PART IL —PR ACTIS. § 28. 26 DIEERENS B8TW8N T8QRETICAL AND PRACTICAL EONETICS. In de presedip pajez we liav endévurd tin analjz human speq, az emplad in fermip de significant ssndz ov lapgwej, widst eni sécunderi considerajun, suq az de practicabiliti er advjzabiliti ov constructip an alfabet for ecs- présip dez smidz, simp’l enuf tui admit ov beip ezili uzcl bj even wun hm can spec and gjd a pen. But az significant ssndz qr de rediest mod we pozés fer interqanjip jdeaz, it wil manifestli be ov de gratest impertans tm invent a menz ov recelip doz ssndz, hwiq Jal be ezi bot tm de framer and de inspecter ov de simbulz empléd. We prosed darfor tm an egzam- inajun ov dis most important but dificult subject, de invenfim ov a prac¬ tical alfabet, dat iz, an alfabet hwiq can be uzd bj ev’n de dulest intelect, fer nun Jud be debcjjd from enjerip de blesipz ov rediij and rjtip. Eni wun hm haz pad atenjun tm de smidz ov speq, wil hav obzervd, dat dar iz grat dificulti in determiniij de cwolitiz ov de vsel svndz ; dat, in fact, de vsel seal, instéd ov consistip ov a number ov isolated and wel defend srnidz, suq az doz hwiq we hav disciist in § § 10—12, must be prac¬ tical! considerd az consistip ov an infinit number ov ssndz, eq Infinitli litT diferent from doz hwiq imedyetli presed and folo it. It wild be, ov cors, imposibT tm simboLjz everi wun ov de rezultip infinit number ov v^elz ; and el we can hop tm dm practicali, iz tm estdblij serten grmps ov srnidz produsip abvt de sam efect upon de er, and col eq grrnp a sipg’l vvel. Ev’n in dis cas, de gratest diversiti iz lpcli tm ociir in asjnip de number ov grmps, or de individual memberz ov eq grmp. Az it iz probabT dat no tm specerz uz presjsli de sam vsel seriez (§ 26, nr. 3), it iz veri unljcli dat eni tm rjterz Jnd presjsli agré az tm de grmps dat Jud be mad, er de simbulz dat Jnd be empldd. Bes|dz dis inconveniens, it wil be Lnd in practis, dat diferent lisnerz pozés veri diferent pserz ov aprejiatip difer- ensez ov s^rid, and dat in herip unii3llcd svndz da hav grat dificulti in disenminatip betwén dem, confuzip vselz hwiq tm an educated er qr wjdli diferent. Ris iz pqrticulerli remqrcab’l in de vsel scalz ov diferent lap- gwejez ; dus, de Ipglijman fjndz it veri dificult tm aprejiat de smid ov a,