he has found that they do not confuse children as much as
figures, because when dots are used to distinguish sounds, there is
only a change of place, and no change of form: but any person that
chooses it, may substitute figures instead of dots. It should,
however, be remembered, that children must learn to distinguish the
figures before they can be useful in discriminating the words.

All these sounds, and each of the characters which denote them, should
be distinctly known by a child before we begin to teach him to read.
And here at the first step we must entreat the teacher to have
patience; to fix firmly in her mind, we say _her_ mind, because we
address ourselves to mothers; that it is immaterial whether a child
learns this alphabet in six weeks or in six months; at all events, let
it not be inculcated with restraint, or made tiresome, lest it should
retard the whole future progress of the pupil. We do not mean to
recommend the custom of teaching in play, but surely a cheerful
countenance is not incompatible with application.

The three sounds of the letter (a) should first be taught; they may be
learned by the dullest child in a week, if the letters are shown to
him for a minute or two, twice a day. Proper moments should be chosen
when the child is not intent upon any thing else; when other children
have appeared to be amused with reading; when the pupil himself
appears anxious to be instructed. As soon as he is acquainted with the
sounds of (_a_) and with their distinguishing marks, each of these
sounds should be formed into syllables, with each of the consonants;
but we should never name the consonants by their usual names; if it
be required to point them out by sounds, let them resemble the real
sounds or powers of the consonants; but in fact it will never be
_necessary_ to name the consonants separately, till their powers, in
combination with the different vowels, be distinctly acquired. It will
then be time enough to teach the common names of the letters. To a
person unacquainted with the principles upon which this mode of
teaching is founded, it must appear strange, that a child should be
able to read before he knows the names of his letters; but it has been
ascertained, that the names of the letters are an incumbrance in
teaching a child to read.

Vowels. | Dipthongs. | Consonants.
| |
Sounded as in | Sounded as in | & double Consonants