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BY WILLIAM BOLLES.
5. GREEN, PRINT,
DISTRICT OF CONNECTICUT, ss.
BE IT REMEMBERED, that on the eighteenth day of July, in the fiftieth year of the Independence of the United States of America ; WILLIAM BOLLES, of said District, hath deposited in this Office the Title of a Book, the right whereof be claims as Author, in the words following, to wit; “ A SPELLING BOOK : CONTAINING EXERCISES IN ORTHOGRAPHY, PRONUNCIATION, AND READING, BY WILLIAM BOLLĖS :" In conformity to the Act of the Congress of the United States, entitled, “ An Act for the encouragement of learning, by securing the copies of Maps, Charts and Books, to the Authors and Proprietors of such cypres, during the times therein mentioned.
CHARLES A. INGERSOLL,
Clerk of the District of Connecticut.
A true copy of record, examined and sealed by me,
Clerk of the District of Connecticut.
CONSIDERING the variety of Spelling Books already before the publick, some apology may be expect ed for attempting to add this to their number : but as the author does not intend, at this time, to investigate the merits, or enumerate the defects, of those now in use, he has only to state ; that, from a considerable experience in teaching, he has observed several inconveniencies in the use of all with which he has been acquainted: and that, to obviate these, and to present the puklick with an elementary work, at once copious, conprehensive, perspicuous, and systematick, he has been induced to make the following compilation.
The plan of the work, it is believed, is ontirely new, and from observation, the author is led to conclude that it is the most simple, and natural method that has been adopted.
In the execution, no pains have been spared to render the performance complete.
The mode of pronunciation is sueh, that the sounds of all the vowels, accented, and unaccented, are given with as much precision as thay could be, by Walker's method.
In selecting the reading lessons, the author has considered that the book is for children, and has chosen such subjects and language, as he thinks best adapted to their capacities. Schools are already well furnished with reading books suited to the use of the more advar
ced pupils, for which reason, lessons in difficult reading have been avoided, that the work may be better fitted for the use of those, for whose benefit it is particularly designed.
To adapt the work to the convenience of reading in classes, (the more customary mode of reading in primary schools) the lessons are given in short sentences, or verses ; and one half of each page is occupied with reading, and one half with spelling lessons ; by which is formed, as much continuity in each, as would be, were they in separate volumes ; and thus is obviated a considerable inconvenienco, experienced from detached lessons, scattered throughout the book,
One or two entire pages of reading have been inser. ted between most of the different grades of spelling, with a view to assist scholars in turning to their places.
Through the whole, it has been the Author's aim to form such an arrangement, as might, at the same time, accelerate the progress of the learner, and alleviate the teacher's task : and with the most sincere desire for the improvement of the rising generation, and for their advancement in virtue, the work is present ed to the publick, By their devoted servant,
Neu-London, Conn. October, 1825.
THE pronunciation of the words in the spelling lessons is pointed out by figures placed over the syllables containing vowel sounds
When no figure or letter is placed over a syllable, the vowel in that syllable is not sounded.
When one letter assumes the sound of another, the letter representing the assumed sound, is placed over the syllable.
The figures or letters placed at the top of a line,show the sound of all thọ words in that line, unless contradicted by others.
For the convenience of reference, there is placed at the top of each page, a Ker of all the sounds occuring in that page.
e as in he, me
U as in cube, Figure 2, represents the sound of a as in fat,
e as in met i as in pin, o as in not,
u as in cub, Figure 3, represents the sound of a as in hall,
o as in nor,
u as in full, Figure 4, represents the sound of
a as in far,
o as in move Figure 5, represents the sound of a as in bare