ns to this scheme of articulation
are very few; such as occur, are marked, with the number employed in
Walker's dictionary, to denote the exception, to which excellent work,
the teacher will, of course, refer.

Parents, at the first sight of this new alphabet, will perhaps tremble
lest they should be obliged to learn the whole of it before they begin
to teach their children: but they may calm their apprehensions, for
they need only point out the letters in succession to the child, and
sound them as they are sounded in the words annexed to the letters in
the table, and the child will soon, by repetition, render the marks of
the respective letters familiar to the teacher. We have never found
any body complain of difficulty, who has gone on from letter to
letter along with the child who was taught.

As soon as our pupil knows the different sounds of (_a_) combined in
succession with all the consonants, we may teach him the rest of the
vowels joined with all the consonants, which will be a short and easy
work. Our readers need not be alarmed at the apparent slowness of this
method: six months, at the rate of four or five minutes each day, will
render all these combinations perfectly familiar. One of Mrs.
Barbauld's lessons for young children, carefully marked in the same
manner as the alphabet, should, when they are well acquainted with the
sounds of each of the vowels with each of the consonants, be put into
our pupil's hands.[7]

The sound of three or four letters together, will immediately become
familiar to him; and when any of the less common sounds of the vowels,
such as are contained in the second table, and the terminating sounds,
_tion_, _ly_, &c. occur, they should be read to the child, and should
be added to what he has got by rote from time to time. When all these
marks and their corresponding sounds are learnt, the primer should be
abandoned, and from that time the child will be able to read slowly
the most difficult words in the language. We must observe, that the
mark of obliteration is of the greatest service; it is a clue to the
whole labyrinth of intricate and uncouth orthography. The word though,
by the obliteration of three letters, may be as easily read as _the_
or _that_.

It should be observed that all people, before they can read fluently,
have acquired a knowledge of the general appearance of most of the
words in the language, independently of the syllables of which they
are composed. Seven chi