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NEW 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