Table Of ContentNEW IDEAS ON
Sadhu Subrahmanyam Sarnia
SADHU PUBLICATIONS
Jagannaikpur,
KAKINADA-2
First edition
June 1981
500 Copies
Price = RS 25/—
*'
To
My Father
Sri Sadhu Lakshmi Narasimha Sarma of Manesamudram, who taught me
to be dissatisfied with past and present,
to take strength from both,
and struggle for the future,
with confidence in man.
Copy right Reserved
All Rights Reserved
by the author
Acknowledgment
British Council Library, Madras, being the
only institution to my knowledge providng postal library
t dcih ty ^
For Copies
Apology;
Sadhu Publications To my countrymen for writing in English and to the English
public for my Indian English.
Jagannaikpur
K AKIN ADA-2
Printed by Navatha printers & Publishers Kakinada 7
CONTENTS
Foreword and opinions Page No.
1- Time to take stock j
2- Alphabet learning - Should children be taught and untaught ? 2
3- The law jO
4. Alphabet printing - Composing faster than speech ?
13
5- Future universal alphabet
19
6- Diagrams and Appendices :
Referred to in Appendices Referred to in
Diagrams
text at page given at the end text at page
D-I Drawings of finite symbol sets A-I Statement of construction of finite
for four scripts Telugu, Deo- symbol sets of four scripts of DI. 5
nagari, English and Kannada. 5
DTI Alphabet of four scripts formed A:II Drawings of digital slates for four
by finite symbols 5 languages 7
A-III Digital major 8
D-I1I Drawings of common symbols for A-IV Statement of common symbols set
four languages: Telugu Deo- for three Languages: Telugu; Deona
nogari English and Kannada 13
gari and Kannada. 13
D-IV Principle of working of the new
audiocomposing mechine 15
i
l
D-IV a) Principle of working of the letter
forming device of the audiocom-J
posing machine. 17
D-V Universal alphabet of the future
A-V Passages in the universal alphabet
and their usage. 20
of the future transliterated from
five languages. 23
BRING OUT A PROTOTYPE
Prof. N. Laksliminarayana
Head of Electronics a Commn. Engineering,
J. N- T. U- College of Engineering,
Kakinada.
The novel method of audio-composing machine suggested by sri Subrahmanyam
Sarma promises to revolutionalise the future printing technology. Combined with the
developments taking place in auto-translation systems these machines will pave way to
future autotranslation-cum-printing technology.
The machine suggested by sri Sarma however has to overcome a good number
of teething troubles. The major problem in the machine will be to actuate an individual
photocell without actuating any other adjoining ones. The problem is quite serious and
involves tremendous efforts
I hope the ideas given by Sri Sarma will attract many more to this novel idea
and help its successful completion- When successfully completed this will be a boon to
the human race.
I congratulate Sri Sarma for his present work and wish him all success in
bringing out a prototype of the machinein the near future.
0
- ()
A TOTALLY NEW CONCEPT-SADHU SCRIPT
B- V- Sathya Murthy,
Advertising Consultant
Creative Graphic Designer & Cartoonist,
Hyderabad
w-*haveseenthe newSadhu Script PrePared by Sri Sadhu Subraumanyam gam-
With lesser intricacies in design and fewer number, naturally they are more prone for
graphic communication also.
This sciipt almost fills the lacuna felt by the graphic designers in retaining the
elegance while presenting the script.
xi ut-bcrves aue consideration by all concerned with communication of ideas and
linguists
Q „ rt Presents a totally new concept to the subject- I wish the efforts of the author
grand uccess His work richly deserves all encouragement from all concerned quarters-
Smt Addepalli Mahalakshmi Devi College of Education for Women
Prircioal Rajahmundry-533 103
Sri V-S-N. Murthy, M.sc , m.ed., m- a., mte 1 y6U‘
TIME TO TAKE STOCK
Sri S- Subrahmanyam Sarma has shown me some of the materials prepared for the ‘Finite
symbol composition.’ method of alphabet teaching and I have also gone through the booklet explain¬
The evolution of alphabet as a primary Some ideas are sparked off in this direc¬
ing the background and development of this method-
unit of writing, represents an important mile¬ tion in this monograph. They have to catch
This is a novel method of teaching the alphabet which when developed fully can be applied to stone in the history of human culture- Both, the imagination of the nations, wade thejsr
many languages. The method will save lot of time and effort (to learn the alphabet) on the part of as a means of recording human thought and as course through wearing out (but still strong)
the child. Learning will be quicker. a means of communication, writing still enjoys traditions, and gather momentum before they
a powerful position- Unlike certain other can claim a rank in the unifying forces, forging
Some experimentation under class room conditions is necessary to modify if necessary and
facets of human culture, like political and humanity into one world practice.
bring the method to a final form. This project richly deserves encouragement, g ^ j^urtj1yj
ethical systems, which react to social changes
_0_ Principal quickly, language and script are hard to The foundation for the ideas (sometimes
change. But changes there have been, certainly. apparantly wild) propounded in the follow¬
Resolution passed by the Elementary School Teachers Association, Tallarevu (E- G. Dt., A.P-) The script of every language has departed from ing pages is the simple law of nature that any
Centre on 19-1-1980 (Membership : 80 - Attended 561- its original shapes unrecognizably, of course, set of plane or solid geometric shapes, however
over a period of millenia. numerous or diverse* can be built up by manipu¬
lating multiples of a small finite types of simpler
Having heard the demonstrative exposition of Sri S- Subrahmanyam Sarma on alphabet Now, our world is ushered into the ato¬ shapes or solids
teaching, we unanimously agree that the aids developed by him through his researches will be very mic age, (space age?) surpassing all previous
useful to Elementary School children learning alphabet. His work is eommendable. ages- Information explosion is in the air. Sate¬ The application of this law to methods
llite utility for communication is the norm of of teaching alphabet writing is sufficiently
We unanimously express our ardent hope that in future all the children in elementary schools
the day. Cybernetics and electronics are fast developed to be taken up readily on a pilot
will learn their alphabet very easily and happily adoptinghis new method.
developing. Above all, the need for quick scale, tested and refined on the basis of further
K. Janikiramudu, communication of highly specialized, ccmplex experience (if any) and adopted on a large scale
Joint Convenor. and diverse thought to vast strata and stretches (if not wholesale) at least in case of phonetic
of population is evergrowing- In this back¬ scripts- Though this method is developed
Sri Subrahmanyam garu. ground it is time we take stock of the limits, mainly from experiences with Telugu children,
which the present alphabet structure and print¬ it stands good for any child learning a phonetic
We feel that the teaching aids and easy letter charts designed by you for easier and more
ing methods impose, (even allowing for their script and has relavence to nonphonetic scripts-
simplified teaching in schools are very useful to children. We believe that such aids aie quite
likely future developments) and search for' a The application of this law to process of com¬
essential to all schools. totally different approach with greater possibi¬ posing could not go far beyond paper Stage-
Chekka Veeraraju, lities.
Hope the sparks will kindle into flame.
Convener,
Retd- Samithi School Teachers’ Assn..
-()- . TALLAREVU.
Sri Subrahmanyam garu, ~
We agree that the method prepared by you will have good results if adopted in case ot
W
adults-
*
Ithampudi Ksheerasagaram;
ysr
Bapuji Ideal Service Society,
Tallarevu, Kakinada Tq.
2 3
ALPHABET LEARNING
relearn to write fairly - this appears to be the
mode in practice. The final fairhand is an 2) Exploring its environment
unusual accomplishment by a minority of the
Should children be taught and untaught ?
learned, only to be lost again, in course of its 3) Understanding the concrete
Though Maria Montessori and her methods use under various circumstances and stresses,
THE PRESENT
are universally acclaimed, though her findings ranging from lethargy to urgency, from con¬ 4) Understanding its society- simple relation
Psychology has made lot of strides in greatly influenced the parenthood of later genera- sciousness of purposelessness to positive hatred to ships with other human beings around
revealing the natural principles involved in a tions, they have not been universally practiced- writing.
child learning to read, write and learn various The adult world is guilty of lot of hypocrisy in 5) Understanding the abstract - simple-emotions
and the language.
subjects like language, arts, science and this regard as it has ever been with any ideal, in Toys, mechanical toys, grooved alphabet,
history- Not much work is done on teaching any field, Lincoln and Gandhi being similar attractive preparatory books, attractive charts,
and learning of particular technical skill of parllels. The scientific gains are confined to a gaudy coloured plastic letters, look and say charts In undergoing these stages, its faculties of
writing alphabet- No significant improvement narrow section of children’s population in special and workbooks are some of the goods that sense-organs and mind would be constantly un¬
is seen in these skills during the past half a Montessori type schools. modern industry has showered on its children’s der going development - the degree of perfection
which depends on the household, parents and
century. world, at least up to the level of middleclass, in
A large section of children’s world society.
exchange to the leisure of mothers (forced into
< Perhaps, Madam Maria Montessori has acquires the technical skill of drawing alphabet
employment) it has devoured and the economic
the last word on this subject She was the by rotewriting, though, the drudgery and child’s The capacity for such a development is how¬
division amongst godlike children into publicschool
first to make a scientific approach in this area, resistance to it are sought to be mitigated by ever very great. representing upto a third of the
going, common school going and child labour it
based on keen observation of the child. She various halfhearted means like giving various maximum achieved by adulthood in such facu¬
has created. Some of these “aids,” at least in my
was the first to explain the processes taking preliminary exercises in strokes and curves etc.. lties.
context, go to show the purely commercial (and
place in child’s mind in the course of the Whatever the means adopted, whatever the time
callous?) treatment meted to their subjects.
Even with these achievements, everychild
development of intellegence. accumulation of taken, the result is that the child’s first writing is
* i ,
faces certain general difficulties in learning to write
knowledge and attaining skills. As a part of never fair and acceptable to the adult. But since
It is in this background that some thinking
or draw its fust alphabet, due to
evolving new methods for imparting education other aspects of education cannot wait and the
was made as to how best the children could be
to a child, she evolved a new method for child has to be hurried through writing after all,
helped out of this situation, to acquire the skill
1) , improper perception
imparting technical skill of writting alphabet. its‘ bad” and “imperfect” hand is treated as an
of learning, to draw alphabet smoothly. The new
Its operations essentially consisted in forming inevitable stage of writing to be tolerated, to be
method evolved is discussed below. 2) improper coordination of sense-organs invol¬
words interesting to the child with movable later “reformed” over a course of time extending
ved in writing
alphabet pieces, practicing of drawing with fore¬ up to a decade of ‘copy writing’ or ‘fair copying
The analysis of alphabet undertaken in this
finger on sandpaper surfaces of movable alphabet or by whatever name it is called. One is not
connection led to further thinking on its reproduc¬ 3) incapacity for concentrating for long duration
pieces, colouring areas and path, covered by sure to what extent this culmination of faircopyr
tion on mass scale as well. Futurology of alpha¬ say not more than fifteen minutes at a time
alphabet formed or written by suitable equipment ing even after a decade is due to—the teacher or
bet and printing is discussed in later chapters. unless its interest is extroordinarily kindled-
and preceded by various exercises of painting parent being no more able to enforce it on -a
different shaped areas to learn to distinguish grown up child rather than fulfilment of the THE CHILD
Any parent or teacher is aware of the letter
between shapes, sizes etc.. Her experiments as objective. Whatever the method phonetic or un-
two and has-his own ready made crude solutions
early as the first decade of this century showed phonetic or a convenient (opportunist?) combina The child faces a number of problems in
for them. Loving parents bringing up their chil¬
‘children happily entering the phase of ‘‘writing tionofboth, the (fair) copying practice appears earning to draw alphabet. The psychologists are
dren with confidence on their future would be
explosion.” At the age of three, children in to be a universally prescribed tonic for a child. ar’re® ^at child would have to pass through
nearer to methods acceptable to psychologists,
‘House of children” could write a good hand with me following mental stages by it sixth year:
while parents (particularly middleclass) with
group similarity, though ‘with apparant absurdity, Thus, learning to write the shapes of
their anxiety on the outcome of their children's
that they could not read by that time. alphabet somehow first, then unlearn it and 1) Knowing its own limbs
performance in the ever loosing and permanent
4 It is in keeping with this
situation that the new method
it ccnnot achie\e it on its own.
race for employment would drift invariably into
is evolved to provide a simple
methods damaging the child. They are not elabo¬ practical method which would
rated here. show an intelligent and interest¬
ing way of learning alphabet
drawing.
Many parents however are not aware of the
limitations of perceptual powers of a human being THE NEW METHOD -
and much less those of children. The parent pro¬
The method is called finite
ceeds on the unconscious presumption that the
symbol composition method of
child sees the thing in the same manner as is seen
alphabet learning, or, more
by the adult which is not valid. Perception is simply alphabet building method.
subjective and the facuity in that direction depe¬ Finite symbol composition set or
nds, as greatly on the previous training and stage simply, alphabet building set, for
language is a set of simple gemo-
of mental development, as on the object perceived.
(3) It cannot judge the sizes and shapes of
tric shapes whose combination
the objects in an absolute manner devoid of con¬
can give any desired alphabet of
text and hence experiences difficulty in keeping
The ignorance of this basic fact imposes a the language. The symbols are
great handicap on the parent or the illtrained tea¬ proportions required in alphabet writing. so constructed that they are as
few as possible, distinct and
cher to understand the difficulty of the child learn¬
(4) Apart from these general difficulties, easily distinguishable to a child
ing alphabet. This lack of knowledge combined
which even normal health; children experience in and easy of reproduction. The
with anxiety over the future of the child can work
perception, some may have certain special faults actual shapes of such sets for
and does work havoc on the tender mind of the
in perception resulting in vertically inverted let¬ four languege Telugu, Deonagari
child.
ters, mirror images and the like. English and Kannada, are given
in the drawings in the diagram-I-
(5) Another special difficulty in learning to
Statements in Appendix I show
The difficulties of perception of a child rela-
write is the need to develop a muscular sense. One
their construction details of
vent to alphabet learning are: has to write without fully seeing what is being
such sets for four languages.
written at the moment. That is, when one is
The alphabet formed with these
writing, what the movement of fingers or the
sets are shown in Diagram-II.
(1) The overall picture, the generality, is
writing instrument is producing can be seen only
more easily perceived than the details. Only the
after the fingers or the writing instrument is
dominant aspect is perceived.
lifted away- The correlation of movement of
fingers etc., and the result produced on
the paper perhaps never reaches the con¬
/ It cannot provide necessary gaps in the
scious stage and is mostly developed into an invo¬
picture sometimes necessary. For example, if the
luntary practice- This factor, in its full gravity,
child could fill in the gaps in its mental picture,as is not realized in any of the present practices of
indicated in the following by dots, it could easily alphabet teaching. This factor particularly ren¬
learn to write them all when once any of them is ders rotewriting useless, even if a child were sin¬
learnt. Unless the child is helped in this direction cere about it (which it never is).
DIAGRAM-1.
6
The theorjtical basis for the construction of learn to pronounce late for example rr. da,
race for etr
the alphabet building set is provided in the next sha, za, zha.
methods d, chapter. Similar alphabet building sets could be
rated here. constructed for any script.
b) Capable of independent handling of books,
slates and writing instruments.
Many The finite symbols set of any language to be
limitations learnt is made available to the child in solid
c) Capable of recognition of and distinguishing
and much ] shapes, as well as grooves in blocks. They may
between straight lines, circles and curves in
be of wood, metal, clay, paper mache or plastic-
ceeds on t three or four sizes when the difference is not
Green or burnt clay is the cheapest while1 anodi¬
child sees t marginal but clear. Recognition of distinct
zed, aluminium solids are best for handling at a
by the adu. colours.
moderate cost. The shapes may all be 5 mm
subjective i thick and the other dimensions, as given in the
nds, as gre statement above, measurable in the inner- In d) Capable of concentrating on a job for at
of mental < case of semicircle big, 4 times the thickness of least twenty to thirty minutes, on a job
the materials has to be added to the dia, so that interesting to it.
smaller circles are contained when necessary. In teaching to such a child write alphabet,
The ig CJpto ten percent allowance can be made on all the following steps may be followed :-
great hand measurements. Very perfect shape also need not
cher to un< be insisted upon, as the children are known to
1. PRELIMINARY : a child would do
ing alphabi like imperfect ones better, but patterns should be
better, if further in addition to reading readiness,
definetely stuck to and should be definitely distin¬
with anxie
guishable to the child. a minimum sense of part and the whole'is
and does v
created. This could be taught by training the
child. child to arrange jumbled zig-ziag (fret saw cut-
Solids are also distinctly coloured to incidate
pieces) of plywood of any common object or
linear, circular and other curves separately say
being, which the child knows and could be
The d: red, blue or green, yellow or black or white on interested in, for example, any common bird,
vent to alp subdued grey or lemon background. This renders animal or a pioce of architecture. 3 to 5 simple
the groups of connected shapes distinguishable to exercises (Simple in the sense that eaoh figure is
the child, linear, circular and curvular. formed by arranging just three or four zig-zag
(1) 1
pieces) Six cubic block pieces may also be used
more easil; The teaching of alphabet by F.S.C- method for this purpose. One set of cubic blocks may be
dominant; may be tried upon any child or an illiterate adult used to form six images on six surfaces of the
who has attained the minimum level of learning
blocks
preparedness or reading readiness The child
• 1 in F.S.C. method includes illiterate adult.
picthre soi Learning preparedness of the child is judged a) Recognion of alphabet in bold types and
child couL by the following standards for this method two three or four lettered rhythmic words may
be taught by training the child through guided
indicated i
1) Capacity to pronounce 90% of the alphabet reading, each sound and word uttered by teacher
learn to w
(i.e) all except a few, which certain children to be followed by child by similar utterance.
learnt. L
8
7
Picture card reading would help. The child For those who can afford/ a better proposi¬ drawing the symbols. The writing instrument important in writing and which ability is as yet
should attain ability to read about 25 cards tion than simple bare groved pieces would be to may be a wooden piece in the shape of a pencil undeveloped. The principle of the machine is
independently. use Digital slates, the drawings of which are with a sharp tip. In case the plank is embedded shovn in the diagram given in Appendix III- I1
given in separate drawings in Appendix II separa¬ with steel strips or wire the pencil has magnetic consists of a simple contrivance to provide
tely for each of the four languages and are descri¬ fip which ensures that the child follows the strip simultaneous impulses to three sense organs. The
11. At this stage child could be given the bed below :— without moving its digits astray. The pole child is guided and directed to move its fingers
simple pieces of finite symbol (alphabet building) strength of the magnetic tip may be about 5 x 10s in circles or circle parts of two sizes or straight
set lines and circles to begin with, followed by lines in two perpendicular positions and two
units to prevent the child from going astray but
DIGITAL SLATE :
other shapes and shown how letters are formed slant positions This motion also produces notes
at the same time not making it difficult for the
with the components of the set The order in which are definitely linked to the definite geo¬
It consists of simple grooves cut in a plank or child to move along the strip. The child can
gradation could be as furnished in diagram II. metrical shape- The Digital motion in harizontal
mild steel strips 2 or 3 mm wide, or, wire 1 or 2 reproduce them independently, again, on the
The statements also show how the shapes of plane is also reproduced in a plane perpendi¬
rectangular bottom blank space painted with
mm thick embedded in a woden plank in the basic
alphabet could be grouped in the order of simi¬ cular to the plane in which the digit movement
blade board paint or slate paint with a chalk
shapes of the required component symbols of a
larity and derivation from certain common geo¬ produces a shape in writing- The writing prod¬
piece or slate pencil provided.
metric shapes. Full letter models, cut out of language. As mentioned in statement of symbols uced by digital motion is exactly reproduced in
plywood with frersaw, each painted in such a and shown in the drawing sheets( Appendix II)all vertical plane, by heated wire or more simply
way that different components of letters are dis¬ symbols of the language need not be given but In short the child with reading readiness but effectively a Catherine circle or Catherine
tinctly shown by different colours would greatly only representative shapes are given for initial could take the following steps mainly line. For achieving this, the motion in vertical
help the child in the matter. After removal of plane, though of same size, is about 15 times
practice. For example against 11 symbols only
the letter cut the original plywood piece would faster so as to create the illusion of line or curve,
4 are given for initial practice with their 4 1) Recognizing alphabet
be left with a blark groove in the shape of the as the case may be, by persistance of vision- The
important variable postures in Telugu. In Deva-
letter. This could be covered with cellophane child may move at the rate of one circle or a
paper pieces of diff rent colours and used It can nagari out of ten, five are given with 3 important/ 2) Recognizing alphabet as a combination of line per second without strain, to begin with
be arranged to project the letter shape as a colou¬ variable postures. In case of English against 11 finite symbols. and for the same to be reproduced in vertical
red shadow on the screen- The child should shapes 5 shapes with 4 variable postures are given plane the motion is kept at a speed 15 times
learn to form any letter with the component faster than the speed of digital motion of the
In case of Kannada against 13 symbols only 5
3(a) Understanding part and whole-forming
symbol set on the basis of letter models, before child. This enables the child to see what the
with 4 variable portures are given.
full pictures with parts
it could be initiated into writing the alphabet movement of its fingers is produoing even
proper. After the child can recognise not only before the pencil tip is lifted or moved away
all the individual component symbols but also These slates can be fixed with screws on a (b) Composing alphabet with finite symbols. from the shape it is producing- The musical
recognise the alphalet as a combination of the wooden stand with a rest for child’s hand. The sounds linked to movement of fingers and the
symbols and can form about 25 letters indepen¬ slate position in the latter is adjustable in vertical geometric shapes produced, help the child in
dently with the finite symbol set, the child could plane and the distance of hand rest from the slate 4) Learning to write finite symbols distinguishing the shapes and remembering the
shapes as well as their relationship with the
be trained to reproduce each of the components is also adjustable to suit the child through a screw
movement of fingers. The practice on this
carefully. The child could write these shapes set- The child holding a pencil in correct position 5) Writing alphabet
machine ensures a quick and correct ability to
using^solids as templates, or by writing indepen¬ will move it along the strips giving the digits sui produce symbols for the child. After mastering
dently by trial and error or by rote writing in a table exercises for practsce. Then the c h i 1 $ A better proposition than even the digital the shapes the child could be trained to write
limited manner. Rote writing however is to be reproduces the shapes first in the adjacent oi slates, however, would be a simple maehine alphabet in steps shown in Diagram II a, b, c, d.
avoided as far as possible. A wopden plank, bottom narrow blank places painted black bj Digital Major. This machine is useful in training Thus the child would learn all alphabet insteps.
with grooves cut in the component symbol shapes, close imitation independently. The ehild Is thus the child to coordinate Its hearing seeing and Practice for some time would enable it to write
\will greatly help the child. digital motion involved in writing, which is so the alphabet as a continuum.
trained to move its hand and fingers suitably in
mmm
•: The advantages of this method are :— write not only different alphabet but sentences
at one stroke when once they achieve a stage of
1. It reduces the period required by a child to mental development.”MadamMontessoric speaks
THE LAW
learn alphabet. of writing-expiosion in children of three to six
years, mentally developed through her methods The finite symbols given for the alphabet of a language may be compared with
2. It reduces greatly and even eliminates the
by specially trained teacher. There could be no the bricks of a building.
drudgery-
two opinions about the course of overall mental
development of a child, but, it is achieved only Infinite possibilities of archetectural pieces are given rise to, by multiples of a
3. It develops the intelligence of the child, in
with extreme care, sympathy and efficiency of few types or sizes of bricks. For choosing brick size itself there may be infinite possi¬
course of learning to write alphabet.
the teacher in a specially created atmosphere bilities (at least theoriticaily) but choice could always be limited to a finite number. In
for children, so rare in our society, particularly further analysis, the brick itself is composed of innumerable particles, but, that does net
This Finite Symbol Composition set, the in the field of primary education. By this matter. Still bricks are bricks and any structure is built out of bricks.
digital slate and Digital Major are the first of its method, even in the present normal shools-
kind in helping the children to learn to write children could be taught alphabet through intel¬ Another example could be given to explain this phenomenon, this time, an abst¬
alphabet of a language in easy steps, after giving ligent methods at low cost by adoptinp this ract one. A finite number of integers give rise to infinite numbers. The choice of integers
simple graded and regular practice in coordina¬ is in itself not limited. We have ten common Hindu-arabic integers, zero to nine.
system.
ting the eyes, fingers and ears. Computer technicians use two integers. Each integer may itself give rise to infinite
This is the first attempt to analyse the shape number of fractions. But for any system of counting, the total number of integers could
It has already been mentioned that the of each alphabet anb classify them into finite always be finite and small - may be random, may be selective in consideration to various
children’s perceptual powers are not fully deve¬ symbol components and to provide an aid for the (nongeometric) factors.
loped at that age and their capacity to perceive child to pereceive the details of alphabet perfectly
the details compared with that of perceiving the and vividly, and to provide a method to teach Mathematical reasoning for the above is as follows :—
whole is low. if not faulty. This is one of the
every alphabet in steps and in order of graded,
Let us take any set of curves f(x), f(y), f(z)....
factors which has to be overcome by the child in
diffioulty experienced by the child in writing,
learning to write alphabet. Great educators
rather than, in the order based on origin of Let us choose a small dash of length Axr with which we make up the entire
have tried to resolve the connict in children aris¬
sounds etc.,or anything, except, the convenience
f(x), (ie) f(x) is numerically divisible by Axx, Nxx times leaving a remainder xa; x3 is
ing out of their imperfect and undeveloped per¬
of the poor child.
naturally smaller than AM-
ception and the external pressure on them
This art of alphabet teaching by F-S.G
(children)to perfectly perceive and learn to
method is applicable to all languages- It is Then f(x) = Nx1 Axt +x2
reproduce correct to the detail, the minidrawings
possible to reduce any alphabet, whatever be
(alphabet), by achieving the overall and general their number, to a small number of the simple Similarly f(y) = NyjAxt+y,
mental development. They seem to proclaim as component shapes very similar to that given for
f(z)=N3j Axrfz,
it were ‘-Don't start teaching with writing alpha¬ four languages and the method suitably adjusted
bet straight. Dont be impatient to see your child ro suit any particular language and envinonment
.and so on
writing each alphabet in short time. Develop of the child. System worked out to four scripts
Then a smaller dash Ax2 <Ax1 is chosen to divide x2 and the latter divisible by Nxa
their allround mental faculties and they will could be exteneded to all other scripts.
times and a still smaller remander x3, say, is obtained.
Then f(x)=Nx! Ax^NxaAXa+Xg
Similarly f(y) = Nyt Ax1 + Nya A\+Ys
f(z) + Nz! Axx + Mz2 Ax8+z8
.and so on
it
