie-sand. 
 
 
 Kan and Nat sat on tiie-sand. 
 Dan and Sam and Mac and JN^at and 
 N^an sat on tlio-sand.
 
 18 
 
 TH E STEP -BY -ST EP 
 
 H h 
 
 
 
 L ESSON 8. 
 
 
 
 h 
 
 1 
 
 1 li 
 
 
 h 
 
 -a- 
 
 -t : 
 
 = lat 
 
 
 1 
 
 -a- 
 
 -c. 
 
 = lac. 
 
 
 1 
 
 -a 
 
 -ni 
 
 = lam 
 
 I 
 
 -a- 
 
 -n 
 
 H 
 
 = land 
 
 h 
 
 my hat the-hat a-hand my hand 
 tiie-man liad a-hat and a-ham. 
 Dan had a-nap on the-sand. 
 Sam had my fan and my cap, and Dan 
 had JNTat's liat. 
 
 at 
 
 ac 
 
 an 
 
 
 ap 
 
 am 
 
 s-at 
 
 s-ad 
 
 f-an 
 
 
 c-ap 
 
 S-am 
 
 i-at 
 
 f-ac 
 
 p-an 
 
 
 n-ap 
 
 h-am 
 
 n-at 
 
 li-ad 
 
 c-an 
 
 
 h-ap 
 
 d-am 
 
 ff-at 
 
 d-ac 
 
 D-an 
 
 
 m-ap 
 
 and 
 
 p-at 
 
 m-ac 
 
 i-an- 
 
 d 
 
 apt 
 
 act
 
 PRONOUNCING PRIMER. 19 
 
 LESSON 9. 
 
 TT- • • • • • 
 
 11 1111 
 
 ^ 
 
 p-i-n = pin t-i-n = tin s-i-t = sit 
 
 Ii-i-d = hid i d-i-p = dip d-i-d = did 
 
 s-i-p ^ sip t"i-p = tip n- i-p = nip 
 
 d-j-ii = dill h-i-t = hit h-i-p = hip 
 
 Dan had a-pin. Sam hid the-pin. 
 Sam liid it in the-tin can. 
 My cat had a-nap. Mac hit my cat. 
 Sam hit Mac^ and Mac hit the-cat. 
 Mac hit the cat on the hip. 
 Did Sam hit Mac on tho-hip ? 
 My cat can sit in Mac's hat. 
 
 map-s = maps cap-s = caps hat-s = hats 
 
 mat-s = mats hit-s = hits sit-s = sits 
 
 dip-s = dips tip-s = tips fit-s = fits
 
 20 
 
 THE STEP-BY~STEP 
 
 E e 
 
 p-et -- 
 
 s-et = 
 
 n-et = 
 
 m-et: 
 
 LESSON 1 O. 
 
 e e e e 
 
 e -^ 
 
 et 
 pet 
 
 set 
 net 
 met 
 
 f-e-d = fed n-e-s-t = nest t-e-n-t = tent 
 JN'-e-d = ]>red s-e-n-d = send s-e-n-t = sent 
 
 Ten men met in a-tent. 
 Tiie-men had a-nap in tiie-tent. 
 
 ISTed and Nat liad ten pet cats. 
 Tiie-cats fed in a-pan. 
 
 Nan had a-pet hen, 
 and tiie-pet hen 
 
 "^ .!SLii.TvSl!i ^^^^^ a-nest. 
 
 "^ The-hen can sit on 
 
 tlie-nest.
 
 PRONOUNCING PRIMER. 
 
 31 
 
 LESSON 11. 
 
 
 
 o 
 
 o o o o 
 
 i^ 
 
 Dot 
 Don 
 
 t-o-p = top li-o-p = liop s-o-p =sop 
 
 c-o-t =cot ;. li-o-t =Iiot d-o-t =dot 
 
 n-o-d.= iiod s-o-d-sod p-o-d =pod 
 
 n-o-t =iiot p-o-p = pop T-o-ni = Tom 
 
 s-p-i-n = spin s-t-o-p - stop Doc 
 
 s-l-o-p = slop stop-s = stops 
 
 s-p-o-t = spot spot-s = spots 
 
 Tom had a top. 
 Doc hit the top. 
 Can Doc spin the top? 
 Doc can not; Tom can 
 
 spin it, and Doc 
 
 can stop it. 
 The to]) can si)in on my lumd 
 
 M 
 
 r 
 
 er^'T^ 
 
 ^^^^^/?-
 
 23 
 
 T H E STEP-B y-STEP 
 
 L 1 
 
 1-a-d 
 1-a-p 
 1-i-p 
 
 lad 
 lap 
 lip 
 
 LESSON 12. 
 1111 
 
 1-e-d = led 
 1-e-t = let 
 lip-s = lips 
 
 I 
 
 1-i-d = lid 
 1-o-t = lot 
 lot-s = lots 
 
 1-a-m-p 
 
 1-o-s-t 
 
 1-e-ii-d 
 
 1-e-f-t 
 
 lamp 
 lost 
 lend 
 left 
 
 1-i-f-t 
 1-i-s-p 
 H-a-l 
 A-l-f . 
 
 lift 
 lisp 
 Hal 
 ^Alf 
 
 Hal left tile lamp on tlie step. 
 
 Let tiie lamp sit on tlie stand. 
 
 Dan lost Alf's pen and j^J^at's top. 
 
 Lend Alf a pen and a pin. 
 
 Can a lad lift tlie lid on tlie big pot ? 
 
 Tlie fat man can litt it. 
 
 My pet cat sits on my lap. 
 
 Xan and Dot hop in tlie lot.
 
 PRONOUNCING PRIMER. 
 
 23 
 
 
 LESSON 1 3. 
 
 
 G g 
 
 g g g g 
 
 y 7 
 
 a-g = ag 
 
 e-g = eg 
 
 
 t-ag = tag 
 
 1-eg - leg 
 
 g-e-t = get 
 
 n-3g = nag 
 
 3-eg = peg 
 
 g-o-t = got 
 
 g-ag = gag 
 
 M-eg - Meg 
 
 g-a-s - gas 
 
 i-g = ig o 
 
 -g = og 
 
 
 p-ig = pig 
 
 d-og = dog 
 
 g-i-g = gig 
 
 d-ig = dig 
 
 l-oo' = I02; 
 
 g-a-p -- gap 
 
 f-ig = iig 
 
 i-og = liog 
 
 g-e-t-s - gets 
 
 A pig in 
 
 1 1 -I / 1 T-H"* /~\ ^^ 1 y^v /-« / 
 
 ~k» ^~\ T- *r^ T- *; -^^ 
 
 the pig ? Tiie dog _i 
 
 did not get at tiie 
 
 pig. Tiie pig got 
 
 in tiie pen. Tiie 
 
 dog sits on tiie sod. Did the dog nod 
 
 at til e pig ? Can a [)ig nod at a dog?
 
 24 
 
 THE STEP-B r-STEP 
 
 \J u 
 
 L ESSON 14 
 
 U U II II 
 
 u -t^ 
 
 u-s = us G-ns = Grus u-p-up c-up = cup 
 
 f-u-n ^ full 
 c-u-t =eut 
 s-ii-p = sup 
 d-u-g = dug 
 
 cup-s = cups 
 
 li-u-g =liug 
 s-u-m = sum 
 n-u-t =uut 
 s-u-n =sun 
 
 cut-s =cuts 
 
 Ii-u-t =liut 
 p-u-p =.pup 
 h-u-m = hum 
 m-u-g =mug 
 
 nut-s = nuts 
 
 m-u-s-t - must d-u-s-t=dust ]i-u-ii-t=liuut 
 
 Ned had 
 
 Gus had 
 
 Alf hid 
 the uiui2\ 
 hunt tiie mug and the cup. 
 
 a cup. 
 Sam liid 
 the cup. 
 Let us 
 
 Tom dug a pit in the sand. 
 Gus must not get in the pit. 
 Meg must not sit in the dust. 
 Let us sit ou a log in the sun. 
 
 a mug.
 
 PRONO (JNCINO PRIMER. 
 
 25 
 
 LESSO N 1 5. 
 
 I i i=y y=i y=i ^ y 
 
 I must sit ill tiic hut. 
 If I sit ill . tiie sun T am 
 
 hot. 
 My pet dog sits on my 
 
 hip, and I hug him. 
 My pug sat on my hip in the hut. 
 A fat man had a nap in the hut, and 
 
 the dog had a nap on the sand. 
 
 T liad a mug. T h)st my mug. 
 It got hjst in tiie pig-pen. 
 My mug had a nut and a top in it. 
 A pig got the nut, and Alf had the 
 top, and Hal liid the mug in tlie 
 
 sand. Hal must get my mug; 
 
 7^r^ 
 
 J 
 
 U^ ^/^-f^/?-- 
 
 -i^^^^ 
 
 4 
 
 -^• 
 
 ^^-M^'f.
 
 26 
 
 THE STEP-BY-STEP 
 
 b-a-t = bat 
 b-i-d - bid 
 b -ii-t = but 
 t-ii-b = tub 
 b-u-n = \)\\\\ 
 B-e-ii = Ben 
 b-e-l-t - belt 
 
 LESSON 16. 
 b 1) 1) 1) 
 
 b-i-t = bit 
 l)-a-d = bad 
 b-e-g = beg 
 n-a-b = iial ) 
 1 )-u-g = bug 
 B-o-b = Bob 
 
 b-i-g =■■ big 
 l>-a-g - bag 
 b-e-d = bed 
 b-o-g = bog 
 b-u-d - bud 
 M-a-b - Mab 
 
 b-e-s-t - best b-e-u-d - beud 
 
 |rM*% A l)ad him bit my hand. 
 
 Let us nab ttie bug hy 
 
 tile leg. Bob must not 
 
 liit tlie l)ug, luit let it fly in tiie sun. 
 
 Did the bug get on my 
 
 hat? It did not; it got 
 
 on a bud. Fly, bug, fly. 
 
 T cnu i)in al)ud on my belt, "^^mm^^ 
 
 Mab had an al-buni in a bag.
 
 PBONOUNCINO PRIMER. 
 
 27 
 
 LESS ON I 7 
 
 z 
 
 7. 7. 7. Z 
 
 Z ^ 
 
 Z-i-p = Zip B-o-z - Boz i-l-y = fly 
 * a-s = az h-as = liaz i-s = yl h-is = hiz 
 
 Z »■ Z 7. Z 
 
 Zir and BOZ. 
 
 Zip is my dog, and 
 
 Zip 
 
 Boz 
 
 Bcii 
 
 Ben 
 
 Zip 
 Boz 
 
 Boz is iiiv biii!, 
 lax cax. 
 
 is not as fat as Boz. 
 
 z z z 
 
 and Zip sit on a mat in tiie snn. 
 sits by Boz and Zip, and l^en 
 has a fly on Ids hand. 
 
 Z t/ f. 
 
 taps the fly, and it is not on 
 his hand. 
 
 z 
 
 snaps at tiie fly. Did Zip get it ? 
 
 (lid not <i"et the flv, l)nt J)OZ «;ot it. 
 
 bit Zip on tile lip and tiie leg. 
 
 * Tlic small letter below shows the souml which the larger letter represents in 
 the word.
 
 2S 
 
 TUB STEP-BY-STEP 
 
 LESSON 18. 
 
 Liixlit-line letters have no sound. 
 
 f-U-SS --= f US 
 
 in-i-S3 = mis 
 
 N-e-U = ISTel 
 
 m-ii-s3 = mils 
 
 d-ea-f- def 
 
 t-e-11 = tel 
 1-C-S3 = les 
 
 t-0-S3 = toS 
 
 m-e-ss = mos 
 b-u-zz = biiz 
 
 t-i-11 = til 
 b-iiy = by 
 l-a-S3 = las 
 h-i-S3 = his 
 d-o-li = dol 
 d-e-bt = dot 
 
 h-ea-d = bed 
 liand-lo litt-lo patu-ed fiU-ed Ell-en 
 
 Ami is the best las3 in tiie class. 
 
 7. 
 
 A fly can buzz, buzz, on tiie glas3. 
 
 Ell-en must not get in a fus3. 
 
 Belle has a dol! ; it can nod its head. 
 
 7. J 
 
 Mis3 Hill can buy my doll a hat. 
 Nat's little lamb is dead. The bad dog, 
 
 Snip, bit it on the head. 
 
 Has the hand-bell a lian- 
 
 dl 
 
 o 9 
 
 It has a handle, 
 
 and it is a bras3 bell.
 
 PRONOUNCING PRIMER. 
 
 29 
 
 LESSON 19, 
 
 Y 
 
 Y 
 
 V 
 
 U 11 11 
 
 V ^ 
 
 v-a-t = vat v-a-n = van p-ii-t = put 
 p-ii-li = pul ; f-ii-ll = fiil p-u-Sc = piis 
 
 A YAT 
 
 is a 
 
 z 
 
 big tub. 
 
 
 BOB is 
 
 z 
 
 on tiie 
 steps. 
 
 The vat is full ; hot stuff is in it. 
 Bob can get up on the toj) l\v the 
 
 steps, and mind the hot stuff 
 I must not put iny caj) in tiie vat. 
 If T did 1 could not get it. 
 T must put my cap on a peg. 
 The peg is by the hat-stand. 
 My puss has a bed by the stand.
 
 30 
 
 THE STEP-BY-STEP 
 
 LESSON 20 
 
 f-v 
 
 of=ov 
 
 o = u 
 
 to = tu 
 
 All' bit tlie tip of 1113" pen. 
 Hall has bent tlie end of tiie pin. 
 Let tile lad have a bit of niy bun. 
 I must beg Hall to give Pan a doll. 
 Let us not pull the bud off its stem. 
 I have to put niy puss to bed. 
 Give Bill the tin cup and fill it full 
 of sand. Put in sand up to the top. 
 M}" dog has a lot of pups. I must get 
 
 the dog to let 
 
 Gus have a 
 
 , pup ; for Gus 
 
 fi^. has cut his 
 
 •   Z 7. 
 
 leg, and can- 
 not stand. 
 
 
 /e 
 
 22 
 
 
 tZ^l^-e^ 7? tyUii)
 
 PRONOUNCING PRIMER. 
 
 31 
 
 LESSON 2 1. 
 
 r r r r 
 
 r-a-n = i-an 
 
 'r-e-d = red 
 
 r-u-b = rub 
 
 r-o-b = rob 
 
 r-o-t - rot 
 
 t-r-o-t = trot 
 
 f-r-o-m = f V*om 
 
 F-r-e-d - Fred 
 
 % A RAT 
 
 \% on 
 
 R r 
 
 r-a-t = rat 
 r-a-p = rap 
 r-a-g = rag 
 r-u-g = rug 
 
 A RAT! 
 
 a biii* rat ! 
 
 A rat is on tiie best rug. It ran by 
 
 tiie side of tiie red mat. 
 Ttie rat is not as big as tiie cat, 
 
 Ijut it got a nut from my bag. 
 I try to get rid of tiie rats, 
 i^.is ! Pus ! Run for tiie rat. 
 Run, rat, run ; run fast from tiie cat. 
 
 *or for nor fur cur lier Avere 
 
 a nig. 
 
 Teach by wonl, and iliill o\\ tiiial "r."'
 
 32 
 
 TllE STEP -BY- STEP 
 
 LESSON 22 
 
 J J 
 
 • 
 
 J J J J 
 
 J 
 
 j-"-g= 
 
 =j"g 
 
 j-a-m = jam 
 
 j-ii-s-t=jiist 
 
 j-i-g = 
 
 • • 
 
 j-o-b=j()b 
 
 j-ii-in-p=jump 
 
 j-o-g = 
 
 = JOg 
 
 J-i-m = Jim 
 
 J-oh-ii = Jon 
 
 .-=^^^ 
 
 Jim Camp has a jug in 
 his liand. His doe: 
 runs up to him. 
 The dog runs just as 
 fast as Jim can run. 
 The dog jumps up by Jim's side. 
 Ben Hunt ridcS on his doe;; but it 
 
 7. 7. CD ] 
 
 is a big, biff dog. John Beh has 
 a dog, but it is a pug dog. 
 Fred Gibbs lias a cur. A cur is a 
 
 7. 7. 7. 
 
 kind of doa'. Cur-r-r 
 
 ) 
 
 cur-r-r. 
 
 Fred and his do"; have lots of fun. 
 
 z O V
 
 PRONO UNCING PRIMER. Si 
 
 n 
 
 LESSON 23. 
 
 \\" w w w w w tc ^Y^ 
 
 Av-i-t=wit w-i-ll=\vil w-i-n-d=wiiid 
 
 \v-i-a=wi«: • w-e-li=wel Av-e-ii-t=went 
 
 w-e-t=wet w-e-b=web w-on-ld=wiul 
 
 w-a-g-wag w-e-re-Avor Avag-oii- wagon 
 
 JoLii and Will went to set np a tent. 
 Tiie lads went in a Avag-on. 
 A man in the tent had on a AAng. 
 A AA^ag got the wig and hid it in 
 John's AYai>:-on. A Avae; is a lad 
 
 z CD CJ z 
 
 that is fond of fnn. 
 
 7. V 
 
 Jo; n's do<j: had a bed in the wag-on. 
 Did not the dog jnnip at the Avag? 
 The dog did jnnip at the AA^ag, l)nt 
 the waa" did not niTnd th(3 doir. 
 
 I^^^^T^ -l^-^^^ t^-^-^^-e^/ t^C^^d-^ 24^^a^-^'0''7^
 
 34 
 
 THE STEP-BT-8TEP 
 
 Til til 
 
 tii-ii-t=tiuit 
 tii-ii-s=tiius 
 
 til 
 
 LESSO N 2 4. 
 
 til til til 
 
 tii-i-s=tiiis 
 tii-G-iii-tiiem 
 
 th -^ 
 
 tii-e-ii=tiieii 
 w-i-tii=witii 
 
 
 tii-i-ii = fliiii p-i-tli = pitii 
 
 Tiiat and tiiis, 
 
 tills and tiiat ; 
 Ned is fliin, 
 
 7. 1 
 
 but Tom is fat. 
 
 7. 
 
 Tom an(i INTed went to 
 get a bag of nuts, 
 and Mab and Gns Avent witii tiieni. 
 Di(i tile iads have fun witii tiie nuts? 
 
 z 
 
 Ned and Tom had lots of fun, but 
 Gns and Mai) got in-to a bog. 
 
 Tiien a man sent for his dog, and tiie 
 man Avent witii his dog in-to tiie 
 l)Oii' for Mab and Gus.
 
 PRONOUNCING PRIMER. 
 
 35 
 
 Sli sii 
 
 LESSON 2S. 
 
 sii sii sii 
 
 sh 
 
 d^/7^ 
 
 sii-a-d=siia(l 
 sii-a-1 !=siial 
 
 w-i-s1i=wish 
 
 g-a-sli-gasii 
 
 sli-o-ve-siiiiv 
 
 u 
 
 siiov-el 
 
 sii-i-j)-ship sli-o-t=sii()t 
 sli-i-ii=siiiii . sii-o-p=siiop 
 
 d-i-s1i=disli f-i-sii^fisii 
 
 d-a-sii=dasii l-a-sii-Iasii 
 
 li-a-sii=liasii b-u-sii=biis1i 
 
 h-u-sii =liiisli bus1i-ol 
 
 That ship went to 
 
 get some fish; it ^ 
 
 Ave lit five iiilles 
 
 from the land. 
 My dog Dash went in the siii}). Tiie 
 
 men wt a lot of cod-fish. A shad 
 
 is a fish. Put the shad on a dish. 
 
 Ben cut a gash in my cap. I wish 
 Meg would mend it.
 
 36 
 
 THE STEP- BY- STEP 
 
 Rob ^'ot a lasii on his siiiii. Husii! 
 let us not tell ttie lads of it. 
 
 Let us piisii niv wagon up to ttie slied, 
 and hunt for tiie sliov-el and put a 
 l)usti-el of dj'v sand in tiie wa^'on. 
 
 LESSON 26. 
 
 K k k = c c = k k = Ic k 
 
 k-i-ll=kil 
 k-i-t^kit 
 kitt-en 
 M-I-ke=Mlk 
 
 k-i-d-kid iu-i-1-k^niilk 
 k-e-g=keg s-i-1-k-silk 
 
 k-i-u=kiu s u-l-k=sulk 
 1-I-ke = Ilk p - I-ke - pTk 
 
 Mike can put tlie kid in tlie 
 siiedj and tiien give tiie kid 
 and tile kitt-eu some milk. 
 
 Tiie kitt-en will lap tiie milk. 
 
 Does a kid lap milk as a kitten does ? 
 
 U Z 1 7. II Z 
 
 A dog laps milk iTkD a cat or a kitten. 
 Set tins keg up on its right end.
 
 P RONOUNCINO PRIMER. 37 
 
 L ESSO N 2 7. 
 
 E e e e e 
 
 e e e 
 
 be she seat leaf fear tear 
 
 he tea beat read near lead 
 
 we -sea heat lean hear bead 
 
 me key meat heap dear mean 
 
 Is Ben in the hut? He is in the 
 luit. Mea: ii^ ii^ the hut as well. She 
 
 O 7. Z 
 
 AYent in for her dear little puss. But 
 she is cross, and I fear she will hurt 
 the kitten. 
 
 Meg, give me the pus ' ; be not cross ; 
 we should not be cross. Hear me 
 read: 
 
 "We must not beat the cat or the 
 dog; Ave shsiild be kind to tiie pets.'' 
 
 Ben will not beat his ])up ; lie Avill 
 be kind to him and give him meat. 
 
 452181
 
 38 
 
 THE STEP- BY- STEP 
 
 L ESSO N 2 8 
 
 A 
 
 a 
 
 a a 
 
 a 
 
 a a a 
 
 ate 
 
 late 
 
 cane 
 
 s a fe 
 
 babe 
 
 alo 
 
 t a le 
 
 c a se 
 
 t a ke 
 
 gate 
 
 a pe 
 
 lane 
 
 cake 
 
 lake 
 
 rake 
 
 cape 
 
 3 ale 
 
 same 
 
 fade 
 
 g a me 
 
 tame 
 
 fade 
 
 made 
 
 lame 
 
 3ake 
 
 c a me 
 
 Jane 
 
 Kate 
 
 mate 
 
 n a me 
 
 Katu has tiie babe 
 
 z 
 
 in a wao"-on. She will 
 trdvt; it to ride b)~ tiie 
 lake. The babe is safe 
 
 z 
 
 witii Kate. 
 
 Jane met Kate at tiie gate. Sfie gfive 
 tiie babe a cake and a bun. Tiie babe 
 ate tiie bun, but did not esit tiie cals 
 
 Tiie nam^ of tiie babe is Sa-di. 
 
 Sa-(li is fond of Kat and Jane. 
 
 Ke.
 
 PROJ\'0 URGING PRIMER. 
 
 39 
 
 LESSON 29. 
 
 5 
 
 o 
 
 so g ( ) 
 
 bone 
 li o le 
 pole 
 bolt 
 post 
 g o 1 d 
 
 n () 
 
 doze 
 
 r o se 
 
 z 
 
 no se 
 
 z 
 
 colt 
 sold 
 w o r n 
 
 oli^o 
 
 wo Jo 
 
 r o pe 
 h o pe 
 r o de 
 
 old 
 
 hold 
 
 boat 
 
 o o o 
 
 t oe h oe foe 
 w o ke to re 
 
 li o me 
 more 
 
 told 
 most 
 r o 11 
 
 sore 
 wore 
 
 cold 
 torn 
 
 coat 
 
 T can smell tliat rose tliough 
 T liave a cold. If T did not 
 have a nose, I could not. 
 
 z 7 
 
 I have a sore toe ; T cut it on the 
 lioe. Oh ! it hurts me so. 
 
 My coat is old ; I wore it till T tore 
 it. T have worn it un-til it is full of 
 holes and can-not be mend-ed. 
 
 7. 
 
 Let us <i:o home. Hold ou to mv liand.
 
 40 TH?: STEP- BY- STEP 
 
 LESSON SO. 
 
 Y y y = i i=y y-i // 
 
 lad-}^ 1^'^^-y ver-y Tub-y SaL-y 
 l)ril)-y P<~^i^-y i^g"Iy ToD-y Jerr-y 
 caiT-y fen-y merr-y Ilarr-y siiagg-y 
 
 Toby lias a pony ; his name is Don. 
 He can trot fast. He is a siiaggy pony, 
 and Toby says he is ng-ly ; bnt he is 
 kind and lets ns ride him to the ferry. 
 
 Harry and Jerry can carry somc^ milk 
 to tiie kid and kitlen in the slied. 
 
 yes=yes yet=yet yam=yani year=yer 
 
 AVill Tony have a 3^am ? Yes. Is tins 
 pd-ta-to a yam ? Yes ; that is its namec 
 
 Sally is lazy ; siie will not hold tiie 
 brd)y. Tiie baby is not yet a year ohl.
 
 PRO NO UNCIN G PR IME R . 
 
 41 
 
 I 
 
 pie 
 die 
 
 r I de 
 side 
 li 1 de 
 m 1 le 
 
 LESSON 3 1 
 
 1 1 
 
 c/ 
 
 1 le by t r y d r y f 1 y 
 
 t le - m a" f r y sky c r y 
 
 line fine bite find 
 
 n I ne pi le w I de i' I n d 
 
 V I ne d I me sii I ne b I n d 
 
 1 1 nie m I ne ll-on in I n d 
 
 Tiiat is tiie big 
 red ll-on ; hear 
 him roar. Let ns 
 go and hide from 
 the ll-on, so that 
 hewiL not bite ns. 
 
 He will not bite 
 us, foi* he can-not 
 ii'et ne i.r to us, though lie ean ro i.r. 
 
 T liad ulne ])ins in my liaud, l)ut T liave 
 lost five. I must try to find them.
 
 THE STEP-B Y-STEP 
 
 L ESSO N 32 
 
 Oo 
 
 oo 
 
 00 00 00 
 
 00 
 
 '^?-^ 
 
 b oo t=l)oot 
 
 m oo 11=1110011 
 
 r oo m=rooiii 
 
 t oo th=tooth 
 
 b r 00 m-brooiii 
 
 c oo l=cool p 00 r=poor 
 s 00 11 -soon c oo p-coop 
 f oo d=food r oo t=root 
 ^^ b a 11 00 ii=bal-oon 
 r a cc 00 n=rac-oon 
 
 Tlie dog's food is in tiie coop. 
 
 Ttie baby's milk will soon be cool. 
 
 Tliat poor man has an old broom. He 
 A\ il cle in tile pafli for ns for a dime. 
 
 A ball-oon ! a ball-oon ! It goes np, 
 np, lip ; it can go very high, np in the 
 sky. By-and-by it will come back. 
 
 HaiT-y Hnnt has a pet raco-oon. A 
 racu-oon is the size of a cnr doe:. Men 
 
 7. V C 
 
 luint the racc-oon by tiie light of the 
 moon witii doiis and iinns.
 
 PRONOUNCING PRIMER 43 
 
 L ESSO N 3 8. 
 
 IJ U U 11 fl II II u 
 
 a e 1 o u 00 
 
 use due 'pure cure cute mule 
 use fume mute cube tube du-ty 
 
 T waut to use that uiee o:old ijeu. 
 
 o • z s O i. 
 
 Mv son, yon should not fume and fret 
 SO : you have no fise for a pen yet. 
 Let us go and try to cure the ohl mide. 
 
 ew = u ew = u ew = u 
 
 new=nu few=fu pew=pu chew 
 h ew=hii m ew-mfi d ew=du s t ew 
 
 My hat is nt>w. T have a few nuts. 
 The dew is on the OTasoi we must not 
 run in tiie dew or we shall get \\q{. 
 To lic^v is to cut. Jo can liew a loi;-.
 
 44 
 
 THE STEP-BY-STEP 
 
 L ESSO N 34. 
 
 ee = e 
 
 ee = e 
 
 ee = e 
 
 -e^-e- 
 
 b ee = be 
 
 fee t = 
 
 = fet 
 
 feed 
 
 fee 
 
 s ee = se 
 
 h ee 1 = 
 
 = hel 
 
 b eer 
 
 3 ee f 
 
 fee = fe 
 
 s ee n = 
 
 = sen 
 
 p ee p 
 
 s ee ( 
 
 L ee = Le 
 
 V ee p= 
 
 - kep 
 
 d ee p 
 
 w ee p 
 
 t ree 
 
 Avee c = 
 
 = wec. 
 
 s ee 111 
 
 gee se 
 
 free 
 
 b ee 11 = 
 
 - bill 
 
 11 ee d 
 
 t ee fh 
 
 I see a bee ; it is on tiie apple tree. 
 
 Can it see me ? Will it bite ? 
 
 Tiie bee can see you, but it 
 
 ^ will not heed you if you keep 
 
 still. It will soon flv off. 
 
 Ann Lee has been to feed the geese. 
 
 She says tlie red hen has a nest in the 
 
 weeds. The nest has seven e^p^ in it. 
 
 We will tclke a peep at it by-and-by, 
 and try to find some o-oose e^'PS. 
 
 c • u O Oo z
 
 PRONOUNCING PRIMER. 
 
 45 
 
 Oil cli 
 
 cii-a-p = ciiap 
 cii-o-p = ciiop' 
 s-u-eii'- sucli 
 
 LESSON 3S 
 
 cii cii cii 
 
 cli-a-t 
 
 di-i-ii 
 
 m-u-cii 
 
 ch 
 
 cii at 
 ciiiii 
 mucii 
 
 •^^^- 
 
 cii i ]) 
 cii u 111 
 ricii 
 
 Tiiat ciiap can ciiop well. 
 Tiie ciiips fly as he ciiops. 
 I) A ciiip hit me on tiie ciiin. 
 
 Tiiat hid is my cimni. 
 
 7. e 
 
 His iianiH is Ciiaii. 
 
 z z 
 
 '%, We chat as we go to 
 school to-geth-er. 
 Ciian is snch a kind 
 
 z 
 
 lad. He has mncii to do, for his moth-er 
 
 7. ' <>0 / Z II 
 
 is not I'ich, and he has to work as well as 
 
 z 7 z • 11 z z 
 
 a'o to school. Chan says it is not nion-ey 
 
 O • e «y z z u t/ 
 
 that is tile best rich-es, bnt Avis-dom and 
 
 Z 7. J Z U 
 
 love. His moth-er told him that.
 
 46 THE STEP- B Y- B T E P 
 
 LESSON 36 
 
 ay {vy = a ay = a «^y = i^ ^5^ 
 
 s ay=sa 1 ay=la w ay=wa s t ay 
 
 d ay = da i' ^ty = ^'^ a w ay = awa clay 
 
 pay^pa Iiay=ha play=pla dray 
 
 may-=ma gay=ga Tray^Tra gray 
 
 May we stay at home to-day and play ? 
 
 Yes, we may, for tliis is Sat-ur-day. 
 
 Tiien let us get a lot of clay and make 
 mnd pies and bake tiiem in a fire. 
 
 jN^o, let us get dog Tray, and a-way 
 we will go to lielp tiie men rake hay. 
 
 Yes, we will ; tiiat is re-al fun, and we 
 can ride home on top of the wag-on. 
 
 May Tray ride on tiie wag-on too? 
 
 I do not know, l)ut he will ask to ride ; 
 
 <>o ; • ; 
 
 iust see his eyes shine as he hears me 
 say he may go with us to tiie hay-field.
 
 PRONOUNCING PRIMER. 47 
 
 LESSO N 3 7. 
 
 ai ai = ri ai = a ai = a n-^- 
 
 ail = al aid = ad sail fail 
 
 tail = tal .laid = lad pail jail 
 
 1) ai t = bat 'r ai 1 - ral p ai d v ai n 
 
 paiii = pan rain = ran nail maid 
 
 gaiii^gan liail = lird mail main 
 
 May we trd^e a sail on tlie bay? No, 
 for I fe oV it will rain very soon. You 
 may take a pail and go to tlie end of the 
 Irme and get some bait for ns to tisii 
 witli. Fisli l)ItH best on a rainy day. 
 
 This hsh is a shad. It 
 
 z 
 
 lias fins and is very bo-nv. 
 
 Shad live near the big, wide sea. 
 
 Do you know if the mail has come in 
 
 Ol) t/ <)0 z u 
 
 to-day ? K^f), but I \\ ill hail the post- 
 man and ask him if it has come. 
 
 7. U 
 
 Try to hit that nail on its head.
 
 48 
 
 THE STEP-BY-Sr KP 
 
 LESSON 38. 
 
 lU/ 
 
 lig- 
 
 Ilg llg llg 
 
 ^^?' 
 
 1) iilig=billlg 
 li a iig=liang 
 w i iig=wiiig 
 go llg- go llg 
 
 r 1 iig=riiig 
 r a llg = rang 
 r u iig=ruiig 
 1 o iig=loiig 
 
 siiHi:=siiH>: 
 
 s a iig^ 
 
 sang 
 
 s oiig=song 
 fli i ng-tliiiig 
 
 a 
 
 Ding-dong ; ding-dong.'' Is 
 
 til at a gong ? l^To, it is a bell , 
 it rin^s for us to 2:0 in-to sciiool. 
 It hangs very liigh up, and it lias to be 
 pulled by a long and strong rope. 
 
 Sing me a song, but not a long ,.one. 
 '^ Ding-dong bell ; tiie cat's in tiie well. 
 Who put lier in ? Little Johnny Finn." 
 
 Did you learn that tune from Ma-bel? 
 
 «/ 00 
 
 Yes, T heard her siiii>: it last nioiit. 
 Tell me the rest of the song.
 
 PRONOUNCING PRIMER. 49 
 
 LESSON 3 9, 
 
 fi = ng n = iig fi - ng 
 
 i n k^^ifik b a fi k=1 )afik fli i \\ k=: tliifik 
 w i n k= wink 4i a n k=harik tli a n k=tliafik 
 s i fik= sifik t a fik^tafik di u fik^ciiufik 
 
 Ma-mie, can you wink your rid t eye? 
 
 Yes, T fliink T can. Oh, bnt that is 
 your left eye; try to wink the right. I 
 can wink both eyes ; one at a time. 
 
 I think it will soon be dinu-er time, 
 Wil.i •, please ring the bell for the man 
 at the tank to come and get ready, and 
 tlien hold this liailk of thread for me to 
 
 v 
 
 wind. T have made a cherry pie for you. 
 
 Oh, tluifdv you, Mri-mie; af-ter dini-er 
 
 I will till youi* irdv-stand; it is near-ly dry. 
 
 «/ DO ' Z «/ «•' 
 
 I will wash it clea.n at the sifdv.
 
 50 
 
 THE STEP-BT-STEP 
 
 LESSON 40. 
 
 Oi 
 
 oi 
 
 cH = c>y oy 
 
 CR 
 
 €?-?'• 
 
 
 (>il = (Hl 1)(h1 = 1)(h1 toy joy join 
 t oi 1 = toil c oi 11 - coin b oy 1{ oy j oi n t 
 
 See tiiis boy. His name is Roy. 
 He seems full of joy. He has a 
 
 Z • V fj «/ 7. 
 
 coin. It is a dime. Will Roy buy 
 toys Avitii his dime ? I think he 
 'I will buy Cclkes or can-dy. 
 
 Roy nirikts a great noise. Most 
 boys like to mfik mncii noise. Roy has 
 a fine voice. 
 
 s 
 
 LESSO N 4 1. 
 
 Ou on oa=ow ow=ou ^^^ t^^^ 
 
 on t 1 ou d c ow n ow f ow 1 f 1 on r 
 
 p cm t t' ou 11 d V ow h ow p 1 ow h ou se 
 
 ou r r mi n d I) ow s ow t ow n m ou se 
 
 s ou r s ou 11 d V ch\^ ow 1 d ow n B r ow n
 
 PRONOUNCING PRIMER. 51 
 
 Jeff BrcHvn is go-ing out of ttie house 
 for a can of oil and a baii' of flour. He 
 must not pout, nor siiould he siiout very 
 loud in the street, or stop to play. 
 
 Jefi stops ; ^ he sees some-fliing on the 
 o;round ; it is round and red ; it is a cent. 
 Hmv glad he is ; now lie can buy an apple 
 to i>:iYe to his little sis-ter Dot. 
 
 O • 7. 
 
 List-en to Dot's cat. Does it say, "Me^v, 
 mew''? I thirdv it says, ^^Mi-ow, mi-ow." 
 
 e U 7, J J 
 
 1 (J-;; b ow s 1 nw s n ow c r ow b 6w 1 
 s o:' sh oy: b 1 ov: g r o a^ fli r o^^: h 1 ow n 
 
 See the snow, and heai* the 
 Avind blow, and list-en to the 
 CO k crow as the hens go up 
 the tree to roost. 
 
 Go slow-ly and speak in a low tone till 
 you 2'et out-side of the scliool-house. 
 Now, boys and girls, you may shout.
 
 53 
 
 THE STEP- /.' Y - S T EP 
 
 00 = 11 
 
 f 00 t=fut 
 1 (H) k=liik 
 t 00 k=tuk 
 cot) k=ciik 
 g oT) (l=gud 
 
 LESSON 42. 
 
 * 00 = u 
 
 r ook^ri.ik 
 n 00 k=iiiik 
 b 00 k=biik 
 li 00 k=huk 
 w 00 d=Avud 
 
 00 =11 
 
 U 00 d=liiul 
 
 sli 00 k=skLiik 
 
 b r (H) k=bruk 
 
 c r 00 k=ci'iik 
 
 crook-ed 
 
 See my new book. It is a good book. 
 I let 13et-sy ttie cook look at it. 
 
 Clian has hui't his foot on a 
 
 7. 7. 
 
 crook-ed sti Iv ; so let us go 
 ^m and sit in this sliady n(H)k by 
 tlie brook, and look at tlie 
 riToks as they flv to tlie 
 ctLurch steeple and a-light np-on it. 
 
 Yes-tei'-day lloU-in Ray took a crook 
 and sho"ok it at tlie rooks, and tiie rooks 
 flew off cry-ing, '-" kee-ee, kee-ee."
 
 PRONOUNCING PRIMER. 
 
 53 
 
 
 
 LESSON 4 8. 
 
 
 sick 
 
 lock 
 
 tick pick 
 
 Jack 
 
 tick-et 
 
 ki k 
 
 u:k 
 
 rock tack 
 
 Dick 
 
 rack-et 
 
 back 
 
 peck 
 
 sack duck 
 
 stick 
 
 pock-et 
 
 pack 
 
 neck 
 
 »ock wick 
 
 ^nock 
 
 buck-et 
 
 Don-aid and 
 Ja-k went to 
 tiiesiioAA'. Tiiey 
 had t;() tijk- 
 ets and took 
 seats in front 
 
 u 
 
 to see a tfimc mon-kcj play witli sticks 
 and dance a jig on a tight rope. 
 
 The nion-keys in tliis tree are wild. 
 Ttie old inon-kcy lias found a l^ilfc ttiat 
 some man left in ttie wood. lie wif be 
 apt to hurt liim-self witti it, for a mon- 
 key does not rnow how to ush a 1 nifc. 
 Mon-keys can swing by the tail.
 
 54 
 
 THE STEP-BY-STEP 
 
 LESSON 44 
 
 A 
 
 are 
 art 
 arm 
 ii r cii 
 
 a 
 
 a a a 
 
 all 
 
 a 
 
 f ii r 
 car 
 1 ) jl r 
 star 
 
 lark 
 park 
 part 
 cart 
 
 hiirk 
 bark 
 hard 
 harm 
 
 A a 
 
 (liirk 
 yard 
 mark-et 
 fath-er 
 
 Is that a cart? IN'o, 
 it is a wag-oii. My fath- 
 er is gd-ing to iiuirk-et. Fath-er, may 
 I go witli you? — Yes, Char-ley, get ready. 
 — Oh, fhailk you, fath-er. 
 
 IN^ow we aru home a-o-ain, and it is near- 
 ly diirk. The stars are com-in^ out in tiie 
 sky. They are ffir, fiir a-Avay from us. 
 We do not see the stars in the day-time. 
 
 Hiirk ! I hear a liirk. Ah, I see it now. 
 The dog in the yiii^l biii'ks at it. 
 
 ■" Sound " r " jiftcr " ii " ; tongue drawn back and pointed upward.
 
 PRONOUNCING PRIMER. 55 
 
 LESSON 4S. 
 
 a = a sounded short. 
 
 ask last p a fli a n t I d a 
 
 t a s k c a s t pa ss au n t E 11 a 
 
 f a s t vast c 1 a ss c a n't A nii a 
 
 p a s t ' 111 a s t g r a ss Idea E iiir:: a 
 
 Mamma^ maj^ Ella and T rnn down the 
 giir-den path to meet aunt Ida ? We will 
 not i^f) on tlie li-rass. I see aunt corn-in^ 
 past tiie last elm tree. Yes, go, Emma, 
 and help cany her bas-ket ; it seems 
 heavy, and anitj mnst be tired. 
 
 I see Ann Ilav; she is a-fraid to come 
 
 V 1 7. • U 
 
 in-to tlie 3 ard. She hears the dog biirk. 
 Run fast, and ask her to com. past the 
 dog. He wil! not bite ; he is chained. 
 
 It is a rc-al task to w\\\k Ti'ip stop his 
 noise ; he Ilk s to biirk so much.
 
 56 
 
 THE 8TEP-BT-STEP 
 
 ail aw 
 
 LESSON 46. 
 
 aii=aw aw-aii 
 
 ail aw 
 
 liaul=liaiil (laiib 
 maiil=iiiaiil Maud 
 
 Saul 
 fault 
 
 t au.ah t 
 
 CD 
 
 cauAt 
 
 o 
 
 s aw=sa\v 
 p aw -paw 
 
 1 aw=law 
 r aw=raw 
 
 j aw=jftw c aw 
 h aw=liaw d aw 
 
 Here is a saw^ ; now we boys can 
 saw sticks in t,vo witii it. 
 
 oo 
 
 Saul went witii the wag-on 
 to haul some wood. He found a nest full 
 of duck's egos and a haw tree. He a^ave 
 fliree eggs and a lot of haws to Maud. 
 
 Maud had a boil on her ja\v. It gave 
 her mucti pain; l)ut she is free from 
 pain now. Saul was sorry for Maud. 
 
 A haw is like a very little red apple. 
 
 ^-^-^^5^^^-^ r^.^-^/-^. ^y?xi^-e ^ l^^^/(-e^ f^^^/^-/^.
 
 PRONO UNCING PRIMER. ' 57 
 
 LESSO N 4 7. 
 
 A a a = ail = aw au = aw = a 
 
 a-11 =^ al b-a-11 = bal t-a-H - tal 
 
 f-a-li - M ; h-a-11 = lial c-a-11 = cal 
 
 w-a-11 = wal s-a-l-t - salt li-a-l-t = halt 
 ra-a-l-t = malt s-m-a-l i = smal c-a-lied 
 
 Tlie salt has been all tak-eii a-way. 
 Have yoli seen my ball a-boiit the hall? 
 
 t/ oo «y •• 
 
 Boj^s, fal in-to line. Let ns all step 
 in tlnip. Ill Tit, left ; right, left. Tliat is 
 not bad. IS^mv try it over. Right, left; 
 light, left. Xow it is time to call a halt. 
 
 I Avant a small sprig of ll-lac from tliat 
 biisli ; May is tall, and slie can get it for 
 me. It is too hic Ji for me to reacli, l)nt 
 May can reach to the top of the wall. 
 Will ycyi get it for me. May? Please 
 (h). Thank you. Tliat is a nicc sj)i*ig.
 
 58 TH E S TBr - B T- S T E P 
 
 L ESSON 48. 
 
 6 = a, l)ut sounded somewliat shorter. 
 
 o-r = or g-6-ne = gon c-6-s-t = cost 
 
 f-6-r - for m-6-tli = motli f-6-r-k = fork 
 ii-6-r = nor s-6-f-t - soft li-6-r-n = horn 
 
 lost b 6 1* n li 6 r se sii 6 r t oiigii t 
 m 6 r n n 6 1' tli f r 6 tli f r 6 s t f ough .t 
 form brotli clotli storm brought 
 
 Last New Year's morn T heard a liorn. 
 Did yo J ? Yes, not on-ly one, Init T 
 
 «/ oo ; i/ w u 7 
 
 heard two or tliree horns. It was a 
 
 oo z o z 
 
 storm-y day. There was frost on the 
 
 tJ d a o z 
 
 trees and on tiie win-dow panes. 
 
 The first day of Jan-n-a-ry is sliort ; 
 it is then that tiie new year conids in. 
 
 IN'ed lost John's ball, and he can-not 
 
 z •• 7 
 
 find it. He lost it on the nortli side of 
 the Ijiir-n. We went to look for it, and 
 some mnd lle^v on my coat sleeve.
 
 PRONOUNCING PRIMER. 59 
 
 LESSON 4 9. 
 
 A A AAA A ^ 
 
 a a a ii A a 
 
 fare bare snare tear fair 
 r a re d a re cii ai i* w ea r h fii r 
 c a re p a re C 1 a re tii e re = thar 
 
 See, my feet iire bare. T likb to go 
 bare-foot in tiie summ-er; do not you, 
 
 7 oo J oo 7 
 
 cons-in An:^a ? 
 
 7. 
 
 Ob, Eddy, I am too old to go bare-foot. 
 Take care lest yon stnb your toe. 
 
 Clare has a pair of new boots. Her 
 filtli-er had them made for her in town. 
 Slie has a rook-ing chair, too, that her 
 moth-er gave her the day she was four 
 years old. I was there at the time. 
 
 Well, Anna, I am glad Clare has new 
 boots to wear and a rook-ing chair. My 
 \)i\\)[\ and mamma give me so many nice 
 things, and Clare ought to have som^ too.
 
 60 
 
 THE STEP-BY-STEP 
 
 L ESSO N 5 O. 
 
 X X x=ks 
 
 X 
 
 si x=six box =box 
 fox=fox wax^wax 
 
 x=ks 
 
 tax 
 vex 
 
 Kex=liex 
 ox ox-en 
 
 An ox is very strong. 
 Ox-en pull liecivy loads, 
 and so are of use to men. 
 My cous-in Rex can 
 drive ox-en, and haul wood and hay. 
 
 A fox can run flist-er 
 than an ox. Fox-es are 
 of no use; tiiey are not 
 bigg-er than a dog, and 
 catch duoks and geese. 
 
 Charles, do not vex Le-na. It is not 
 right to vex a little child and nifdve it 
 cry. Give Le-na the six nuts, and put 
 them in her box. Then she will not cry.
 
 PRONOUNCING PRIMER. 61 
 
 LESSON SI. 
 
 Wii wii wii wii wli ^^^^ 
 
 Avii V wii i z wii I le wii ee i wii a le 
 wiiip wii at wiiite wiiack wiiliie 
 wii e 11 wii i m wii i cii wii e re = wiiar 
 
 a 
 
 ^^ Siiiacls: Aveiit tiie wiiip, 
 
 round went tiio wiieeLs, 
 As we set off for town. 
 
 z 
 
 A wiieel came off, tiie wiiip was lost, 
 Tiie pony tum-blod down.'' 
 Pray stoi) and teli me wiiere you lost 
 tlie wiiip. Was it b}^ a Iiousl ; and on 
 wiiicii side of tiie lane ? 
 
 Wiiy, I don't laidw ; for T got a w iiaek 
 on tiie liOLid, and lost my sens-es for 
 a-wiille, and wiieii I came to, I did not 
 
 7 oo 7 
 
 tliifik of tiie wiiip. Tiie wiilt pony cut 
 his knees bad-ly, for wiiicii T am sorry; 
 liut it is no use to wiilne over mis-liaps.
 
 62 THE STEP-BT-8TEP 
 
 LESSON 52. 
 
 Final ee = H. llsed after a loiii;- vowel. 
 
 f-a-ee = fas r-I-ee = ris d-I-ce = clIs 
 
 s s s 
 
 11-I-ce = Ills l-ri-(v3 = las m-I-ee = mis 
 
 s s s 
 
 ]va-e3 - pas r-a-ce = riis lu-a-ee = mas 
 
 p Y I ee = pris p le ce = pes b r a ee = bras 
 p 1 a ye = plas ii le ce = iios G r a ye -= Gras 
 
 Wasli your face clean, and tiien we will 
 have a race to the school-house. 
 
 s 
 
 Let us find a good playe to study and 
 do some sums. Hcn\^ much will a Ijrace 
 of ducks cost, at ten cents for one duck ? 
 
 What is a brace ? A brace means two. 
 
 O Z S S Z OO 
 
 Tlien the price will be twen-ty cents. 
 
 Grace, tell the price of a piece of lace 
 at six yents a yiird. How can I tell, un- 
 less you say how many yiirds there are ? 
 Tiiere are five yards. What is the cost ? 
 
 a t/ z o z
 
 PRONOUNCING PRIMER. 63 
 
 LESSON 53. 
 
 Dotted g. gr=j g = j 
 
 a ge = aj r a ge = raj c a ge = eaj 1 a r ge 
 s a ge = saj p a ge = paj li u ge = liiij b ii r ge 
 
 b a dge = baj 1 e dge = lej 1 o dge 
 h e dge = liej j u dge = jiij d o dge 
 w e dge = wej M a dge = Maj H o dge 
 
 Madge is nine years old. Siie has a 
 bird-cage. Hodge found a y:nng bird in 
 tile hedge and brought it to Madge. 
 
 Last night tiiey went on tiie stage at 
 a meet-ing and spoke some vers-es, and 
 tiie judge gave eacii of them a badge made 
 of ril) -on and a lari^e book of ])d-(>ms. 
 
 Madge read sev-en pag-es in lier book 
 while Hodge was mak-hig a vv (fod-en wedge 
 to liold the l^ird-cai-r- up straioiit. 
 
 Note. — " ge " is used for " j " after a long vowel ; "dge," after a short.
 
 64 V II E S TEP- B Y- S TEP 
 
 
 
 L ESSO N 
 
 B 4. 
 
 
 ft 
 
 nt- 1 
 
 1( 
 
 rt 
 
 rn 
 
 rl st 
 
 1 i ft 
 
 e nc 
 
 
 1 11 rn 
 
 to st 
 
 sli i I't 
 
 11 
 
 s i ft 
 
 a nc 
 
 
 b a rn 
 
 r n st 
 
 cii nrcli 
 
 g i ft 
 
 rlnt 
 
 
 J u rn 
 
 (1 n st 
 
 cii n rn 
 
 s e nt 
 
 wi 11(1 
 
 
 f n i-l 
 
 we st 
 
 cli e st 
 
 b eiit 
 
 3 a rt 
 
 
 1 nr 
 
 d e nt 
 
 til eft 
 
 r e nt 
 
 h u rt 
 
 
 ii^irl 
 
 O u 
 
 c n re 
 
 cli ^i I't 
 
 Tills riiHj: Avas a i>'ift from Le-on. I 
 mencl-ed tlie rent in his Hoves for him. 
 
 z Cji u z 
 
 A burn is apt to hurt ; so don't play 
 Avith fire. Many cliikl-ren have died fi'om 
 A'er-y bad Ijurns. Keep awa}^ from fire. 
 
 1 have made a dent in the blade of my 
 knife. 1 want it now to peel the rind 
 from tills lem-on. Wlien I have done I 
 
 u 
 
 must wipe it dry, or it will soon be I'usty. 
 
 ^/i^ ■^2^-0-4 -^/^yc-r^^i^ -^-^^-^^54 ^i-^.
 
 PRONO UNCINO PRIMER. 65 
 
 
 
 L ESSON 
 
 35. 
 
 
 
 It 
 
 Id lb 
 
 If 
 
 Ik 
 
 Ip 
 
 Ill 
 
 je It 
 
 felt 
 
 m e It 
 
 
 kilt 
 
 h i It 
 
 h e Id 
 
 w e k 
 
 b Id 
 
 
 cole. 
 
 s k 
 
 b 11 11) 
 
 s e ir 
 
 s i Ik 
 
 
 m i Ik 
 
 s u Ik 
 
 pulp 
 
 <j: u In 
 
 h e Ip 
 
 
 j o It 
 
 sk e If 
 
 h e Im 
 
 f i Im 
 
 m I Id 
 
 
 ciilk. 
 
 sc a Ip 
 
 I kavo kad a long walk to-day. Sam 
 Da-vis found a cklld tkat kad lost its 
 way. It coukl not tell wliere it lived ; so 
 Sam Ijrought it to kis kltii-er's kouse and 
 gave it a cup of milk and a bis-c lit. 
 
 Tken we felt tkaf Ave must trv to i>'et 
 tke cklld kome ; so 1 went witk Sam to 
 
 look for its motk-er. 
 
 II 
 
 It was Mrs. (misis) Smiflvs little girl, 
 
 nfinibd A^~'-ra. Mrs. Smitk was very glad 
 
 to liave Ve-ra back safe and sound. Ske 
 a'ave eack of us a bunck of rds-es.
 
 GG 
 
 THE STEP- BY- STEP 
 
 
 
 LESSON 
 
 se 
 
 ) . 
 
 
 pl 
 
 1)1 
 
 fl 
 
 S_. 
 
 cl 
 
 gl 
 
 pi a t 
 
 slip 
 
 (*1 a p 
 
 
 bl ee d 
 
 pi a te 
 
 )1 a 11 
 
 sle d 
 
 cl g 
 
 
 pi a 11 1 
 
 si I de 
 
 1)1 (* ( 
 
 slim 
 
 cl a 111 
 
 
 )1 a fl k 
 
 gl I de 
 
 flat 
 
 si il 111 
 
 cl a sii 
 
 
 fl a fl k 
 
 o'l a ss 
 
 flap 
 
 gl a d 
 
 cl ck 
 
 
 cl i ck 
 
 V — J 
 
 fli ng 
 
 See tiie flag flap in tiie wind. 
 
 I am glad to clap my hands at 
 
 it and slioiit, 'Miiir-ra!'' 
 
 Tiie boys are go-ing to niarcii to-day. 
 
 Da-vid Eoss is to carry tiie flag, while I 
 
 beat my drum, and To-iiy Hall blows on 
 
 his tin horn. It is ^ooii fun to niarcii and 
 
 7. ■/. O 
 
 keep step to tiie niu-sic. 
 
 Bet-sy, wliTlt T am at play, yon can 
 take niA" sled and have a ride on it ; but 
 trdve care you do not slip off.
 
 PEONOUNCING PRIMER. 
 
 07 
 
 LESSON 57. 
 
 br 
 
 br a n 
 br a g 
 cr a g 
 dr i p 
 
 cr 
 
 dr 
 
 fr 
 
 o-r 
 
 pr 
 
 fr ee tr ee 
 
 from, trim 
 
 fr o g ' tr u st 
 
 gr i p tr a de 
 
 br u sii 
 pr ou d 
 gr ee n 
 cr II sii 
 
 tr 
 
 pr I de 
 br i ng 
 fi' e sii 
 gr ow 1 
 
 ,wV / I Ml 
 
 
 Tliese men go out 
 ill tlie sea to catch m 
 fisii to sell ill tiie mark- _>^^ 
 et. They catch them ^ 
 ill a net and bring 
 tiiem to tile kind. I tliink tliey will bring 
 tiie net to tiie beacii iin-der the crao\ 
 
 Do you see the eras;? It is a lil i . 
 
 oo t/ oo CD '■ i_^ 
 
 steep rock. Tiie men's boat is on the 
 Ijcacii, near tiie foot of tiie craii". 
 
 Tile fisii are alive; thov try to spring 
 from tiie net. It is liiird work to drag 
 
 z u • CJ 
 
 a net full of hsii to the shore.
 
 68 TH E 8 T E P - B Y- 8 TEP 
 
 LESSON 58. 
 
 nip iii|) lups mps 
 
 lump liiup criuip jumps crimps 
 d a \\\\) j u mp pi u mp e a mps cr a mps 
 p u \\\\) c a mj) cl a mj) b u mps tr a mps 
 
 If y()ul)uuip yoiir head or stump your toe, 
 
 t no 1 t/ DO J. «y oo / 
 
 do not cry. AViien Sl-mon Hicks feels in 
 the dumps, lie hops and jumps and Avhacks 
 a-Avay at the stum})S in the Ayoods-lot. 
 
 Job fell oy-er a stump and went plump 
 in-to the swamp. Then he had to jump 
 llye-ly to get out. Wtien he got home hi^ 
 sis-ter gfive him an apple dump-ling. 
 
 Ann Dix crimps her hair by an oil 
 lamp. Hair does not curl well on a damp 
 day ; the crimps come out very soon. 
 
 I slept in a damj) bed; that gave me a 
 cold, and I had cramps next day. Then 
 I had to trdve some hot gin-ger tea.
 
 PRONOUNCING PRIMER. 69 
 
 LESSO N S 9. 
 
 st sk sc sw str siir flir 
 
 st e m st o lie sw i ft str i et slir u b 
 
 skin scar© swept strive shriek 
 
 skip . scald sweet strong siirill 
 
 skim scalp sweat strand thread 
 
 sk u 11 sc o Id sw n ng str o ke tlir i ve 
 
 sw i m sw ee p sw i tch str ee t tlir i ft 
 
 Ben Ward wants to find a strong string 
 to put rcHiiid a piir-cel of l)ooks. He 
 
 stjirts to sclool this inoi'n-ini>:, and says 
 
 ~ 7 e d 7. 
 
 he will strive to stand at the head of his 
 
 V 7. 
 
 class. If he had a strong strap with a 
 buok-le to put round his books, he could 
 skip a-long with-cmt fear tiiat liis 1)ooks 
 would fall a-piirt as lie wcMit. 
 
 ^^ow I am go-ing to swing on the lawn. 
 T like to i>'o sAvift-lv tlirough tiie air, aud 
 feel the rush of the wind on my cheeks.
 
 70 THE STEP-B Y-STEP 
 
 LESSON 60. 
 
 Sin sii sp S})1 spr scr 
 
 smut spill split scrap snatdi 
 
 small spot sprig scrape script 
 
 Sin i til sp n r s]3l I ce scr n b scr ea m 
 
 sm a sii sp e 11 spr i ng sm e 11 scr ee cii 
 
 snap spoilt sprout smile scratcii 
 
 sn a g sp G 11(1 spr ea d sn a re spl n r ge 
 
 Tom Green can split a cord of wood. 
 Do-ra Brown scrubs tiie floor witii sand. 
 Do not scratcii tiie slate witii a pin. 
 
 OO J- 
 
 Scrape your feet when yon come in-doors. 
 
 JL »/ OO €/ no 11 z 
 
 Wiien spring comes, the seeds spront. 
 Then the leaves im-fold to the sun-shine. 
 
 7. 
 
 Laiigh(f), if you please, but do not scream. 
 Nd-tice that scrii)t lett-ers all slant. 
 Do not snap the whip at the dog; it will 
 mfdvi liim sniirl and i>Towl at you. 
 
 ~ t/ OO 
 
 Co-ra Wil-son slipped (t) in the slush.
 
 PRONOUNCING PRIMER. 
 
 n 
 
 LESSON 6 1. 
 
 Q q q=c=k c=:q=k lv=c=q 
 
 O' 
 
 cube 
 
 kite 
 
 quee r-queer 
 qu a Gk=qnak 
 (j u i ck=quik 
 
 q u 1 z 
 q u i t 
 (| u I te 
 
 squ a re=sqnar 
 
 squeak=squek 
 
 squee ze=squeez 
 
 q uail=quail 
 qu e ll=quel 
 qu ill=quil 
 
 sq ueal=sqiiel 
 squint=s([uiut 
 squasii^squasii 
 
 A cube is square ou all its sides. Can 
 yoii count tiie sides of tiic cul)e ? This 
 room is not quit s(iuar ;. That kit '^ is not 
 at all sqiiare. What siiape is a quail ? Is 
 it mor of a rcnnid or squaru siiapo ? It 
 is round, but not r(Hnid Ilk a ball. 
 
 z 7
 
 72 THE STEP -BY-STEP 
 
 LESSON 62 
 
 irig iiig ings nigs 
 
 try-ing heat-ing ring-ing feast-ing 
 
 ask-in^ hold-im^ fliul-iiH? bi'iiH^-im^ 
 
 litsii-iiig wisii-ing baiig-ing stand-iiig 
 
 play-ing roiiip-ing wiilk-ing fliifik-ing 
 
 sing-ing piimp-ing Imsii-iitg land-ings 
 
 mend-iiig grow-ing pusii-ing meet-ings 
 
 Anna, wiiat are yon do-iiig just now? 
 
 T am do-ins: two or tliree fliirn^s. I 
 am stand-ing on a stool, and dnst-ing tiie 
 bric-a-lnac on tiie man-tel; and I was 
 
 / O 7. 
 
 sim^-im^: when you l)o-£>:an ta:k-im>: to me. 
 
 Wlien 1 have done dnst-ing T am go-ing 
 
 tobe-£>hi mend-im^: my dress. T was dane- 
 
 ing and rom})-ing with Ida yes-ter-dey 
 
 and canrht the sleeve of it on a nail. 
 
 But T am thifik-imi; yon shonld be off 
 
 (~ ,/ III) 
 
 to school. Write an ex-cnse? No, sir. 
 
 7 u
 
 PRONOUNCING PRIMER 
 
 73 
 
 L ESSO N 6 3, 
 
 er = ur 
 
 ev-er 
 
 ov-er 
 
 nev-er 
 
 clov-er 
 
 eitli-er 
 
 er = ur 
 
 er = ur 
 
 lett-er 
 
 fii^t-er 
 
 bett-er 
 
 help-er 
 
 mast-er 
 
 past-er siielt-er 
 
 pdst-er neitii-er 
 
 brotii-er bluud-er 
 
 u 
 
 weatii-er wiietli-er 
 helt-er-skelt-er 
 
 Our cows feed ou the sweet clov-er. 
 
 7. 
 
 It was a bad bhnid-er to i)aste tiie pict- 
 ure ou tiie pap-er wrong side up. 
 
 jN^eitii-er uiy fiitb-er uor niotli-er nor 
 bi'otii-er uor sist-er uses td-baco-o. 
 
 U 7. 7, 
 
 I uev-er can tell wiietii-er my uu-cle 
 means what lie says. He is sucti a iok-er. 
 
 7. O e U 7. 7. >} 
 
 Wiieu you mail a lett-ei" do not fail 
 to put a two cent stauip ou it. 
 
 The word '^lielt-ei*-skelt-er '' means tiie 
 
 U 7. 
 
 same as " caru-less.'' niiiH;*s liad bett-er 
 
 7. <^ Z 
 
 uot be doir. in a lielt-er-skelt-er maim-er.
 
 74 THE STEP-BY-STEP 
 
 LESSON 64. 
 
 zii zli zii zli zii zh 
 
 rouge = roozil nieas-fire = iiiezh-ur 
 
 az-fire = azii-iir treas-ure = trezii-fir 
 
 vis-ion = vizii-oii pleas-ure = plezli-ur 
 
 Rouge (zii) is a kind of fine, red paint. 
 Tlie sense of signt is called vis-ion (zh). 
 That box has been a great treas-nre(zh). 
 I have Hindi pleas-iire(zhj in know-ing 
 that it has benn so fise-fnl to you. 
 
 z i • • e/ oo 
 
 M}" fan is of an az-firefzh) hne. A^^hat 
 do you mean by ^'az-fire''? The word 
 
 oo t/ oo .y u 
 
 ^' az-ure '' means bh"ie — the col-or of the sky. 
 
 z u u v t/ 
 
 What is wax made of? Wax is made 
 
 O 7. V 7. 
 
 bv the little bees. The house in which 
 the bees live is called a hive. They nulke 
 tile comb of wax, and tasl-en it to tiie 
 
 V ] 
 
 sides of the hive, and in tiie comb tiiey 
 piit the sweet honey from tiie flow-ers.
 
 PRONOUNCING PJiI3I£E. 75 
 
 LESSON 6S. 
 
 Tile Busy Bee. 
 
 How well tile little busy bee 
 Im-i3r()Yes the siiln-in^ hours, 
 
 J- '"> , z CD 7. 1 
 
 And gatli-ers honey every day 
 From all the o-pen-ing flowers. 
 
 How skill-fully she biiikLs her cell; 
 Hmv neat she spreads the wax, 
 And lii-bors liiird to store it well 
 
 z 
 
 With the sweet food she mfdves. 
 
 In works of la-bor or of skill, 
 
 I would be busy too; 
 Rise ere the sun has clIniLt^d the hill. 
 
 z a 7. 
 
 And work till f^ill-ing dew. 
 
 In l)ooks, or work, or be Ifli-ful play, 
 Let niv first years be past ; 
 
 _ rj W. ,] 7 17 
 
 That I may I'eek-on ev ry day 
 Mor: hap; y tlian the last.
 
 re THE STEP-BY-STEP 
 
 Tiio 8uii. 
 
 Tlie a:rerit rcmiul sun wiiieli we see rise 
 ill tiie east ev-ery inorii-iniz; is wiiat <>'ives 
 light and heat. If tiiere were no sun we 
 conkl not live, ^o grasc: would grow, 
 nor any-filing else. Ev-ery thing would 
 freeze ; and then it w^oiild be so dark, that, 
 if we could live, we could not see at all. 
 
 The sun rises in the east and sets in 
 
 z z 
 
 the Avest. Point to the east and the west. 
 
 Days of the Week. 
 
 Sun-day, Mon-day, Tues-day, Wednes- 
 day, Thurs-day, FrI-day, Sat-ur-day. 
 
 Months in the Year. 
 
 u 
 
 Jan-fi-ary May Sep-teni-ber 
 
 Feb-ru-ary June Oc-to-ber 
 
 Mrireh Ju-ly IN^d-veni-ber 
 
 A-pril Au-gust l)e-ceni-ber
 
 PRONOUNCING PMTMER. 77 
 
 Tile Five Sens-es. 
 
 z 
 
 We can see filings witli our eyes. We 
 can hear nois-es witii our ears. We can 
 
 z z z 
 
 smell o-dors witii our nos-es, and taste 
 
 U Z 7. 7. J 
 
 food witii our tongues. We can toucii, 
 feel, -and handle tilings with our liands. 
 
 7 O z z 
 
 8ee-ing, lie r-ing, smell-ing, tast-ing, feel- 
 
 im>:, are called tiie five sens-es. 
 
 07 •• z 
 
 Hands and Feet. 
 
 z 
 
 We liav five toes on each fiTot, and 
 
 z 7 
 
 four hh-gers and a fliuniij on cl.cIi iiand. 
 The liorse has fr)ur feet, and so has the 
 
 z 7 z 
 
 doir and the cat and tiie mouse. Birds 
 have l)ut t ao feet. Siulkes and Avorms' 
 
 00 11 z 
 
 have neitii-er Iiands nor feet. Fisii-es. 
 
 z z / 
 
 al-so, have neith-er hands noi* feet, Imt 
 they have fins and a tail, and witii these 
 they iiru a-blo to s\vim \ery fast.
 
 7S TUE STEP-BY-STEP 
 
 Uoiis and Ciiioks. 
 
 z 
 
 Ann has somo hens and cMck-ens. 
 Tliey livo in a yiird. Ann comus tiiere 
 to feed tliem. She likes them all, but she 
 likes the little chicks best. They are so 
 soft, and so fond of the old hen. 
 
 Tlie hen that has no cliioks lays effp;s 
 for Ann, — niee, new, wiilte eggs. Some 
 day this lien will liav chicks too. Ann 
 will put some straw in a 1)0X. She will 
 «:ive tlie hen some nice e2:es. 
 
 Tile hen wih sit on tiie eggs and keep 
 them Avarm for tliree weeks. Tiien there 
 will be ciiicks in tlie shells. 
 
 Tiiey will peck at tiie siiell, and cry, 
 ^'Peep, peep.'' The hen Avill break the 
 shell, and tlie soft ciiicks will come out. 
 The hen Avill be glad. Ann will be glad 
 too. The hen will cluck, and Ann Avill 
 laugh (fj to see tiie ciiicks run to her.
 
 PRONOUNCING PRIMER. 79 
 
 Tile Hop Soiig. 
 Let us sing a soiig. But first we will 
 sing tiie scale to tiie eigiit long vow-els. 
 Count four beats to eacii vow-el. Sing : 
 
 e, — a, — *ai;, — ii, — *ur, — a, — d, — oo. 
 
 Now for tiie song-. All ready ? Be-gin. 
 
 Hop, hop, hop, 
 
 Go and nev-er stop. 
 Where 'tis smooth or Aviiere 'tis std-iiy, 
 
 a z a z «/ / 
 
 Trudge a-long, my little pd-ny. 
 Go and nev-er stop; 
 
 Hop, hop, liop, hop, hop. 
 
 Hey, hey, liey. 
 
 Go a-long, I say. 
 Som -times trott-iiH>:, som -times ])ae-ing, 
 Some-times walk-ini>;, some-times rae-ing, 
 
 Go a-long, 1 S!ty ; 
 Hey, hoy, liyy, hyy, hoy. 
 
 * The r is added to secure tlie exact vowel tone ; r is not to be sounded.
 
 80 TUE STEP -BY- STEP 
 
 ALPHABET OF LETTERS. 
 
 To be named, and repeated iu order. 
 
 A 
 
 a 
 
 B 
 
 b 
 
 C 
 
 c 
 
 D 
 
 d 
 
 HI 
 
 e 
 
 i' 
 
 f 
 
 G 
 
 g 
 
 H 
 
 1 
 
 J 
 
 • 
 
 J 
 
 K 
 
 k 
 
 Ti 
 
 1 
 
 M 
 
 m 
 
 N 
 
 n 
 
 
 
 
 
 P 
 
 P 
 
 S 
 
 s 
 
 T 
 
 t 
 
 U 
 
 u 
 
 V 
 
 V 
 
 W 
 
 w 
 
 X 
 
 X 
 
 T 
 
 y 
 
 Z 
 
 z 
 
 Q q 
 
 R r & & 
 
 I II III IV V VI VII VIII IX X 
 
 123456789 10
 
 PB N UN C IN G PR 131 E R . 
 
 81 
 
 [MODEL SCRIPT ALPHABET. 
 
 y^^zy 
 
 ^t>' 
 
 ^,^ 
 
 / 
 
 y 
 
 ^ 
 
 /^j^d~^7rf/(^
 
 82 THE STEP-B Y-STEF 
 
 LESSON ee. 
 
 In nionosyllables and sylLibles generally, " u " followed 
 by " r " final, or " r " succeeded by a consonant, is lengthened 
 in sound. The liair line on " r " denotes tlie lengthening. 
 
 fur bur turn curd surf lurcii 
 
 cur burn hu'k hurl curl uurse 
 
 pur hurt curb turf furze purse 
 
 cur-ly bur-den cur-tain pur-pose 
 
 tur-tle tur-key sur-vlve sur-name 
 
 tur-nij) pur-ple fur-ther sur-prlse 
 
 L ESSO N 67. 
 
 In monosyllables and accented as well as unaccented 
 syllaljles, " e," " i " and " y," when succeeded by '' ]• " fol- 
 lowed by a consonant, sound much like '^ u " lengthened in 
 tone. The hair line on " r " denotes this obscure sound 
 coml)ined ^vith " r." 
 
 her bird hrm serve thirst 
 
 were dirt l^irth clerk fliirsty 
 
 jerk stir nurth learn fhir-ty 
 
 verb girl tliird myrrh tliir-teeii 
 
 per-mit ser-pent ker-nel ser-nion 
 per-son nerv-ous tirm-ly inyr-tle
 
 PRONOUNCING PRIMER. 83 
 
 LESSON 68, 
 
 " ^ " 
 
 e " generally takes a sound nearly like " i," in the first 
 syllable of a Avord, when the second syllable is accented. 
 
 de-ny 
 
 be-gin 
 
 re-pent 
 
 se-date 
 
 de-lay 
 
 be-low 
 
 re-port 
 
 se-vere 
 
 de-sIre 
 
 be-liln( 
 
 re-dfiee 
 
 se-rene 
 
 de-tain 
 
 be-long 
 
 re-tain 
 
 se-cnre 
 
 de-prlve 
 
 be-tray 
 
 re-spect 
 
 se-eede 
 
 s 
 
 "gh" sounding as ^'1" 
 
 laugh(f) == laf t:ngh(f ) =^ tnf tr6iigh(f) 
 cough (f) = cof roiigh(f) = rut* e-ncngh(f) 
 
 After the sounds of "k, s, f, ]i, ch, sh," and '' th,'' all 
 breath consonants, "d" sounds " t." (h-ossinir '' d " indi- 
 cates that it has tlie "t" sound. 
 
 dipjjud (t) = dipt locked (t) = lokt kisi nd (t) 
 hV gh dCft) = laft c6iighedfft) = coft 
 
 wisiied bilrk-d jumped bafiked 
 missed clapped cuffed masiied 
 l)oiinced crusiied hitciied ronghe(t(f)
 
 84 
 
 T II E STEP-B Y- S T E P 
 
 some == sum 
 
 u 
 
 ton = tun 
 
 u 
 
 work 
 
 (1 
 
 worst 
 
 \i 
 
 shove 
 
 u 
 
 a-bove 
 
 u 
 
 iii()t1i-er 
 
 LESSON 69. 
 
 i.1 11 1   Li. '' 
 
 <> soiindiiiP" as ii. 
 
 done 
 dove 
 
 ig as 
 
 dim 
 diiv 
 
 worm 
 
 worse 
 
 u 
 
 cov-er 
 
 u 
 
 love-ly 
 an-otii-er 
 
 come = cum 
 
 u 
 
 love = luv 
 
 word 
 
 u 
 
 world 
 
 11 
 
 liov-er 
 
 u 
 
 otii-er 
 
 u 
 
 brotii-er 
 
 wortli 
 
 u 
 
 Hove 
 
 O u 
 
 lov-er 
 
 u 
 
 wortiiy 
 lov-ing 
 
 
 e-e" or " ei," followed by "r," sounds "4"; " ei " or 
 
 ey," not followed by " r," sounds " a." 
 
 tiiey 
 vein 
 
 a 
 
 rein 
 
 ere = ar 
 
 a 
 
 tiiere 
 
 a 
 
 ttieir 
 
 a 
 
 wliere 
 
 reipn 
 
 a O 
 
 deipii 
 
 a C3 
 
 eight 
 seine 
 
 tiiere-fore 
 
 a 
 
 wiiere-fore 
 
 a 
 
 neirfi-bor 
 
 a (O 
 
 tiiere-in 
 
 a 
 
 wiiere-on 
 
 a 
 
 heir-ess 
 
 eighth 
 
 a O 
 
 eighty 
 weip-ht 
 
 a 'ZZi 
 
 weiAty 
 there-at 
 
 a 
 
 wher-ever 
 
 a 
 
 freight
 
 PRONOUNCING PRIMER. 85 
 LESSON 7 0. 
 
 After " r '' and '^ cli," ii, ue, and ew sound more like 
 oo than u. 
 
 rule trutli rue crew strew 
 
 rude trtiye true drew threw 
 
 Riitli. fruit brew grew screw 
 
 " ^ ■" 
 
 o" representing the sound of "oo." 
 
 do lose whose ca-uoe los-in^ 
 
 oo oo z oo z oo oo 7. CD 
 
 who move prove i)roved mov-in^ 
 
 oo oo X oo J. oo oo CD 
 
 shoe whom un-do los-er prov-in^ 
 
 oo oo oo oo 7. i. OO CD 
 
 " ph " always sounds as " f." 
 
 P1iil-ip = Fil-ip al-])lia-bet tel-e<-graph 
 piiys-ic = fiz-ic tel-e-piione piio-to-gi-ap1i 
 
 "i" used for "e." 
 
 po-licefe) ben-zine(e) fa-tigiie(e) 
 
 ma-riue(c) mag-a-zine(e) pi(i ie(e)
 
 8G THE STEP-BY-STEP 
 
 LESSON 7 1. 
 
 Ill miy syllable after the first, "ti, si, zi, ci," and " ce," 
 followed ])y a vowel aud "ii, 1, r," or '' oiis," have the sound 
 of " sh ; " sometimes of ^' zh," as : 
 
 ac'-tion = ac-shiin ver-sion = ver-slmn spa-cious ~ spa-sliiis 
 
 l)a-tient = pa-sheut bra-sier = bra-zher spe-cial — spe-slial 
 
 pilr-tiul = par-shal gra-zier = gra-zher o-cean = o-shuii 
 
 " S " is the equivalent of ^' sh " in " sion " or " sure " when 
 either syllable is preceded by a consonant; as, in " nian-sion, 
 cen-sure." " kS " is the equivalent of "zh" when "sion" 
 or "sure" is preceded by a vowel ; as, in " vi-sion, co-he-sion, 
 mea-sure, ex-po-sure." 
 
 "x" = "gz" is shown by a small "z" under "x." 
 
 ex-act ex-ert ex-ult ex-am-iiis 
 
 Words very irregular. 
 
 8ew(6) woiii-eii(i) sold-ier(j) 
 
 ((uayfe) sug-ar(sii) colo-nelfrj 
 
 l)eau(o) sure(siioo) re-gimt(ziie) 
 
 rouge(zii) sure-ty(siioo) anx-ious(sli) 
 
 ciiiiitz(s) Xe-ni-a(Z) iiox-ioiis(ksii) 
 
 l^eaux(oz) Xerx-es(Z) hall-e-lu-jaii(y)
 
 PRONOUNCING PRIMER. 87 
 
 HIXTS OX PHOXIC TEACHIXG, 
 
 TO ASSIST THOSE UNUSED TO SPELLING BY SOUND. 
 
 In using tlie Step-by-Step Primer, tlie -names of letters 
 are not to be called ; but each character is taught as indi- 
 cating a particular sound, which sound is to l)e made on 
 sight of the letter. Any vowel letter, unmarhed, denotes 
 the " second," or short, sound of the vowel. 
 
 The word " vowel " means vocal, or voice. Vowels are 
 free., voice sounds, made with the organs of speech more or 
 less apart. Consonants are touch sounds, prodnced by some 
 of the organs of speech — the lips, teeth, tongue, palate, and 
 throat — being in contact or very uear together. Some con- 
 sonants are produced by expulsion of the voice or tone dur- 
 ing or immediately after the touch, as V, D ; and some Ijv 
 the expulsion of tlie hreath tvithout tone, as F, T. 
 
 Lesson 1. c, a, t. c as k. — Close the throat and expel 
 the hreath. Let the pu[)il place the forefinger over the 
 ui)])ermost cartilage of the Avind])ij)e, and feel the vibration 
 as the sound of c is made. Kepeat the sound many times. 
 
 a as in " at." — Mouth very wide open ; sound cut sJiort 
 Re])eat a, and every new sound ^^•hen it first occurs, many 
 times, as sho\vn at the lic-id of each lesson. 
 
 t. — Bring tip of the tongue to hard palate, behind the 
 teetli. Altei'nate the sounds of a and t, and show tlie 
 different shape of the mouth in making them. Repeat a-t 
 in quick succession, ])i-oducing the syllable "at." Teacli 
 the letters representing the sounds of a and t, (»n the black-
 
 88 THE STEP-BY-STEP 
 
 board. ^^ licii "at" is niulerstood, ])iefix '^' to "at," making 
 " cat." Then analyze into the elementary sounds, c-a-t. 
 The sign = is used all tlii'ough the Step-by-Stej) Primer 
 to denote " ecjual to " or " the same as," and refers to sounds 
 and their representatives. 
 
 Put the word " a " before " cat," Q-ivino; it a short and 
 8ome^vhat indefinite sound, and have it said quickly with 
 " cat." Prefix " a " to all nouns, as they come in the first 
 few lessons. Never let "a" be said until the followinii: 
 word is understood, and can l)e said innnediately after the 
 " a." The hyphen denotes the close union. Teach " the " 
 witliont analyzing^ as ending with a short indefinite vowel, 
 Joined closely to the following word ; but show position of 
 the tonii-ue for " tli " — between the teeth. 
 
 Instruct the pupil to sound the letters in succession from 
 left to right. It is just as natural for a child to begin at 
 the right end of a row of letters as at the left. This is 
 something to be definitely taught. 
 
 Lesson 2. lu. — Letter composed of three lines or strokes. 
 Sound made with the li})s closed firmly ; voice expelled 
 through the nose. Pronounce in, then a, then t, distinctly 
 apart at first ; then closer, until the word " mat " is said. 
 Prefix "a" making " a-mat ; " then " the," then "my," each 
 without analyzing, and followed (piickly l)y the next word. 
 Then teach " and " as a word ; the teacher saying it herself 
 until the child recognizes it. 
 
 Lesson 3. s. — Teeth close together, and tongue drawn 
 fully ])ack, but not far; hreatJi forced between the teeth. 
 
 Children who lisp must be specially drilled — made to put 
 the teeth together, di'aw the lips apart and keep the tongue
 
 PRONOUNCINO PR13IER. 89 
 
 buck \vliile expelling the Ijreatli. Tliis drill must often be 
 continued for weeks. Practise on short sentences contain- 
 ing s, as, " Sally may sing a song," " Send Sam for the saw." 
 Divide the sounds in " sat " and " Sam " as in " cat " and 
 "mat." Teach the word " on " like "the, my, and," without 
 analyzing. Explain the use of the words "a" and "the;" 
 as, " Bring me a book " — any book. " Bring me the ])ook " 
 — some special book. 
 
 Lessor 4. p. — Lips closed as for iii, but a little breath 
 forced throug-h. 
 
 Lesson^ 5. 11. — Letter made of two lines, or strokes. 
 Smind made by open li])s, drawn somewhat back, and tip of 
 the tongue fixed to hard palate behind teeth ; voice thrown 
 up^var(l through the nose. 
 
 Lesson 6. f. — Under lip placed just touching the upper 
 teeth, and hreatli forced l>etween. 
 
 Lesson 7. d. — Tongue touching hai'd palate as for t, but 
 the voice uttered instead of the breath. The word "and" 
 can now be analyzed. 
 
 Call attention to the difference in the shapes of rt and p : 
 d — stem up ; p — stem down. Compare "sap" and "sad." 
 
 Lesson 8. li. — Mouth well opened, without sjiecial posi- 
 tion, and the l)reath made audil)le. Pi'etix the sounds 
 learned, to syllables beginning with "a." 
 
 L?:ssoN 9. i as in " in." — Com])are the shapes of i with 
 a: i is slim — one short stroke with a dot over it. It has a 
 slender and short sound, corresponding witli its looks. Tlie 
 tongue is close to tlie roof of tlie mcmth, nlmost toucliing, 
 so iliat tliei-e is Imt a narrow space for the voice to pass
 
 90 THE 8 TEP- n Y~ST E P 
 
 Tliroiiii'li. But it is A. free, wot a touch sound; tlierefoi'e a 
 voioel. Add s to words already learned ending in t and p. 
 
 Lesson 10. e as in "egg.'" — Requires more sluq^ing of 
 the mouth than a or i. The tongue is not so close to the 
 roof of the nioutli as in sounding i, nor is the mouth so 
 AN'ide open as for a. To produce a vowel sound exactly, 
 say a short word, as "pet," distinctly; omit the "p," sound- 
 ing "et;" then drop "t," leaving the vowel "e," which 
 should be sounded l)y itself several times, cutting it short. 
 
 Lesson 11. o as in "on." — Open the mouth wide, as for 
 a, l)ut draw the tongue fully back and throw the voice up- 
 ward instead of outward. The ^^^ord " on " can now be 
 analyzed. 
 
 Allow no lengthening or drawling on the sounds of [i, 6, 
 i, 6, u. ILave them pronounced staccato. 
 
 Lesson 12. L — Fix the tip of the tongue fast behind the 
 upper teeth and force the voice over the sides. 
 
 Lesson 18. g-. — Close the throat as for c, but use the 
 voice to make the sound instead of the breath. Place the 
 forefinger upon tlie upper cartilage of the windpipe to feel 
 the vibi'ation. 
 
 Lesson 14. u as in "us." — A simple emission of voice, 
 sounded in the throat, without any shaping of the mouth ; 
 u is called the " natural vowel." 
 
 Lesson 15. i as in "bite," and y as in "by." — These 
 letters are equivalents in sound ; i being used alone or at 
 the beginning or middle of a word, and y usually at the 
 end. The sound is conq)ound ; the mouth being open when 
 it is begun, as for a, and then the tongue rising to the posi-
 
 PRONOUNCING PRI3IER. 91 
 
 tion for i. 81k >\v that the toiigne rises while the sound is 
 l)eing made, hut do not attempt analysis of the sound with 
 young children. 
 
 Ilhistrate the using two forms for the same sound by 
 mentioning things which are called by the same name, but 
 have diiferent shapes ; as, mats, chairs, desks, stoves. (All 
 mats or chairs are not of the same shape. ) Though there are 
 two forms for the»i sound, neither denotes any other sound. 
 This illustration can be used in teaching the capital letters. 
 
 The word " my" can now be analyzed. 
 
 Lessots^ 16. b. — Mouth in position for p, l)ut voice used 
 instead of breath. Endeavor to get as much sound as possi- 
 ble hefore the lips are closed, and very little after\vard. 
 
 Lessox 17. In the words "as, is, has, his," the true con- 
 sonant sound is denoted by the small letter " z " below the 
 large type s. In the same way the sound of " f " in " of " 
 is expressed in Lesson 20. This plan is employed in the 
 Primer to show the true sound, ^vhenever it is practicable. 
 
 Lessox 18. Letters that have no sound at all are pi-inted 
 in hairdine type, and are not heard in analysis or pronuncia- 
 tion, though they appear in the piint and script. 
 
 Lessox 19. v. — The voii'e sound of f; mouth in same 
 ])osition; upper teeth touching under lip. 
 
 u as in " ]Mit." — Bring the li]^s very near together, and 
 draw the coi-ners in slightly. Emit the voice (piickly. 
 
 Lessox 20. o and ii denote the same sound. Have the 
 word "to " cut very short and sai'l with the following word, 
 as in teaching "a" and "the." Do not allow it to be pro- 
 nounced separately.
 
 93 THE STEP-BY-STEP 
 
 Lesson 21, r. — Turn u[) the tip of the tongue till it 
 nearly touches the roof of the mouth, and force the voice 
 over the tip until it trembles. 
 
 It is a conmion fault of pronunciation to sound r very im- 
 perfectly, or not at all, when it occurs at or near the end of 
 ^vt)rds. The vowels vi or ii preceding r are substituted for, 
 or made to include it. But r is never correctly pronounced 
 unless the tip of the tongue is turned slightly up. 
 
 Drill daily on final r, and the ^vords " or, nor, for, cur, 
 curl," etc. r lengthens the sound of a preceding short 
 vowel. The hue line in the middle of the letter '' r " indi- 
 cates this lenij^thenino;. 
 
 Lesson 22. j. — Practice on j till a deep voice sound is 
 heard. Drill on " judge ; "■ — ^j-u-j. 
 
 Lesson 23. was in "well." — This is the same sound as 
 u, but the lips are more compressed. The letter w is used 
 mostly at the beginning of words and before a vowel. 
 
 Lesson 2'i. th. — Place the tip of the tongue between the 
 teeth. An emission of breath will give the breath sound 
 of th in " tliink." An emission of tone will give the voice 
 sound of th in " that." 
 
 Lesson 25. sh. — Letters that are joined by a line denote 
 a single sound, and the combination should be called by the 
 name given in the Al})habet of Sounds, pages 6 and 7, when 
 speaking the names of letters. This is, say " shee " and not 
 s h, and speak of the " shee-sound." Speak of '' chee," not 
 of c h ; of " thee," not t h. 
 
 When h is a modifying character, changing the sound of 
 s into that of sli, of t into th, of c into ch, a pi'ojecting
 
 PRONOUNCING PRIMER. 93 
 
 hair Hue uearly joins the li to the preceding letter which it 
 modifies, li and e are the chief modifying letters. 
 
 Lesson 26. k. — This is another form of c. It is c with 
 a line or prop at the back. The c-part is made angular, 
 when the pi'op is prefixed. Explain the two forms thus to 
 children, and give the illustration of an object sometimes 
 having different forms, as was done in Lesson 15. 
 
 Lessojst 27. e. — The vowel letters which have the dash 
 over them denote their first or name sounds; but, though 
 they are easily pronounced, the teacher should see that there 
 is a different shaping of the mouth for each, and endeavor 
 to get a clear and precise articulation of e, a, o. Also make 
 the difference in both sound and length perceptible between 
 a, a; e, e; i, i; 0, <> ; ii, u. 
 
 Lesson 30. y, i. — The sound of y final, as in "any," is 
 identical with that of i. The sound of y, ^vlien initial, as 
 in " yet," is somewhat compressed on account of the vowel 
 following ; the tongue lightly touches the roof of the mouth. 
 When \v and y precede a vo^vel they represent consonant 
 or touch sounds. 
 
 Lesson 32, oo. — Douljle-o is the regular phonetic repre- 
 sentative of the vowel in " cool." When used in place of ii, 
 as in "good," oo lias the mark of shortness placed over 
 it — oo. 
 
 Lesson 33. u. — This sound is conijiounded of i and oo, 
 uttered very quickly in succession ; the oo being accented. 
 Its usual ecjuivalent is e\v. 
 
 Lesson 34, ee. — Double-e is the regular equivalent of e 
 in " me," and needs no marking, ai and ay may be con-
 
 94 THE STEP-BT-STEP PRIMER 
 
 sidered Tei,nilai' eijuivuleiits of a; tlierefore the i and y 
 ivinaiii ill hold ty]>e. The hair line on a sliows the niiioii. 
 
 Lesson 38. n sounds as iig- ])efoi'e k and ^. 
 
 Lesson 4<>. oi and on are generally used at the begin- 
 ning, and oy and ow at the end of ^vol■ds. These are regu- 
 lar representative digraphs; not equivalents. 
 
 Lesson 44. ii. — Attention Avill he needed to properly 
 sound the r after a. ii does not include r, which requires 
 a turning up of the tongue; while pure ii is made with the 
 month Avide open while the tongue is flattened. 
 
 Lesson 40. au and aw may l)e considered the normal 
 i-epresentatives of the vowel in " fault " and " saw," or as the 
 e<piivalents of a. The hair line on a connects them. 
 
 Lessons 45, 48, 49. The shade sounds, represented by a, 
 o, ii, are given for teachers who desire a full vowel represen- 
 tation. Others can dispense with them, ii as in "bare" 
 occurs only before r, except when provincial, as in some 
 southern States. 
 
 Lesson 51. wh. — Give wh as a whispered sound ; no 
 tone. It is regarded as the l)reath sound of w. 
 
 Lesson 62. Practise on words ending ^vitll " ing," to pre- 
 vent or cure the error of saying "meetin," "go-in," etc. 
 
 Page 82. The lessons which follow are less for children 
 than for adults. Besides their use in classifying difiicult 
 ^vords, they show that provision is made in Pronoiuicing 
 Print for all the vagaries of common spelling ; bringing 
 order out of chaos. 
 
 ELIZA B. BURNZ.
 
 The Best 
 
 PHONOGRAPHIC TEXT-BOOK 
 
 is 
 
 Burnz Phonic Shorthand. 
 
 » By 
 
 ELIZA BOARDMAN BURNZ. 
 
 Ill this work Phonography is brought to 
 rule, relieved of exceptional and arbitrary 
 signs and the whole system so logically pre- 
 sented by so simple a method that any 
 person of fair intelligence can gain a prac- 
 tical knowledge of shorthand quicker than 
 by any other system ; and when learned, 
 Phonic Shorthand is the most legible of 
 any, and Ijriefer and more facile than 
 others. 
 
 The hook is a complete self-instructor. 
 
 BURNZ &, CO., Publishers, 
 
 24- Clinton Place, New York. 
 [See following page.]
 
 PHONIC SHORTHAND WORKS. 
 
 IJURNZ PHONIC SHOKTHAM): Designed for 
 school and class instruction, yet a complete self- 
 instructor. Tlie only phonographic instruction 
 book that is full and com])lete and at the same 
 time so concise and systematic as to be of con • 
 venient size Price, f 1.00. 
 
 REYNARD THE FOX : An amusing story en- 
 graved in phonographic text and having a full 
 printed key ; forming the first reading book for 
 students 50 cents. 
 
 SELECTIONS: In Reporting Style; Second 
 reader for students ; each phonograpliic page 
 keyed in common print Price, 50 cents. 
 
 OUR FUTURE LIFE: A sermon, engraved in 
 reporting style ; fully keyed. . . .Price, 20 cents. 
 
 HELP FOR YOUNCi REPORTERS: Being 
 suggestions by the distinguished English re- 
 porter, T. A. Keed. Valuable to writers of all 
 systems Price, 50 cents. 
 
 Any of the above works sent promptly on 
 receipt of price by 
 
 BURNZ & CO., 
 
 24 Clinton Place, New York.
 
 UNIVERSITY OF CALIFORNIA LIBRARY 
 
 Los Angeles 
 
 This book is DUE on the last date stamped below. 
 
 JUN 2 5 1962 
 
 JUL 191962 
 
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