Plymouth banner. (Plymouth, Marshall County, Ind.) 1852-1855, 1854-12-28
Communicate.
For I'll. Banner.
EDUCATION AND PEsOAETaCs
Ely DANIEL HULL.

frs' article. if proved true. place phonet-
les in decided preference to the old SIS
tenn. | will discuss the frs; two moy
osiiions under tie following head
Our COMMON Mons or oKTHooRLPHr IS
UEsYsTEMAlc.
l. The phonetic principTe promises an
element for each and sr,ry 8ound Of tie
human voice 1t is self-evident that II
we were 10 throw away cur old alphabet
uhich cannot be phNosophicalIy Goa
Strued to rtprtStrt trs,y sound Of ihe
human roiee. and give place 10 system
auc alphabet. which has representa-
tive for erery sound it would bes great
gam; saving OF time, a least. How
stands facts in regard to this2 The facts
sre, that there are forty sounds in the
knglish language. while there are but
t~enty sir letters to erpr,ss them with
What is to be done in this case? We'll "
says one, this is rather hard If thes,
sounds are not fully represented; but |
VIII remedy 81 the evil; We will Jus. place
five orsix on a." Saws another. chow
are the pupils to learn to apply thes.
sounds correctly, they will have oniv
Que chance In five or si1." 20. that's
easy done. says ihe first. apply III.
oIrchen rod we'll. and they will study
night and day rsther than miss gettino
their lesson well; indeed il seems th.t
they have such dread of the scourse
mat some have even lost :he,r lives bv
oeihg o'ef-tasked with hard study"
linus 1t seems that b4rbsri,y is an i'm.
pOrtant Ink in the chain of education
but hnaliy q is burdened down with eieh.
dlGcrenf sounds. ss in lGt e, ask. ball. hat.
what, ny,dolldr, csbboge, and il goes of
srumoiinS, az we'll il msy, 1T beino so
ourdensd down; but fer fesr the neigh.
DOTS viii talk about il. has loaded up-
on 1t the ponderous burden Of str,n
souhuS' as In mete. met. prey, her, hid :
eo"'' sergeant sntsnlre. pronounced
ontonder.) But this is hardly fair and
SO being the next has to bear the burden
OF SIR sounds, as in pine, pit. fatigue.
Invalid. sin sir. But We come 10 Q.
wen " what have YOU got 10 do?r 90
We eotenoueh 10 do o dear. o dear. |
nave to represent sir sounds while that
NIUE sufly cub u, wont represent but
i've. D, 0. o! have 10 represent each
81 The following sounds: note, rot, move.
dove. women, do. choir Next comes n
but he IS so chuFlish that there is no u.a
OF trying to make him REPRESENT NOR.
than FIRE sounds. Seeing tina, the other
'o"eis all represent muliilsrious sounds
ne ssrees TO represent the folio wing ave
sounds; truth, bit. push, business. rer.
susde.
The legitimate offspring of conbina
hon OF Letters from such an .lrhsb., is
the very b bel Of confusion. Butwcro
on still further, end We find I'm cons,.
qusnce of there being want of letter.
TO rePrese mt ell the sounds. so n. sounds
have numerous ways of being reprrs-nt-
ed. For illustration. there ere serfn
rays Of spelling the sound ole: thus: rad
receive. grie,e. key. high. ire valis..
Vow multiply this By Z. The number Of
sound, that c has. and we have no less
than forty nine trays Of rtpres>n.irc the
SOUNDS Of c! Hence III. pupil stands
FOKTI NINE CHANCES OF Spell
LINT A WORD C0RRECT-not correct,
but wha, in our bar b.rous system of or.
biography is termed correct. This con.
fusion runs through the wholr vowel svs
TEN TO greater or less extent: System
did say? There is no system .hou.
such consiomeIation as this. Bn. we
pass on TO ough, and we find i. spells re-
sfecureiy, oongh, hiccoush, furlouch.
enough. through and plough. How 10 the
pupil when h. spells word with on, OF
these combinations TO know what word
IL spells! But before we 20 sny further.
let us bring the 81 proposition to notice:
:. The phonefic principle promise,
10 RIA our orthogrdphy Of The Iavisssar-
rangcmcnf OF sitcnt letters. mfsre,rssent-
ca SOUNDS. 9'c.-This, in itself gives TO
ph0netlcs high Recommendation. Our
present mode of photography .bounds in
'"i'". hOhe'tH, minnt
consent TO say nothing about if there wa.
any law to govern such an arrangement.
But no; IN one word we have letter in
full force, and perhaps in the next word
the same letter is silent.
An anecdote illustrative OF this
Charles, said tescher TO boy whom
he had been teaching 10 observe the 81
lent letters, take this slice of bread 20
the stove ana heat II. Directly the mas
ter called for his expected warm mor.al.
when the boy replied that he had ca. il
up. Eat II up.' said the inaignsnt
teacher who was now taking lessons un.
der a pupil, didn't tell you TO hea, it,"
"ies. MASTER replied the BOY. but you
told me to always leave the i Of
The child is taught the very moment
II becomes pupil. tha. it cannot be
student 10 philosophy and orthography
at the same time: for If it spells hour.
eur. it is told that is i, not right. il
must spoil il thus; hour! II Il SMELLS
phthisic t-i-z i-c. il is told .ha. i. must
spell it p-h t-h-i-s i.cl!
Now would it not be better for the
child to have an photography upon which
1t can exercise its own Judgments The
child IS naturally philosopher. bu. i. is
taught that it cannot depend upon NH
lpsnnhv all ho,oo :.