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The Global Alphabet And Global Education (Third of a Series) I G r o u p 3, he, m et, h e r is a sm a ll In th e first tw o a r ticle s, A R M Y c ir c le a b o v e th e w r it in g lin e w ith T IM E S d e s c rib e d b r ie fly an d r e p r o d u ce d th e s y m b o ls o f th e G lo b a l a d o t to in d ic a te the d iffe r e n c e fr o m th e v o w e ls m et an d h er. A lp h a b e t in v e n te d b y fo r m e r S e n In g r o u p 4, th e o v o w e ls are the a to r R o b e r t L. O w en . T h e id e a and j n eed o f « g lo b a l a lp h a b e t w a s also e x a c t o p p o s it e o f th e e v o w e ls and b e lo w th e cen ter lin e of set fo r th . T h o s e in te r e s te d w ere- c o m e in v ite d to w r ite to A r m y T im es, w r itin g . D a ily N ew s B u ild in g , W a s h in g to n 5,’ G roup 5, r e p r e s e n tin g th e u D. C., fo r all a v a ila b le lite r a tu r e . |sou n d s are b e lo w th e c e n t e r lin e o f R e su lt — se v e ra l h u n d re d le t t e r s ,' w r itin g bu t o f a s im ila r fo r m with, m an y w ith c o m m e n ts an d s u g g e s g r o u p 1, w h ic h is a b o v e th e c e n te r tion s, fo r w h ich m a n y th a n k s. I f lin e o f w r itin g . ) ou h a v en t w r itt e n an d are in te r ested in the Idea an d th e a lp h a b et s h o o t in a le tte r o r p o s tc a r d at o n c e M e a n w h ile , w e 'll add so m e fu r t h e r d eta ils, a fte r m e n t io n in g th a t the last a r ticle w as m a rred b y bad r e p r o d u c tio n o f the G lob a l A lp h a b e t itself, a w M be re p r o d u c e d n e x t w eek. T h o s e w h o w r ite In w ill r e c e iv e a s e iie s o f lesson s n o w b e in g p rep a ie d in a d d itio n to th e d e s c r ip tiv e lite r a tu r e . S p a ce w ill n o t p e rm it A R M Y T I M E S 0' ‘ h ' 5 m a te ila l ln R e m e m b e r that the G lo b a l A lp h a b et is n o t n e w in p rin cip le , b u t d oes a v o id b e in g c o n fu s e d w ith p h o n e t ic a lp h a b e ts w h ich e m p lo y le tte r s h a v in g m u ltip le m e a n in g s . E a ch sy n ib o i r e p r e s e n ts a sp e c ific sou n d . T H E S O U N D O F E A C H L E T T E R IS IT S N A M E. T o r e m e m b e r th e S O U N D S o f the v o w e ls, th e 18 v o w e ls are d iv id e d in to six g r o u p s o f th ree w o r d s each each w o r d c o n t a in in g o n e v ow el.’ B y le a r n in g th ese six p h ra ses the stu d e n t w ill lea rn to r e m e m b e r an d p r o n o u n c e the sou n d s o f th e 18 v o w e ls as f o llo w s : 1. A h, bat, b a ll; 2. bay, b it, b it e ; 3. h e m et, h e r ; 4. g o. g o t. f o r ; 5. too, bu t, fe w ; 6. b o y , h ea rs, co w . T h e F O R M S o f th e G lob a l A lp h a b et fo r each o f th ese v o w e l sou n d s w e r e g iv e n in la st w e e k ’ s a r ticle . In lik e m a n n er, th e c o n s o n a n ts w ith th e ir S O U N D S an d N A M E S are d iv id e d In to six g r o u p s o f th ree each w ith a w o r d a r tific ia lly m a d e t0 J8iVr? ~ Teach c o n s °n a n t its N A M E and SOUND by m e m o r iz in g six w o r d s as fo llo w s , to w it : 1. b u d u fu ; 2. p u tu v u ; 3. g u h u lu ; 4. k u ju r u ; 5. m u s u y u ; 6. nu zu w u. S o that in th re e lin e s an d 12 w ords you ca n m e m o r iz e th e S O U N D S an d N A M E S o f the v o w e ls an d c o n s o n a n ts . T h e fo r m s o f th e c o n s o n a n t s are in le sso n 2 In serial o r d e r an d r e p e a te d b e lo w . T h e c o m p o u n d le tte r s are r e p r e s e n te d in th e sou n d s fo u n d a n d u n d e r s c o r e d in six w o rd s , to w it : Church, azure. thick, ship, why, ’ sing I h e s e six c o m p o u n d s c o n c lu d e the w h o le o f th e G lo b a l A lp h a b e t fo r w r itin g E n g lish an d all oth e r la n g u a g e s k n o w n at p resen t. I t is easy to m e m o r iz e the v o w e l fo r m s b e ca u se g r o u p 1; a h, bat, ball are a b o v e th e c e n te r l i ne o f w r itin g and a lm o st id e n tica l in form . In g r o u p 2, b a y has a s im ila r fo r m w ith class 1; th e v o w e l b it is a b o v e the ce n te r lin e also an d th e ex a ct o p p o site o f L ite , w h ic h is b e lo w th e c e n te r lin e. G r o u p 6 a re d ip h th o n g s , o r c o m p ou n d v o w e ls , o f fr e q u e n t o c c u r ren ce, an d m e r e ly c o n s is t o f 2 fo r m s o f v o w e l sou n d s w h ic h c o m p o s e the fo r m d e sire d to e x p r e ss th e c o m p ou n d sou n d in d ic a te d in g r o u p 6. It w ill b e o b s e r v e d th a t th e 5 v o w e l g r o u p s ta k e in c h h o r i z o n ta lly an d v e r tic a lly , w h ile g r o u p 6 o f the v o w e ls, o f co u r se , ta k es tw ice th e sp a ce h o r iz o n t a lly o f an In d iv id u a l vow el in th e oth er g ro u p s. A ll o f th e c o n s o n a n t s in w r it in g on th e sca le p r o p o s e d in la st w e e k ’s a r t ic le tak e *4 in c h in le n g th , th e first a n d fifth g r o u p v e r tic a lly , bu t o n ly % in c h h o r iz o n ta lly . A ll th e o th e r c o n s o n a n ts ta k e % Inch h o r i zon ta lly . T o fix th ese fo r m s In th e m e m o r y it w ill b e o b s e r v e d th a t b u d u fu is b e lo w th e c e n te r lin e o f w r itin g and m u su y u a b o v e th e c e n t e r lin e o f w r itin g , an d th e y a r e th e e x a c t o p p o s ite s o f each o t h e r ; a lso th a t I g r o u p p u tu v u is b e lo w th e c e n te r j lin e o f w r it in g an d g r o u p n u zu w u 1 is a b o v e th e lin e o f w r itin g , an d th e y a re o p p o s it e s o f e a c h o th e r . G rou p g u h u lu an d k u ju r u a re h o r i zon tal. Gu is th e o p p o s it e o f l u ’ ku is th e o p p o s it e o f r u ; h u a n d ju are id e n tica l e x c e p t th a t ju h a s a v e r tic a l lin e at th e b e g in n in g . (To Be Continued)
@FedFRASER