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With a collaborator, Rozin devised an experimental curriculum that moved children through degrees of linguistic abstraction by teaching them Chinese logographs followed by a Japanese syllabary, and only then applying the same logic to English.

They used a form of writing that was phonetic, based on sounds rather than logographs like Egyptian hieroglyphs.

Then from poetry he would turn to romances, fables, stories, epigrams, madrigals, logographs, acrostics, charades, enigmas, and impromptus; and he even wrote a comic opera.