Bauhaus-Universität Weimar

simple vowel-symbols, whereas the learner of Glossic 
has to master more than twenty, which are not only 
totally disconnected and arbitrary, but also suggest all 
kinds of puzzling cross-associations. Of course, even 
this is an enormous improvement on Nomic, in which 
there are more than two hundred combinations, many 
of which are employed almost at random. 
The weakest part of Glossic is its treatment of r. 
r in Glossic is used both for the consonant and for the 
vocalised r ( = 3), as in peer (piio), and hence must be 
doubled in peerring (=piieriq), the first r indicating the 
9, the second the true r. 99 in ‘ err/ ‘ burn/ &c., is 
written er: er=‘e rr/ bern — ‘ burn.5 Hence deterring = 
Romic ditoeriq, on the analogy of peerring. But er before 
a vowel has the totally distinct value of Romic er, as in 
the word ering—c erring ' (eriq). 
Again, the 'conventional ar and or are retained to 
represent the same sounds as aa and au, faadher and 
fardher, for instance, being kept distinct, although their 
pronunciation is identical. 
Here the phonetic character of Glossic entirely breaks 
down, for such distinctions as those last mentioned can 
only be taught by spelling lessons. This is equally the 
case with such spellings as those of the final vowels in 
faadher and soafa (‘ sofa ’), where the same sound is 
represented in two distinct ways. Before the learner 
can decide whether to write soafa or soafer, he must 
stop and consider whether a following vowel would bring 
out the r or not. 
These considerations show clearly at what a sacrifice 
of the most essential principles of phonetic writing Glossic 
retains its similarity to the existing spelling. Any attempt


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