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Title: Lippincott's Horn-Ashbaugh Speller For Grades One to Eight

Author: Ernest Horn

Ernest J. Ashbaugh

Release date: October 1, 2010 [eBook #33826]

Language: English

Credits: Produced by Larry B. Harrison and the Online Distributed

Proofreading Team at http://www.pgdp.net

*** START OF THE PROJECT GUTENBERG EBOOK LIPPINCOTT'S HORN-ASHBAUGH SPELLER FOR GRADES ONE TO EIGHT ***

LIPPINCOTT'S

HORN-ASHBAUGH

SPELLER

FOR GRADES ONE TO EIGHT

BY

ERNEST HORN, PH.D.

PROFESSOR OF EDUCATION AND DIRECTOR

OF THE UNIVERSITY ELEMENTARY SCHOOL

THE STATE UNIVERSITY OF IOWA

AND

ERNEST J. ASHBAUGH, PH.D.

ASSOCIATE PROFESSOR OF EDUCATION AND CHIEF OF THE

BUREAU OF EDUCATIONAL TESTS AND MEASUREMENTS

THE STATE UNIVERSITY OF IOWA

PHILADELPHIA, LONDON, CHICAGO

J. B. LIPPINCOTT COMPANY

COPYRIGHT, 1920, BY J. B. LIPPINCOTT COMPANY

PRINTED BY J. B. LIPPINCOTT COMPANY

AT THE WASHINGTON SQUARE PRESS

PHILADELPHIA, U. S. A.

PREFACE

It is the intention of the authors to include sufficient discussion and directions to teachers so that this book may be taught with the highest possible degree of efficiency. Under general directions to teachers will be found a discussion of those points which concern all teachers regardless of grade. In addition, preceding the word list for each grade will be found supplementary directions to aid the teachers in facing the problems peculiar to that grade.

Special attention is called to the elaborate provision for making the pupil intelligent and responsible in his attack on his own spelling problems. This result is achieved by the testing plan which discovers to the pupil his deficiencies; by the standard scores which enable him to compare his accomplishment with that of other children; by the efficient method of study which is provided; and by the unusually rigorous follow-up work given in the review lessons. The authors therefore present this book to the pupils and teachers of the United States as a contribution to the solution of the problem of developing a nation of good spellers.

THE AUTHORS.

DECEMBER, 1920.

CONTENTS

PAGE

P   REFACE

iii

G   ENERAL DIRECTIONS TO TEACHERS

vii-xiv

D   IRECTIONS TO PUPILS

xiv-xvi

D   IRECTIONS TO TEACHERS OF GRADE I

2

WORD LIST, GRADE I

3-5

D   IRECTIONS TO TEACHERS OF GRADE II

8

WORD LIST, GRADE II

9-14

D   IRECTIONS TO TEACHERS OF GRADE III

16-17

WORD LIST, GRADE III

19-27

D   IRECTIONS TO TEACHERS OF GRADE IV

30

WORD LIST, GRADE IV

31-40

D   IRECTIONS TO TEACHERS OF GRADE V

42

WORD LIST, GRADE V

43-52

D   IRECTIONS TO TEACHERS OF GRADE VI

54

WORD LIST, GRADE VI

55-64

D   IRECTIONS TO TEACHERS OF GRADE VII

66

WORD LIST, GRADE VII

67-78

D   IRECTIONS TO TEACHERS OF GRADE VIII

80

WORD LIST, GRADE VIII

81-95

D   ICTATION EXERCISES

97-105

LIPPINCOTT'S

HORN-ASHBAUGH SPELLER

GENERAL DIRECTIONS TO TEACHERS.

How the Teaching of Spelling May be Improved.—The teaching of spelling may be improved in three ways: first, by selecting a better list of words for the pupil to study; second, by placing before the pupils of each grade the words that are most appropriate for them; and third, by introducing economical procedures in learning. The first is the problem of the course of study; the second, the problem of grading; and the third, the problem of method.

The Vocabulary.—To solve the first problem one must insure that the pupils will study all words they are likely to use in life outside the school. One must also insure that the pupils' time will not be wasted through their being required to learn words which they will never use. This problem has been solved for you by the authors of the text. The vocabulary of the lessons is taken from a compilation which Doctor Horn has made of ten scientific investigations of the words used in writing letters. These investigations, taken together, represent the careful analysis of over three-quarters of a million running words of correspondence. If you will analyze one letter, you will see what a very great amount of work these investigations have required. It seems very unlikely that any word commonly and frequently used should have been overlooked in all of these investigations.

These ten studies contain all of the information which is available at the present time concerning what words are likely to be used in writing letters. Accordingly, there is no word in this speller which has not been reported in one or more of these investigations. In addition, this vocabulary has been carefully compared with all of the other types of reading and writing vocabularies.

Among these are the studies of children's themes, such as those by Jones, by the teachers of New Orleans, Kansas City, and Richmond, Virginia; the various studies of adult reading vocabularies, such as those by Eldridge and Knowles, aggregating over 140,000 running words; the studies of the vocabulary of school readers, such as those by Packer, Housh, and Miller, aggregating over one-half million running words. No word has been taken from these studies which did not occur in the investigations of the vocabulary of personal and business letters. On the other hand, these studies showed quite clearly that the words found as the result of the analysis of three-quarters of a million running words of correspondence are really basic in any writing vocabulary.

If you will examine the book, you will see that most of the lessons are numbered with arabic numerals. These lessons contain a minimum list of 3998 words found to be used most frequently. You will notice, also, that beginning with grade three there are in each grade supplementary lessons, marked S-1, S-2, etc. These lessons include 580 additional words which are somewhat less frequently used. The supplementary lessons are distributed by grades, so that pupils who finish the minimum work for any grade will have additional lessons to study for the remainder of the year. However, before undertaking these supplementary lessons, the teacher should make sure that her pupils have learned thoroughly the minimum list which contains the important words.

Plan of Review.—The provision for the complete elimination of spelling errors is particularly efficient and thoroughgoing. Not only are those words which most commonly give difficulty arranged for, but the method of testing insures that each pupil will eliminate his own peculiar errors. No pains have been spared to obtain this thoroughness without wasting the pupils' time in mere routine review.

During the week in which each lesson is taught for the first time, each pupil is tested three times on every word in the lesson. He spends his time in concentrated attack on the words which have given him difficulty. One month later this lesson is given as a test, and the words missed by each pupil re-learned by him. At the end of the week this lesson is again given as a test.

In addition, at the beginning of each grade above the first, the words which have been previously taught, but which according to Doctor Ashbaugh's investigation still give difficulty, are thoroughly reviewed. Finally, in the seventh grade, the words which are most frequently missed by grammar grade pupils are given additional review.

It must be kept in mind that these reviews are not haphazard, nor are they a matter of guesswork. Each review list is made up on the basis of the most careful scientific study of persistent errors.

Grading.—The lessons in each grade are those which the pupils in that grade may most profitably study. The words have been graded in the following manner: On the basis of Doctor Horn's compilation of correspondence vocabularies, all of the 4578 words were ranked according to the frequency with which they are used in correspondence. On the basis of Doctor Ashbaugh's study of the difficulty of these words in the various grades, the words were arranged in order of ease of spelling. With these two sources of data, the lessons are arranged so that in general the easiest words and those most commonly and frequently used are placed in the lower grades. In addition, on the basis of scientific analysis of the vocabulary of first, second, and third readers, the authors determined which words occurred most often in these readers. The words included in the lessons for the first three grades are not only easy and fairly common, but are found also in popular readers of the grades in which they are placed. For example, the word "and" was found 23,773 times in the letters analyzed in the various investigations upon which the book is based; and it is misspelled by but four second grade children out of a hundred. It also occurs in every one of ten commonly used first readers. Since it is one of the very commonest words, is easy to spell, and is found in all first readers, it is placed in the first list in the book. In a similar way every lesson in the first three grades has been a matter of computation. The lessons in grades above the third have been made in the same careful fashion, except that occurrences in readers were not taken into consideration. It is clear that the lessons increase gradually in difficulty in each successive grade, and that a pupil who is forced to leave school at the end of grade six or seven will have learned the words which he is most likely to need in writing.

Standard Scores.—By means of standard errors at the close of each lesson, the pupils and teachers may compare results with those of other grades and with those obtained in the country at large. These standards were taken from the Ashbaugh Scale and from a supplementary study conducted by Doctor Ashbaugh and Doctor Horn to determine the standards for words not included in the original scale. It must be kept in mind that these standard errors are high, being the result of the present unfavorable conditions of the teaching of spelling in the country at large. They are used merely for the purpose of comparison. The ideal to keep before your class is that they should learn their lessons so that they will not misspell a single word, but this ideal is intensified by the use of the standard errors.

How to Teach the Lesson.—Four points must be kept in mind as more important than any others:

1. The teacher must test her pupils on each lesson before they begin to study.

2. Each pupil should study only the words which he misspelled on the test.

3. He must be taught an economical method of study.

4. He must see clearly what progress he is making.

Detailed suggestions for teaching the lessons are given in the paragraphs which follow. These suggestions are based upon the investigations reviewed by Doctor Horn in the Eighteenth Yearbook of the National Society for the Study of Education. The method has been tried out thoroughly in public school classrooms, and has proved uniformly successful. Teachers are urged to follow it as closely as possible. If, however, the teacher prefers another method of study, she may use it. The book may be used with any method.

Getting Started Right.—The first few lessons may well be spent in systematizing class procedure and teaching pupils how to study a spelling lesson. Begin by pointing out the importance of spelling. Give cases, if possible, where people have been discredited because of spelling errors in letters. Discuss with the class how the words in this book were selected, how the standard errors at the close of each lesson were secured, and how the method of study was determined. The pupils may now be introduced to the procedure which will be used in conducting the spelling class, and to the method of study.

Teaching Pupils How to Work.—Many teachers have found the following procedure very satisfactory. Have the pupils open their books at the first lesson for their grade. Explain to them that a great many men have spent much time and money in finding out the best way to learn to spell, and that the method which is to be used is based on what these men have recommended. Have the class read the directions to pupils given on pages xiv–xvi. After the directions have been read, have several pupils summarize them. When you have made sure that the class has the main points clearly in mind, the actual work of habituating the method may be begun. The first few lessons in each term should consist of practice in the method of study. This practice should be continued until you are satisfied that the pupils understand thoroughly how to go about their work. Remember that even though teachers in the preceding grades are using the method, there may be pupils in your grade who are new to the system, as well as some who have forgotten how to study. From the nature of the method, it is easy to detect any child who is not using it. Insist that the correct method be used from the outset. As soon as the pupils have learned the method of study, the regular work of learning the lessons may begin.

How the Lessons Should be Taught.—The lessons are planned to be completed in a week. A week's work, therefore, consists of twenty new words and twenty review words except in grade one, where the week's work consists of ten new words and ten review words. The following schedule is recommended.

Monday.—The first step in teaching a lesson is an exercise in pronunciation. Have the pupils open their books at the advanced lesson. Pronounce each word, enunciating the syllables very distinctly. Each word which in your judgment is not understood by the class should be used in a sentence. All homonyms should be so used. Have the pupils pronounce each word after you in concert, enunciating the syllables very distinctly. Insist on careful pronunciation on the part of every pupil.

This exercise precedes the spelling test because of the importance of pronunciation in the method of study, and because of the probability that this initial attention to the correct form of the word is desirable. Since the pupils undoubtedly learn something as a result of this exercise, they may be expected to make somewhat better scores than those given in the book. These scores are the results of tests given without such a preliminary exercise in pronunciation.

After all the words have been pronounced, have the pupils close their texts and prepare papers for a written test. This test will include the new lesson. It may be written on any sort of paper, the words being written in columns of twenty to correspond to the arrangement of the words in the book. Pronounce each word once only. Pupils should write the words without hesitation. No alterations in the first attempt at spelling the word should be allowed.

After the words have all been dictated, have the pupils exchange papers for the purpose of correcting. Be sure that each pupil understands that he is marking his neighbor's paper, so that errors which have been made may be corrected. Instruct the class to mark a word wrong if it is misspelled, if it cannot be read, or if any change in the first attempt at spelling has been made. Be sure that each pupil understands that, until he is able to write a word correctly the first time, he has not sufficiently learned it.

The words may be corrected on the basis of the teacher's oral spelling or by the book. Each word found to be misspelled should be marked wrong by placing after it an X.

When the papers have been returned to the owners, each pupil should write the correct form of the words which he has misspelled. The words missed on the test will constitute his task for the week.

Tuesday.—On Tuesday the pupils study, each working on his own errors and using the method recommended under directions to pupils. Pupils who made no errors on the test may be excused from this study period, but not from the succeeding test. It frequently happens that a pupil will spell a word correctly on one test and misspell it on a following test.

The teacher should closely supervise the pupils' study in order to insure that proper methods of learning are used. She may also help to direct the work of those who, having made no errors on the preceding test, have been allowed to undertake some other task. The class should not be tested on this day.

Wednesday.—Test on the new and on the review lesson. This review lesson should consist of a lesson taught one month before. Since the first four lessons in each grade are made up of words taught in the preceding grade, these may well be used for the first month as review lessons. The words may be corrected and the errors recorded as on Monday. Compare the number of errors made on this test with those made on the preceding test. This comparison will show the pupil what progress he has made. The remainder of the period may be spent in studying the words missed on this test.

Thursday.—Study as on Tuesday.

Friday.—Test on the new and on the review lesson, correct the papers as on Monday, and spend the rest of the period studying the errors made on this final test. Compare the number of errors made on this test with the number made on the first and second tests. The comparison gives the child a measure of accomplishment for the week. The teacher should check this day's papers in order to have an accurate record of the status of the pupils at the close of the week's work. Many teachers have found it helpful to keep a chart of progress on the blackboard.

Individual Instruction.—It is clear from the preceding directions that the method of learning and the class administration are intended to insure that each pupil will learn those words which give him difficulty, and that he will, at the same time, progress at his own rate. With the possible exception of the fact that only the commonly used words are taught, this is the most important provision in the book.

The Spelling Notebook.—It has been found to be very helpful to have each pupil keep a notebook in which to record words missed in the various spelling tests or in papers written in connection with other subjects. This notebook tends to make the pupil more conscientious with regard to his spelling. It also gives him a record of his errors so that when he has time for review work he can utilize it properly.

The Problem of Interest.—Teachers who have used the method which is here recommended have been unanimous in reporting not only that the pupils learned more rapidly, but also that they worked with greater enthusiasm. This increased interest is secured without any use of soft pedagogy. It comes from several sources. First, the pupils know that the words in the book are those most commonly needed in writing. Second, the pupils quickly see the advantage of centering their efforts on words which they have actually missed. Third, by means of standard scores they are enabled to compare their spelling ability with that of children in other parts of the country. Fourth, they can see what they are accomplishing. Fifth, these provisions make possible the joy which comes from doing vigorously and thoroughly a clean-cut task that needs to be done. These are the interests which appeal to sensible men and women in life outside the school, and they have proved sufficient for children. Many attempts have been made to substitute devices for these wholesome and fundamental interests. Such attempts not only fail in their purpose, but actually distract the child's mind from the work he has to do. Sugar-coating inevitably destroys the child's appetite for healthy vigorous work.

DIRECTIONS TO PUPILS

Why These Words Should be Studied.—One of the ways by which people judge the writer of a letter is by the presence or absence of spelling errors. Often a young man or young woman has failed to obtain a desirable position because of spelling errors in a letter of application. Even in the ordinary friendly letter, spelling errors make a bad impression. The words which you are to learn from this spelling book are the words which people most frequently use in writing letters. Thousands of letters were read, and each word found was recorded. This book, therefore, contains the words most commonly used in writing, and does not contain any word which has not been found in letters.

How to Learn the Words.—The first step in the study of each lesson will be an exercise in pronunciation. Your teacher will pronounce each word for you. Look at your book closely, noticing each syllable as she pronounces it. When the teacher asks you to pronounce the word after her, look at each syllable closely as you pronounce it.

The second step in learning the lesson is the test. Write each word as plainly as you can and without hesitation. The purpose of this test is to see whether or not there are any words in the lesson which you cannot spell. The words which you cannot spell will be your work in spelling for the week.

If your teacher asks you to exchange papers for the purpose of correcting them, be sure to do your work very carefully. If you fail to mark a word wrong that has been misspelled, the pupil whose paper you marked will not be able to know that the word should be studied, and so will suffer an injury. On the other hand, it will be very confusing if you mark a word wrong which is really correct. Mark any word wrong that you cannot easily read; also any word if a letter has been written over or a change made. Remember that the purpose of the test is to find out which words need to be studied. The grades of the pupil whose papers you correct are not affected in any way by your marking.

The Meaning of "The Standard Number of Errors."—The words in this book have been given to a great many children in each grade in a number of cities. In that way it was possible to find out the number of errors which children of each grade ordinarily make. If you will compare the number of errors which you make on the test with the number of errors at the bottom of your lesson, you will be able to see how your spelling compares with that of pupils in other parts of the country.

How to Learn to Spell a Word.—A great many men have spent much time and money in finding out for you the best way to learn to spell. The directions which follow are based on what these men have discovered.

1. The first thing to do in learning to spell a word is to pronounce it correctly. Pronounce the word, saying each syllable very distinctly, and looking closely at each syllable as you say it.

2. With closed eyes try to see the word in your book, syllable by syllable, as you pronounce it in a whisper. In pronouncing the words, be sure to say each syllable distinctly. After saying the word, keep trying to recall how the word looked in your book, and at the same time say the letters. Spell by syllables.

3. Open your eyes, and look at the word to see whether or not you had it right.

4. Look at the word again, saying the syllables very distinctly. If you did not have the word right on your first trial, say the letters this time as you look sharply at the syllables.

5. Try again with closed eyes to see the word as you spell the syllables in a whisper.

6. Look again at your book to see if you had the word right. Keep trying until you can spell each syllable correctly with closed eyes.

7. When you feel sure that you have learned the word, write it without looking at your book, and then compare your attempt with the book to see whether or not you wrote it correctly.

8. Now write the word three times, covering each trial with your hand before you write the word the next time, so that you cannot copy. If all of these trials are right, you may say that you have learned the word for the present. If you make a single mistake, begin with the first direction and go through each step again.

9. Study each word by this method. Take special pains to attend closely to each step in the method. Hard and careful work is what counts.

Take Pains with Your Spelling in all Writing.—Take pride in having your compositions and letters free from spelling errors. When you are in the slightest doubt as to how to spell a word, look it up in the dictionary before you write it. When you have found the word in the dictionary, learn it by the method by which you study your regular spelling lessons. In a similar way, if you do make a mistake in spelling in your compositions, learn the word which you misspelled by this same method.

Reviews.—Whenever you have a few minutes after having prepared some lesson, turn back to the errors which you have made on previous spelling tests and spend some time going over the words which you missed on those tests. Occasionally when you are at home, you will find it interesting to have your mother or father or some friend test you over all the words you have missed during the year. You should not be satisfied until you can spell every word correctly.

Notebook.—Keep a spelling notebook. Whether your teacher requires it or not, you will find it very much worth while to keep a spelling notebook. In this you should record all words missed on any test or in compositions which you write. If you find that you are frequently missing a word, write it in a special list and review it frequently.

FIRST GRADE

DIRECTIONS TO FIRST GRADE TEACHERS

The words in the lessons for first grade children are few in number and relatively easy. You will notice that most of them are phonetic. Each word has been found to be used in correspondence and in a majority of first grade readers. This list is therefore particularly appropriate for first grade children and may be easily learned by them. The authors recommend that this work be begun in the second half year.

Directions for Teaching.—Read again the general directions on pages vii to xvi, inclusive. In general the method used in grade one is the same as that used in later grades. There are, however, certain important differences. You will notice, for example, that first grade lessons contain ten instead of twenty words. You will need also to give more attention for the first two or three weeks to initiating correct habits of study. Remember that teachers above grade one will build upon habits which you initiate.

The words in the first grade list are very simple, so that there should be no difficulty in learning to spell them. Neither should the children have any difficulty in understanding any of the one hundred fifty words.

Directions for Schools in Which the Pupils do Not Write in Grade One.—The pupils in such schools should be taught to study according to the first six directions given under How to Learn to Spell a Word, page xv. The tests in these cases will have to be oral tests. Otherwise, the methods recommended in the general directions may be used.

1

2

3

4

is

be

but

that

and

can

dear

to-day

are

dog

did

up

day

good

do

was

he

my

go

an

in

see

his

as

it

she

little

big

me

you

look

come

all

book

not

for

at

boy

out

get

Standard Number of Errors

I. ( )

I. ( )

I. ( )

I. ( )

II. 1

II. 1

II. 2

II. 2

III. 0

III. 1

III. 1

III. 1

5

6

7

8

hand

old

way

gold

have

on

will

hat

if

one

your

her

into

over

away

home

land

run

by

how

last

say

cannot

ice

let

tell

doing

looking

like

the

down

love

man

this

eat

of

may

tree

give

play

Standard Number of Errors

I. ( )

I. ( )

I. ( )

I. ( )

II. 2

II. 2

II. 3

II. 3

III. 1

III. 1

III. 1

III. 1

9

10

11

12

so

us

bee

far

some

we

box

fast

ten

when

call

fat

thank

wind

cane

five

them

with

cat

from

then

after

coat

gave

thing

am

cold

girl

think

apple

corn

going

three

baby

cow

green

time

bed

each

had

Standard Number of Errors

I. ( )

I. ( )

I. ( )

I. ( )

II. 3

II. 3

II 4

II. 4

III. 1

III. 2

III. 2

III. 2

13

14

15

16

hard

must

school

all

has

night

send

be

hen

no

six

see

just

or

snow

not

live

pig

sun

may

made

playing

they

for

make

put

top

in

milk

red

what

do

mother

ring

wood

so

much

sat

ran

no

Standard Number of Errors

I. ( )

I. ( )

I. ( )

I. ( )

II. 4

II. 4

II. 4

II. 1

III. 2

III. 2

III. 2

III. 1

SECOND GRADE

DIRECTIONS TO SECOND GRADE TEACHERS

The second grade list of words contains 340 new words in addition to the review lessons, which include 80 of the most difficult first grade words, and 60 of the homonyms which give the most trouble. The new words are all words frequently used, are words which second grade children can learn easily and, for the most part, are frequently found in the second readers most commonly used. You will find that the method outlined below will enable you to teach these words so that your classes will make very nearly a perfect score on them.

Directions for Teaching.—Read again the directions for teaching as given on pages vii to xvi. You will find it advisable to take some time at the beginning of the term to teach pupils how to study. You will still find it necessary to correct the papers yourself. You may follow the same schedule as that outlined in the general directions. Watch particularly for improper methods of study.

Second grade pupils should write their tests without hesitation and with fair speed. Explain to the pupils with great care that letters which are not made plainly will be counted wrong.

Remember that the lessons are arranged by weeks rather than by days. The work for each week consists of one advance column and one review column. The review column in each case is the fourth column preceding the advance work. That is, it is made up of a week's work one month old. For example, column 5 contains 20 new words to be learned in one week. During the same week, column 1 should be reviewed. The lesson for the first week consists of column 1, which is the advance lesson, and of column R 1, which is the review.

R-1

R-2

R-3

R-4

dear

sat

top

make

fat

bee

playing

milk

cow

baby

came

her

get

has

pig

apple

some

home

give

with

we

looking

had

when

way

love

from

down

run

red

far

six

gold

like

call

send

cat

going

ice

school

cold

corn

thank

live

or

box

put

gave

them

am

fast

snow

girl

then

by

what

this

eat

made

mother

three

thing

night

after

ring

much

one

just

cannot

time

bed

hard

wind

over

sun

wood

hat

they

must

five

Standard Number of Errors

I. ( )

I. ( )

I. ( )

I. ( )

II. 5

II. 6

II. 7

II. 8

III. 3

III. 3

III. 3

III. 4

1

2

3

4

ask

forget

ear

year

back

fun

days

ago

best

grass

sing

door

bill

happy

doll

got

black

hay

hope

May

blow

hill

grow

bad

bring

him

boys

ball

butter

hot

fly

bank

cake

inside

hands

bell

cap

its

pink

end

child

joy

dry

foot

cup

keep

times

free

cut

kind

string

king

ever

kiss

bread

letter

face

late

needs

most

farm

lay

rise

same

feet

left

skin

ship

fill

light

cry

till

fish

low

story

yet

food

meat

tall

about

Standard Number of Errors

I. ( )

I. ( )

I. ( )

I. ( )

II. 8

II. 8

II. 7

II 6

III. 4

III. 4

III. 3

III. 3

5

6

7

8

more

said

very

beside

morning

sand

wall

better

Mr.

sent

want

bird

name

side

war

blue

never

sister

week

brother

nine

small

well

calling

now

stand

west

mild

off

standing

where

care

once

state

why

city

papa

stay

win

cook

part

sweet

wish

cover

pen

take

work

cream

place

telling

yes

dark

poor

there

afternoon

deep

rain

to

any

dinner

read

told

around

drive

rest

took

barn

drop

rich

town

bear

dust

ride

two

became

east

room

under

become

even

Standard Number of Errors

I. ( )

I. ( )

I. ( )

I. ( )

II. 8

II. 8

II. 9

II. 10

III. 4

III. 4

III. 5

III. 5

9

10

11

12

eye

large

pick

sold

fall

life

pine

son

fell

lived

plan

song

felt

lives

river

soon

find

long

road

spring

fine

longer

rock

step

flat

looked

rose

stop

found

mine

sad

store

four

Miss

saw

such

gate

mud

saying

summer

glad

myself

seed

supper

gone

near

seen

table

gray

now

sell

thin

head

nice

set

thinking

hear

noon

sheep

to-night

help

oh

shop

too

here

older

show

trust

hold

open

sleep

upon

house

our

slow

walk

hunt

outside

soft

water

Standard Number of Errors

I. ( )

I. ( )

I. ( )

I. ( )

II. 10

II. 10

II. 10

II. 10

III. 5

III. 5

III. 5

III. 5

13

14

15

16

went

bright

fellow

market

were

bringing

fire

master

while

buy

first

meal

who

children

flower

meet

wide

clear

frost

met

wife

clock

gather

might

window

close

given

mind

winter

coming

glass

move

without

cool

ground

nap

air

could

hang

neck

alive

dance

held

next

also

die

horse

north

asleep

done

June

nothing

ate

pale

know

other

been

dress

lady

pass

behind

every

leave

goats

bid

fair

leg

right

bit

farmer

lift

round

boat

father

loved

rush

both

feed

many

seven

Standard Number of Errors

I. ( )

I. ( )

I. ( )

I. ( )

II. 12

II. 12

II. 12

II. 12

III. 6

III. 7

III. 7

III. 7

17

18

19

20

shall

to

seen

oh

short

way

him

wood

shut

we

hay

blue

sick

dear

rain

hear

sit

some

can't

fair

something

ring

here

might

sound

ball

there

new

south

bee

son

buy

start

May

too

know

stick

bad

bear

meet

still

red

two

right

stood

one

low

road

street

by

sell

die

taken

made

ate

done

taking

sun

very

flower

teach

feet

read

air

then

Miss

our

be

these

do

four

bread

true

sent

gray

needs

try

week

meat

not

Standard Number of Errors

I. ( )

I. ( )

I. ( )

I. ( )

II. 12

II. 6

II. 9

II. 12

III. 7

III. 3

III. 5

III. 7

THIRD GRADE

DIRECTIONS TO THIRD GRADE TEACHERS

The advance lessons, numbered 1 to 28 inclusive, contain a minimum list of 528 new words. The supplementary list contains 80 words, which although easy to spell are not so frequently used in writing letters as are the words of the minimum list. This supplementary list is meant for those schools which because of the long school term or for other reasons, finish the minimum list before the end of the term or year. The lessons marked R-1, R-2, R-3, R-4, are made up of the eighty words taught in preceding grades, but which still give considerable difficulty to third grade children. They should be thoroughly mastered.

Directions for Teacher.—For the first few lessons direct your attention to systematizing class procedure and to teaching pupils how to study effectively. Read carefully again the suggestions on pages vii to xvi.

Pupils in the third grade should be able to make their own corrections so that time may now be saved by having the pupils exchange papers during the first two tests. The teacher should continue to correct the papers written on the final test. The following suggestions will be helpful in getting the coöperation of pupils. After the papers have been exchanged say, "In writing, it is important not only that you know how to spell, but also that you make your letters so that the person who reads your paper can tell easily what you have written. This is the reason that I have asked you to exchange papers. Many people write so that certain letters cannot be told from other letters. This is true of z, g, and y; o and a; t and l; n and u; h and k. When you correct papers and cannot tell which of two letters the writer intended, mark the word wrong. Also mark it wrong if a letter has been written over or a change made. Words should be learned so that they will be written correctly without hesitation the first time. Any word which has not been learned so that it may be written correctly the first time should be studied again.

"Remember that the purpose of this test is to find out which words need further study. It does not affect your grades. You will do the pupil whose paper you have a favor by marking his errors so that he may correct them. Mark each error by placing after it a cross—so (x)."

Pupils should keep a special list of words which they have missed in their compositions. These words should be studied by the same method used in studying the regular spelling lesson. Such words will not be taken up, however, in the regular lessons.

Remember that the lessons are arranged by weeks rather than by days. The work for each week consists of one advance column and one review column. The review column in each case is the fourth column preceding the advance work. That is, it is made up of a week's work one month old. For example, column 5 contains 20 new words to be learned in one week. During the same week, column 1 should be reviewed. The lesson for the first week consists of column 1, which is the advance lesson, and of column R 1, which is the review.

R-1

R-2

R-3

R-4

dark

meal

also

five

fair

market

held

shed

feed

leave

nap

leg

June

gather

sound

might

sit

air

these

frost

nothing

alive

lift

shall

nor

street

hope

white

saying

stick

buy

looked

step

something

neck

taken

drop

took

next

loved

dress

master

short

than

road

glass

such

hang

ground

both

right

pass

given

been

move

asleep

other

behind

mind

fellow

bit

bright

met

small

beside

lady

done

farmer

became

walk

seven

know

gray

try

fire

bringing

water

thinking

rush

taking

Standard Number of Errors

II. 6

II. 7

II. 7

II. 8

III. 3

III. 3

III. 3

III. 4

IV. 1

IV. 1

IV. 1

IV. 2

1

2

3

4

tone

banks

toy

bay

blush

yours

age

cent

cramp

tan

being

grade

goods

bag

lot

Monday

tub

line

pay

pie

blot

dine

seeing

pin

cards

guns

along

stove

cars

map

aside

trip

cave

bind

band

bat

chase

girls

belong

blank

darn

save

game

car

hook

kinds

hall

card

keg

bath

lake

date

lip

lap

lost

hog

yell

lock

mad

kid

pave

weeks

March

landing

peck

fool

nut

mail

plants

salt

oil

mark

sole

near-by

silk

net

split

plans

singing

park

Standard Number of Errors

II. 4

II. 8

II. 8

II. 9

III. 2

III. 4

III. 4

III. 5

IV. 1

IV. 2

IV. 1

IV. 2

5

6

7

8

horn

sport

page

rent

looks

Sunday

paper

spell

dig

tent

plate

post

gives

working

price

thanking

pant

able

spent

train

mouse

arm

walking

add

shore

art

willing

bean

tall

bake

within

bet

bless

born

yard

bunch

fond

faster

added

cane

showing

finding

asking

cash

mat

forgot

below

cattle

pipe

form

blame

clay

books

grand

camp

colder

tender

helping

cast

cooking

steam

hit

Christmas

cord

roar

ill

class

farming

star

kill

clean

list

tool

mill

cost

lunch

bone

note

danger

paying

Standard Number of Errors

II. 9

II. 10

II. 11

II. 11

III. 5

III. 5

III. 6

III. 6

V. 2

IV. 2

IV. 3

IV. 3

9

10

11

12

ink

drum

lump

rice

inch

egg

mate

rug

print

feeding

mouth

slip

brand

finger

number

smart

tenth

fit

order

spelling

tip

forgive

ours

stamp

plow

Friday

pole

test

wake

fur

porch

washing

whenever

glee

race

wishing

wild

goat

rate

belt

fort

grant

reading

grape

peach

heat

real

eve

sin

holding

report

glove

wool

hour

saved

job

sum

however

seat

lace

rail

hunting

shot

law

sack

July

sink

mend

rank

kindly

sort

ranch

brick

larger

spot

roll

write

luck

stone

self

Standard Number of Errors

II. 11

II. 12

II. 12

II. 12

II. 7

III. 7

III. 7

III. 8

IV. 3

IV. 3

IV. 3

IV. 4

13

14

15

16

wash

rather

teacher

birthday

wet

full

tie

bite

slide

strong

whatever

block

stock

hug

across

body

swell

strange

again

dig

trade

draw

ahead

boxes

wheel

lines

alone

broke

word

candy

always

brought

drew

sail

another

called

shows

drink

apart

case

blood

goes

April

catch

lots

comes

asked

chair

grapes

pile

aunt

check

forms

dare

badly

church

mix

means

basket

cloth

rub

shake

beat

clothing

sake

swing

because

club

maid

hide

beg

coal

sweep

desk

begin

contest

fry

wants

bench

corner

Standard Number of Errors

II. 13

II. 13

II. 13

II. 13

III. 8

III. 8

III. 8

III. 8

IV. 4

IV. 4

IV. 4

IV. 4

17

18

19

20

count

garden

killed

own

cross

gift

later

pack

darling

grandma

least

pain

dead

great

less

party

deal

soda

lie

passing

dearly

hair

lovely

past

December

half

making

picking

deed

happen

matter

please

died

harder

mean

plum

early

hardly

miss

pocket

eighth

having

money

point

enter

hearing

nearly

pound

evening

apples

shame

pure

fear

herself

need

queen

fight

high

nobody

rabbit

file

himself

none

reach

floor

hole

nor

riding

flour

hundred

nose

rolling

forest

indeed

oats

roof

forth

jump

only

row

Standard Number of Errors

II. 13

II. 13

II. 13

II. 13

III. 8

III. 8

III. 8

III. 8

IV. 4

IV. 4

IV. 4

IV. 4

21

22

23

24

safe

alike

those

hour

seem

white

thought

mail

sending

pork

thus

write

shade

yellow

tiny

flour

shape

yourself

twenty

eight

shoe

shoot

warm

weak

sight

spite

washed

sole

silver

swim

weak

ours

sir

things

which

past

sorry

gay

wonder

their

space

grave

erect

beat

spend

golden

worked

pain

spending

sharp

world

flower

spoke

smell

woven

hall

storm

smile

yesterday

maid

sunshine

stir

above

sum

talk

boy

act

real

talking

drawn

almost

ate

teeth

blanket

anything

cent

their

feather

before

need

Standard Number of Errors

II. 13

II. 13

II. 14

II. 13

III. 8

III. 9

III. 9

III. 8

IV. 4

IV. 4

IV. 4

IV. 4

25

26

27

28

feast

fix

quilt

sent

men

figs

rag

fur

moon

kept

rid

real

mile

lamp

sauce

sail

plant

pan

speech

roll

bags

soul

spoon

sour

beans

spoil

steak

stain

dish

truth

straw

boy

lead

wed

vines

died

hogs

roots

worms

forth

crutch

bare

ants

great

prune

fought

bark

mid

smoke

blight

bend

bus

spray

led

bills

dirt

tea

comb

breath

hair

thanks

farms

fields

choose

sea

eggs

bud

lie

laugh

lawn

lend

seem

knee

miles

hills

taste

pears

pail

key

skip

Standard Number of Errors

II. 12

II. 15

II. 15

II. 15

III. 7

III. 10

III. 10

III. 10

IV. 3

IV. 5

IV. 5

IV. 5

S-1

S-2

S-3

S-4

cab

pet

asks

trick

cape

heal

bald

mumps

bug

heel

pails

takes

dull

hens

blind

bedtime

fold

grin

crack

pants

poem

pour

bush

hilly

gun

pray

bull

flight

kick

hose

cords

houses

scratch

pond

cuff

postman

mop

twin

dusty

hoarse

nail

make

dwell

hopes

pint

rode

drag

knife

ties

loaf

drown

greet

push

loop

desk

lamps

rope

root

plush

makes

split

scar

sadly

gloves

mob

tuck

scalp

gentle

nod

moth

roses

glance

pad

oars

glue

manly

rob

weed

grab

shelf

Standard Number of Errors

II. 15

II. 15

II. 15

II. 15

III. 10

III. 10

III. 10

III. 10

IV. 5

IV. 5

IV. 5

IV. 5

FOURTH GRADE

DIRECTIONS TO FOURTH GRADE TEACHERS

The advanced lessons numbered 1 to 32 inclusive contain 620 new words. The supplementary list containing 80 new words is meant for schools which because of the long term or for other reasons, finish the minimum list of words before the end of the year. The lessons marked R-1, R-2, R-3, R-4, are made up of the 80 words in the third grade list which are most commonly misspelled by fourth grade children. These 80 words should be thoroughly mastered. There are also reviewed 20 homonyms which commonly are confused by children of this grade.

Directions for Teaching.—Read the preface and study with particular care the suggestions given on pages vii to xvi. It would be well also to read the suggestions to first, second and third grade teachers. You will need to supervise the correction of papers by pupils very closely.

Remember that the lessons are arranged by weeks rather than by days. The work for each week consists of one advance column and one review column. The review column in each case is the fourth column preceding the advance work. That is, it is made up of a week's work one month old. For example, column 5 contains 20 new words to be learned in one week. During the same week, column 1 should be reviewed. The lesson for the first week consists of column 1, which is the advance lesson, and of column R 1, which is the review.

R-1

R-2

R-3

R-4

ranch

herself

check

pound

movement

rabbit

file

roof

badly

shame

garden

sending

before

those

himself

shade

lie

lovely

lace

silver

nor

need

miss

spoke

past

rolling

only

stock

beg

seem

tiny

trade

corner

beg

which

begin

cast

bench

across

darling

least

bite

act

deed

slide

drew

beat

feeding

fear

flour

belt

fit

gift

forth

called

goat

indeed

happen

cloth

soda

roll

killed

club

jump

almost

none

hundred

mend

anything

their

list

pack

enter

woven

matter

queen

spend

brick

nearly

rank

Standard Number of Errors

III. 12

III. 10

III. 10

III. 6

IV. 6

IV. 5

IV. 5

IV. 3

V. 2

V. 2

V. 2

V. 1

1

2

3

4

Jan.

October

brush

kitten

Nov.

oven

burn

leader

banker

printed

carpet

lover

delay

soil

cleaning

liver

Feb.

remove

counting

lumber

goldfish

snowed

dandy

mailed

overcoat

snowing

depend

enroll

Sat.

stage

dollar

nation

worker

tank

dresser

office

officers

teaching

fence

outfit

overlook

Tuesday

fifty

paint

backing

yearly

football

banking

covering

dislike

friend

stated

Dec.

scratch

garment

proper

fishing

agree

handed

sixty

grove

Aug.

heating

rained

handy

belonging

homesick

recall

longest

board

inches

recover

maker

boss

January

remark

Oct.

bother

kinder

renter

Standard Number of Errors

III. 6

III. 7

III. 8

III. 8

IV. 3

IV. 4

IV. 4

IV. 4

V. 1

V. 1

V. 2

V. 2

5

6

7

8

reader

sample

fork

know

adding

sickness

ham

speak

size

railroad

rule

blew

rust

post card

Mrs.

wheat

likely

some one

pair

third

skate

speaker

use

easy

soap

starting

quick

earth

press

staying

wear

twice

tire

unable

sure

music

ten

wanting

trunk

moved

wire

leaving

turn

wagon

zone

driver

news

visit

neat

marking

fail

wanted

witch

display

grain

thick

best

straight

few

watch

cedar

anyone

lead

sugar

term

rushed

march

does

draft

largely

used

worth

per

understanding

wise

would

inclosed

alley

crop

young

Standard Number of Errors

III. 8

III. 8

III. 10

III. 10

IV. 4

IV. 4

IV. 5

IV. 5

V. 2

V. 2

V. 2

V. 2

9

10

11

12

simple

heard

granted

should

carry

patch

seventh

sirs

learned

chop

raining

export

Sept.

heap

raised

suffer

shortly

stunt

rubber

paid

invited

front

sofa

ends

cared

velvet

dressed

hoops

lone

dearest

goose

tear

drill

render

death

rates

drug

thread

protest

grandpa

fruit

brain

cleaner

tooth

tile

ocean

trace

clip

dream

rented

chart

beach

leaves

ford

dozen

giving

pride

lame

packing

charge

renew

tend

month

opens

grown

sixth

wedding

steamer

partly

temple

cheer

event

pencil

handle

damp

soup

eighty

folder

removed

couch

Standard Number of Errors

III. 10

III. 10

III. 10

III. 10

IV. 5

IV. 5

IV. 5

IV. 5

V. 2

V. 2

V. 2

V. 2

13

14

15

16

started

battle

gladly

classes

bought

island

team

filling

branch

sooner

content

match

thankful

lesson

pillow

closed

change

mamma

travel

seventy

country

mighty

booklet

track

printing

moment

center

behalf

feeling

strongest

newspaper

calf

harvest

oldest

prevent

cotton

somewhere

unless

treat

grew

finish

trying

forme$1

inspect

welcome

o'clock

mostly

postage

ready

opening

range

pump

township

walked

awhile

coast

everyone

people

growing

holder

bathroom

person

keeping

western

weather

picture

bottle

army

together

getting

provide

leather

everything

good-night

bushel

merry

understand

September

quart

noise

Standard Number of Errors

III. 10

III. 10

III. 10

III. 11

IV. 5

IV. 5

IV. 5

IV. 5

V. 2

V. 2

V. 2

V. 2

17

18

19

20

station

member

company

income

brown

wrote

return

bankers

funny

agent

answer

bookcase

twelve

sometime

pleased

reports

coffee

between

remain

teapot

filled

follow

enough

undress

noted

uncle

amount

waken

plain

build

doctor

pancake

mailing

county

meeting

papers

otherwise

payment

fact

plaster

somewhat

whole

chance

defeat

itself

building

learn

inclose

pull

study

November

mess

kindness

vote

present

pulse

bleed

heavy

pretty

rake

hate

trusting

since

slice

labor

Thursday

through

toast

reached

chicken

busy

frozen

largest

selling

guess

bloom

scout

ticket

waited

climb

Standard Number of Errors

III. 11

III. 11

III. 11

III. 11

IV. 5

IV. 5

IV. 6

IV. 6

V. 2

V. 2

V. 3

V. 3

21

22

23

24

expert

fade

saving

gallon

poorly

knock

thousand

stair

tax

whip

value

excuse

turkey

causes

request

iron

understood

storage

afraid

exchange

zero

sudden

suit

demand

absent

noisy

hotel

hurry

moving

enclosed

idea

sale

named

ugly

program

figure

rack

windy

among

inform

retail

impress

fully

returned

sock

orders

August

wonderful

chapter

prison

cause

nicely

dread

replied

vacation

auto

household

charges

serve

valued

leaf

cracker

thirty

wished

cloudy

cupboard

intend

kitchen

dispose

dishes

anyway

sheet

farther

distant

everybody

duty

packed

eleven

hurt

plenty

Standard Number of Errors

III. 11

III. 12

III. 12

III. 12

IV. 7

IV. 7

IV. 7

IV. 7

V. 3

V. 3

V. 3

V. 3

25

26

27

28

rip

cheek

respect

fancy

steel

delight

voter

located

chill

awake

single

talked

joined

repair

anywhere

dealing

kisses

living

fresh

lower

knowing

power

higher

bonnet

reported

smaller

officer

spread

retain

nature

raw

running

treated

changed

title

branches

French

contain

improve

broken

jar

monthly

deliver

greater

learning

gain

liberty

provided

seal

court

proud

afterward

lamb

kindest

failed

anyhow

snap

offering

chain

elect

strongly

meantime

cleaned

gown

froze

wrong

dated

greeting

junk

grind

produce

honest

ordering

share

bugs

lung

circus

extent

locate

remind

Standard Number of Errors

III. 12

III. 12

III. 12

III. 12

IV. 7

IV. 7

IV. 7

IV. 7

V. 3

V. 3

V. 3

V. 3

29

30

31

32

owe

male

gem

plain

worm

most

tail

per

earn

melt

task

board

yoke

mode

tape

size

pearl

mood

lack

haul

offer

rural

thrown

tax

years

pear

through

wrote

heart

peas

toe

build

often

mouse

legal

whole

shirt

pests

tore

cast

hoped

sales

trim

stair

firms

scold

mental

sale

bail

seek

urged

beet

marry

shell

vest

pair

rainy

sneeze

booster

wear

silly

path

wipe

knew

fudge

jelly

yield

blew

broad

staid

manual

would

shine

stoves

boost

lone

equal

stuck

walnut

grown

Standard Number of Errors

III. 12

III. 13

III. 15

III. 11

IV. 7

IV. 8

IV. 9

IV. 5

V. 3

V. 4

V. 5

V. 2

S-1

S-2

S-3

S-4

shirts

tempt

ages

jolly

muddy

boy's

alarm

layer

skim

charm

amuse

breast

sky

faith

bitter

mince

slap

yards

blanks

legging

slick

bead

brine

dean

stack

grate

cabin

oyster

stands

socks

pages

pantry

steep

dates

Co.

parade

sting

yarn

drift

player

stool

wring

dies

wave

stoop

limp

empty

polish

strip

states

escape

puzzle

stump

stretch

floss

rules

tack

bruise

strap

saucer

tag

wreck

frank

scream

tease

peep

haul

screen

tune

peak

heaven

stag

ways

sketch

lard

steal

words

tact

lean

eighth

Standard Number of Errors

III. 10

III. 13

III. 15

III. 15

IV. 5

IV. 8

IV. 9

IV. 10

V. 2

V. 4

V. 5

V. 5

FIFTH GRADE

DIRECTIONS TO FIFTH GRADE TEACHERS

The minimum lessons for this grade are numbered from 1 to 32, and contain 620 new words of the minimum list. The lessons marked R-1, R-2, R-3, R-4, are made up of words from the fourth grade lessons which are most frequently misspelled by fifth grade children. In addition to these eighty review words, there is one review lesson containing homonyms. There are also two supplementary lessons made up of words which are new but which are not so commonly used as those in the minimum list. As in preceding grades, these supplementary lessons are introduced in order to afford additional work for classes which finish the regular lessons before the end of the year. There are also two lessons containing names of the months, days of the week, and certain abbreviations.

Directions for Teaching.—Read carefully the suggestions on pages vii to xvi. Read also the suggestions to teachers of the first four grades. See to it that your pupils attack their lessons in an aggressive manner. The pupils in grade five do considerable work in written composition, so it will be well to watch very closely the errors made in such work. Have the pupils learn all words misspelled in their written work, using the same method as in their regular spelling lessons.

Remember that the lessons are arranged by weeks rather than by days. The work for each week consists of one advance column and one review column. The review column in each case is the fourth column preceding the advance work. That is, it is made up of a week's work one month old. For example, column 5 contains 20 new words to be learned in one week. During the same week, column 1 should be reviewed. The lesson for the first week consists of column 1, which is the advance lesson, and of column R 1, which is the review.

R-1

R-2

R-3

R-4

running

joined

wrong

broad

legal

tax

anyway

cleaned

mental

chapter

greater

eighty

process

dread

hurt

everybody

booster

farther

junk

froze

rural

fully

o'clock

fruit

manual

idea

ordering

granted

straight

inspect

anyhow

kindest

enroll

jar

blew

lamb

mamma

kitchen

chain

leaf

rainy

knowing

enclosed

liberty

owe

dealing

circus

living

French

expert

gallon

Mrs.

largely

frozen

greeting

neat

cedar

guess

opening

ocean

together

moment

noisy

officer

term

reached

retail

pencil

busy

remind

worm

pretty

gain

serve

afterward

program

intend

valued

among

provided

Standard Number of Errors

IV. 13

IV. 8

IV. 8

IV. 7

V. 8

V. 4

V. 4

V. 3

VI. 5

VI. 2

VI. 2

VI. 2

1

2

3

4

acting

charming

copy

shed

Bible

chum

wait

birth

closer

clever

edge

speed

crib

colt

won

odd

depending

drilling

brace

mass

glasses

earning

beef

youth

grandfather

flesh

enjoy

fuel

maple

formed

joke

worse

overlooked

globe

favor

hare

painted

hardware

until

loud

pending

joyful

peace

jaw

planted

lighting

reply

main

posted

likewise

frame

wage

printer

loaded

rough

tread

renting

lucky

family

score

stranger

painter

slipper

scale

tested

reaching

wishes

cure

trained

respond

united

rye

whereby

red

nerve

graze

candle

sash

caused

creep

Standard Number of Errors

IV. 5

IV. 7

IV. 7

IV. 8

V. 2

V. 3

V. 3

V. 4

VI. 1

VI. 2

VI. 2

VI. 2

5

6

7

8

scare

sore

diner

sewing

fifth

gas

burst

steady

hers

says

listen

dirty

ease

whom

powder

ivory

scrap

union

pitcher

turned

dose

women

voice

eager

throw

stuff

linen

bridge

tried

crazy

built

freeze

checks

tired

fixed

narrow

hasten

force

penny

refuse

chore

habit

liked

strike

notes

piano

taught

insist

scrub

cough

rapid

seemed

seems

nurse

finest

caught

Ave.

raise

dairy

valley

finds

ought

loyal

comply

bulbs

extra

devil

weary

grit

appear

organ

reduce

dodge

fourth

await

showed

weekly

button

blessed

angry

Standard Number of Errors

IV. 8

IV. 8

IV. 8

IV. 8

V. 4

V. 4

V. 4

V. 4

VI. 2

VI. 2

VI. 2

VI. 2

9

10

11

12

admire

needed

placing

eighteen

bundle

bottom

reaches

northern

runner

figured

somebody

thirteen

sentence

comfort

movement

amounting

shadow

throat

informed

withdraw

insure

stating

handsome

including

friendly

surface

inviting

industry

papered

foolish

contained

breaking

circle

carried

English

post-office

gaining

message

helpful

homestead

cooler

central

improved

workmanship

Easter

helped

changing

housekeeping

boiler

active

checking

handled

elbow

shoulder

intended

inclosing

enlarge

closing

visited

returning

formal

opened

dealings

settlement

regain

played

stamped

nevertheless

bracelet

covered

watching

language

amounts

damage

anybody

hereafter

charged

quickly

pavement

production

Standard Number of Errors

IV. 8

IV. 8

IV. 8

IV. 8

V. 4

V. 4

V. 4

V. 4

VI. 2

VI. 2

VI. 2

VI. 2

13

14

15

16

picnic

directed

detail

perfect

taxes

fitting

action

capital

raising

flavor

ladies

misplaced

repeat

products

latter

writing

cheaper

disposed

manage

subject

decline

recovered

parlor

furnish

lowest

discovered

degree

instead

cutting

checked

useful

advance

stopped

needle

reason

handling

proven

cheerful

season

daughter

latest

eleventh

writer

chairman

setting

deeply

second

requested

conduct

feeder

record

mountain

dancing

German

notice

potatoes

devoted

prevented

direct

answered

studies

suffering

cousin

contract

hence

crowded

enjoyed

treatment

skating

coasting

explain

delightful

drafts

divide

married

delivered

clearly

shower

highest

answering

Standard Number of Errors

IV. 8

IV. 8

IV. 8

IV. 8

V. 4

V. 4

V. 4

V. 4

VI. 2

VI. 2

VI. 2

VI. 2

17

18

19

20

sew

ordered

though

import

deer

factory

during

changes

join

middle

enclose

builder

daily

lonesome

address

mistake

prize

placed

perhaps

baseball

began

breakfast

providing

suitable

public

postal

ashamed

relations

color

beaten

cottage

appoint

field

extend

already

department

cheap

awaiting

express

nearer

prove

package

Saturday

months

chest

history

greatest

expect

waist

obtain

delighted

preach

kept

square

shipment

proved

known

finished

painting

cheese

judge

fifteen

pleasure

sleepy

settle

waiting

trouble

frankly

woman

invite

several

prices

dealer

orange

training

poultry

health

require

slippery

writer's

Standard Number of Errors

IV. 8

IV. 8

IV. 8

IV. 10

V. 4

V. 4

V. 4

V. 5

VI. 2

VI. 2

VI. 2

VI. 3

21

22

23

24

buyer

begun

length

ribbon

proof

buggy

normal

adjust

spare

sleet

barrel

notion

apply

topic

begged

quoted

bluff

chose

submit

unpaid

waste

admit

borrow

employ

coach

slept

barley

winner

honor

upper

weight

famous

claim

credit

bigger

gained

ample

attend

collar

recess

lodge

supply

gotten

served

blaze

result

object

namely

level

secure

sleeve

sorrow

aware

couple

debate

misses

filing

advice

animal

voting

shock

dainty

cities

agreed

owned

profit

beauty

offers

actor

regret

lonely

artist

worst

permit

beyond

factor

acted

buying

loving

recite

Standard Number of Errors

IV. 10

IV. 10

IV. 10

IV. 10

V. 5

V. 5

V. 5

V. 5

VI. 3

VI. 3

VI. 3

VI. 3

25

26

27

28

points

truly

bond

lbs.

roast

account

sign

bulk

soak

feel

fee

Tues.

thumb

quite

quit

germ

warn

regard

view

solo

bathe

suppose

aid

local

blouse

advise

loss

skirt

cloud

to-morrow

diet

worry

friends

desire

fund

pupil

gorge

further

text

quiet

plait

enclosing

aim

break

stew

question

base

owner

strain

acre

grip

fever

stroll

balance

duet

owing

wealth

else

film

shown

guard

hoping

gravy

crowd

juice

except

limb

model

kegs

statement

lazy

touch

lease

minute

bowl

weigh

stitch

oblige

knot

clerk

Standard Number of Errors

IV. 9

IV. 10

IV. 10

IV. 10

V. 5

V. 5

V. 5

V. 5

VI. 3

VI. 3

VI. 3

VI. 3

29

30

31

32

saddle

husband

deserve

Sunday

fitted

parties

illness

Monday

insert

putting

neglect

Tuesday

backed

invoice

reduced

Wednesday

baking

obliged

sitting

Thursday

struck

evident

stories

Friday

forward

product

excited

Saturday

against

matters

letting

January

written

climate

breathe

February

machine

primary

needing

March

careful

delayed

offices

April

student

fashion

captain

May

greatly

rapidly

percent

June

quarter

noticed

blossom

July

correct

plainly

fullest

August

lecture

elected

renewed

September

holiday

butcher

serving

October

include

example

silence

November

pattern

reserve

uniform

December

measure

soldier

although

Christmas

Standard Number of Errors

IV. 10

IV. 10

IV. 10

IV. 5

V. 5

V. 5

V. 5

V. 2

VI. 3

VI. 3

VI. 3

VI. 1

33

34

S-1

S-2

Sun.

feet

fireman

acres

Mon.

needed

solve

argue

Tues.

main

stable

border

Wed.

weigh

starve

mason

Thurs.

weight

stiff

acid

Fri.

freeze

stingy

China

Sat.

grip

switch

civil

Jan.

birth

tablet

harm

Feb.

won

undo

false

Aug.

sewing

unpack

acute

Sept.

base

verse

deny

Oct.

break

grocer

shove

Nov.

prize

whisper

envy

Dec.

peace

clothes

feat

Co.

waste

drawing

tool

Dr.

shown

happens

attic

Mr.

waist

pretend

voted

Mrs.

fourth

groom

muddy

St.

capital

olive

shave

Ave.

wait

launch

veal

Standard Number of Errors

IV. 5

IV. 9

IV. 9

IV. 9

V. 2

V. 6

V. 6

V. 6

VI. 1

VI. 3

VI. 3

VI. 3

SIXTH GRADE

DIRECTIONS TO SIXTH GRADE TEACHERS

The advance lessons numbered 1 to 32 inclusive contain 640 new words. The supplementary list containing 80 new words is meant for schools which, because of the long term or for other reasons, finish the minimum list of words before the end of the year. The lessons marked R-l, R-2, R-3, R-4, are made up of 80 words in the fifth grade list which are most commonly misspelled by sixth grade children.

Directions for Teaching.—Read the preface and study with particular care the suggestions given on pages vii to xvi. It would be well also to read the suggestions given to teachers of the first five grades. Give particular attention to the correction of all written work.

Remember that the lessons are arranged by weeks rather than by days. The work for each week consists of one advance column and one review column. The review column in each case is the fourth column preceding the advance work. That is, it is made up of a week's work one month old. For example, column 5 contains 20 new words to be learned in one week. During the same week, column 1 should be reviewed. The lesson for the first week consists of column 1, which is the advance lesson, and of column R 1, which is the review.

R-1

R-2

R-3

R-4

fund

pattern

buying

advise

habit

caught

fee

collar

owing

writing

invoice

fever

parties

buyer

oblige

quarter

proof

couple

opened

to-morrow

pupil

forward

rough

its

quiet

gotten

scrap

hoping

sigh

voting

aid

measure

until

minute

crazy

owing

barrel

needed

enclosing

level

clerk

question

greatly

obliged

color

sew

grip

putting

dealer

throw

loss

regard

handling

although

ought

touch

husband

ample

picnic

truly

model

quite

profit

weigh

parlor

breakfast

shown

loving

placing

delayed

break

crowd

though

feel

explain

further

account

fourth

shock

waste

Standard Number of Errors

V. 5

V. 6

V. 7

V. 8

VI. 3

VI. 4

VI. 4

VI. 5

VII. 1

VII. 2

VII. 2

VII. 3

1

2

3

4

delivery

entering

improving

accept

election

dreadful

performed

herewith

continue

dwelling

crippled

attack

property

boarding

requesting

barrels

prospect

following

increasing

cactus

shipping

gentleman

investment

destroy

standard

perfectly

throughout

pepper

enjoying

Wednesday

explained

errand

properly

directory

addresses

flowers

visiting

intention

regulation

grower

relation

happened

containing

nicer

promised

reduction

furnishing

fabric

headache

attending

forwarding

lemon

required

countries

friendship

olives

gasoline

obtained

yourselves

peaches

nineteen

enjoyment

deportment

places

southern

expressed

Thanksgiving Day

mitten

frighten

presented

headquarter

regards

fourteen

extending

relationship

sandy

outlined

traveling

collections

cooky

Standard Number of Errors

V. 5

V. 5

V. 5

V. 5

VI. 3

VI. 3

VI. 3

VI. 3

VII. 1

VII. 1

VII. 1

VII. 2

5

6

7

8

polite

million

problem

wired

foggy

total

included

exact

samples

duties

private

humor

secured

payable

expected

issue

sections

cigar

advising

moral

severe

final

furnished

bury

melons

polls

foundation

royal

twelfth

carrier

geography

sunny

escort

worthy

companion

curly

buttons

pastor

location

appeal

cabbage

modern

directly

common

canon

watched

progress

assist

consent

feature

refreshment

entire

insects

collect

extended

notify

jealous

jury

conversation

period

laundry

refused

promotion

burner

listed

ideal

adventure

caller

pickle

burden

expecting

concert

publish

fortune

protected

carbon

hinges

female

concluded

memory

Standard Number of Errors

V. 5

V. 5

V. 5

V. 6

VI. 3

VI. 3

VI. 3

VI. 4

VII. 2

VII. 2

VII. 2

VII. 2

9

10

11

12

chilly

personal

encourage

loam

presume

reliable

factories

dirt

regular

absolute

inspector

berth

special

approved

neglected

due

advised

attended

ourselves

piece

arrived

commerce

president

loan

certain

consider

reception

firm

connect

honestly

situation

lose

justify

increase

instruction

ache

liberal

interest

collection

whose

musical

moderate

composition

fault

natural

prepared

connecting

passed

quality

suffered

connection

taste

baggage

charging

consideration

loose

bidding

resulting

construction

lime

educate

appointed

correction

wrap

happily

corrected

difference

terms

seasons

correctly

instructed

ditch

credits

dangerous

particular

loans

instruct

direction

departments

pity

Standard Number of Errors

V. 6

V. 6

V. 6

V. 7

VI. 4

VI. 4

VI. 4

VI. 4

VII. 2

VII. 2

VII. 2

VII. 2

13

14

15

16

queer

important

debating

entirely

growth

prepare

gentlemen

automobile

tight

inquire

believe

effort

fare

item

attention

section

chief

lately

information

maybe

forced

beautiful

service

arrange

group

according

future

prompt

booth

depot

remember

addressed

ninth

forty

condition

recently

smooth

hospital

replying

promptly

guide

offered

interested

carefully

calm

hello

either

allow

scarce

channel

advantage

district

debts

favorable

different

promise

strict

February

general

instant

crew

curtain

therefore

surprise

fern

mentioned

regarding

mention

bass

using

arrive

education

billed

stayed

success

complete

braid

fairly

forenoon

neighbor

Standard Number of Errors

V. 7

V. 7

V. 7

V. 7

VI. 4

VI. 4

VI. 4

VI. 4

VII. 2

VII. 2

VII. 2

VII. 2

17

18

19

20

alter

chapel

desired

tanning

reset

closet

domestic

weighed

gross

seldom

prepaid

hurried

trial

parent

furnace

minister

knows

refund

dentist

supplied

limit

cement

entitle

division

idle

custom

popular

conclude

towel

poetry

average

preacher

human

apiece

settled

visitors

amply

hereby

bedroom

complain

berry

seller

entered

constant

ankle

utmost

failure

current

ruin

approve

healthy

rendered

abroad

boarder

sixteen

director

manner

brokers

expects

shopping

retire

harmony

sweater

produced

tickle

sleeper

leading

creamery

govern

justice

ironing

exciting

potato

observe

wearing

blooming

garage

outlook

receive

cherries

Standard Number of Errors

V. 7

V. 7

V. 7

V. 7

VI. 4

VI. 4

VI. 4

VI. 4

VII. 2

VII. 2

VII. 2

VII. 2

21

22

23

24

remained

vacant

cases

assure

mountains

elope

aloud

easily

neighbors

insult

simply

recent

wondering

deem

cellar

effect

publisher

width

method

volume

agreeable

facts

tongue

system

machinery

hymn

sleigh

social

oversight

ideas

height

spirit

directors

remit

select

avenue

preparing

avoid

toward

author

addressing

rifle

violin

prayer

durable

drama

camera

excess

convention

adopt

wander

liquid

pertaining

bacon

occurs

search

considering

satin

fasten

hungry

reputation

motor

enable

others

permission

avail

secret

league

blackberries

arise

relief

surely

explaining

apron

parcel

highly

remembering

sweat

likely

compare

Standard Number of Errors

V. 7

V. 8

V. 8

V. 8

VI. 4

VI. 5

VI. 5

VI. 5

VII. 2

VII. 2

VII. 2

VII. 2

25

26

27

28

engine

propose

citizen

adjusted

safely

efforts

capable

soreness

poison

thunder

applied

umbrella

desert

useless

courage

landlady

decent

possible

grammar

freshman

corset

cashier

prevail

position

gloomy

manager

expired

national

tomato

decided

affairs

circular

relating

absence

portion

purchase

theater

support

squeeze

relative

earnest

proceed

reunion

graduate

biggest

concern

journey

supplies

consist

neither

disturb

telegram

closely

limited

fearful

discounts

grocery

ability

gallery

commence

adopted

assured

instance

indicate

colored

attempt

addition

attached

tickled

favored

advanced

maintain

shipper

federal

attain

arranged

cabinet

funeral

confined

hesitate

Standard Number of Errors

V. 8

V. 8

V. 8

V. 8

VI. 5

VI. 5

VI. 5

VI. 5

VII. 2

VII. 2

VII. 2

VII. 2

29

30

31

32

calves

attacked

invest

New York

choice

backward

lettuce

Chicago

clothe

commands

shipments

Philadelphia

stalk

carriage

mileage

Cleveland

debt

catarrh

questions

Detroit

doubt

combine

muslin

St. Louis

ghost

composed

nearest

Boston

guest

compared

chickens

Baltimore

laid

condemned

occurred

Pittsburg

missed

consult

onions

Los Angeles

priced

culture

oppose

Buffalo

tract

details

eastern

Milwaukee

route

dismiss

pamphlets

Minneapolis

shipped

materials

partner

Newark

signed

fiction

persons

New Orleans

slight

goodness

persuade

San Francisco

style

forever

procure

Seattle

canned

careless

purple

Washington

course

granite

quarrel

Cincinnati

ere

sprinkle

scarcely

Portland

Standard Number of Errors

V. 8

V. 9

V. 9

V. ( )

VI. 5

VI. 6

VI. 6

VI. ( )

VII. 2

VII. 3

VII. 3

VII. ( )

S-1

S-2

S-3

S-4

accent

quinine

kodak

affect

members

railway

angel

ashore

counter

remains

burial

lemonade

affords

sailor

ceiling

attempts

bearing

session

offend

basement

Europe

solely

paragraph

behave

confine

subjects

proceeds

blister

garnet

suburb

quartet

bloomers

griddle

tackle

reasons

camping

hammer

tartar

diameter

caved

humble

wherein

sandwich

copied

induce

homely

suite

driving

judging

combined

surround

dropped

ignore

relate

suspect

dizzy

mixture

ditches

tour

dollars

outcome

forage

traveler

darkness

packers

grapevines

housekeeper

daytime

precious

lying

wholly

fallen

pronounce

major

vinegar

farmers

proposed

injury

carload

finely

Standard Number of Errors

V. 9

V. 11

V. 11

V. 8

VI. 6

VI. 8

VI. 8

VI. 5

VII. 3

VII. 5

VII. 5

VII. 2

SEVENTH GRADE

DIRECTIONS TO SEVENTH GRADE TEACHERS

The minimum lessons for this grade are numbered from 1 to 30 inclusive and contain 600 new words. The supplementary lessons contain 60 new words which are not so commonly used as those in the minimum lessons. As in preceding grades, these supplementary lessons are introduced in order to afford additional work for classes which finish the regular lessons before the end of the year. The lessons marked R-l, R-2, R-3, R-4, are made up of words from the sixth grade lessons which are most frequently misspelled by seventh grade children.

Directions for Teaching.—Read carefully the suggestions on pages vii to xvi. Read also the suggestions to teachers in the first six grades. As in grades four, five and six, the spelling errors found in pupils' compositions should be rigorously corrected.

Remember that the lessons are arranged by weeks rather than by days. The work for each week consists of one advance column and one review column. The review column in each case is the fourth column preceding the advance work. That is, it is made up of a week's work one month old. For example, column 5 contains 20 new words to be learned in one week. During the same week, column 1 should be reviewed. The lesson for the first week consists of column 1, which is the advance lesson, and of column R 1, which is the review.

R-1

R-2

R-3

R-4

decided

easily

interested

lose

either

instant

likely

clothe

extended

neither

delivery

missed

favored

mention

doubt

Dr.

hospital

remit

fern

shipped

relative

replying

item

strict

piece

perfectly

loose

choice

queer

purchase

mentioned

maintain

system

surprise

passed

February

telegram

absence

spirit

maybe

Wednesday

circular

supplies

using

ache

graduate

support

ability

believe

instance

toward

nineteen

consist

manager

accept

choose

favorable

receive

addressed

moral

growth

particular

attempt

regarding

indicate

supplied

assured

stayed

lately

tight

biggest

course

limited

cashier

cellar

forenoon

minister

fabric

concern

hello

Standard Number of Errors

VI. 5

VI. 5

VI. 7

VI. 8

VII. 3

VII. 3

VII. 4

VII. 5

VIII. 2

VIII. 2

VIII. 2

VIII. 3

1

2

3

slightly

forgotten

extensive

appeared

represent

quotation

assembly

complaint

seventeen

selected

youngster

effective

struggle

nightgown

interests

supposed

certainly

patent

enrolled

satisfied

comfortable

procured

increased

instructive

followed

selection

improvement

restless

accomplish

considered

internal

doubtless

importance

accounts

entertain

reasonable

contents

advertise

interesting

distance

forwarded

republican

describe

justified

themselves

overalls

published

represented

presents

treasurer

circulation

gathered

connected

subscriber

availing

difficult

appointment

gratitude

described

expression

Standard Number of Errors

VI. 5

VI. 5

VI. 5

VII. 3

VII. 3

VII. 3

VIII. 2

VIII. 2

VIII. 2

4

5

6

attraction

bride

whether

adjustment

awful

anxious

federation

usual

realize

introduction

Prof.

patient

remembered

refer

banquet

introduced

gland

exactly

graduation

decide

nervous

manufacture

error

suggest

connections

madam

expense

educational

salary

society

frightened

broker

article

quotations

copies

library

approached

policy

thereto

entertainment

really

junior

stockholders

actual

opinion

considerable

design

inasmuch

publication

college

arrival

satisfaction

affair

deposit

transportation

pardon

salesman

international

purpose

securing

Standard Number of Errors

VI. 5

VI. 7

VI. 7

VII. 3

VII. 4

VII. 4

VIII. 2

VIII. 2

VIII. 2

7

8

9

favors

exercise

balances

pudding

material

contemplate

uneasy

medicine

handkerchief

accuse

knowledge

neighborhood

discuss

splendid

installed

occur

valuable

surprised

entry

establish

dependent

cartoon

purchased

distribute

studied

argument

apartment

figuring

lovingly

services

motion

carrying

depositors

Bro.

accident

establishing

therein

bicycle

conditions

attach

customer

observation

writers

received

passenger

awaken

situated

requirements

stylish

arriving

destroyed

matron

earliest

possibly

drawer

happiness

underwear

porter

continued

conclusion

Standard Number of Errors

VI. 7

VI. 7

VI. 7

VII. 4

VII. 4

VII. 4

VIII. 2

VIII. 2

VIII. 2

10

11

12

fierce

territory

orchard

freight

character

suggesting

haste

prefer

acquaint

hauled

description

approach

heir

operation

biscuit

niece

commercial

canoe

strength

democrat

bungalow

quote

finally

consumption

source

available

cultivate

brief

accordance

interview

choir

confidence

review

coarse

develop

ruffle

meant

etc.

trolley

mere

fortunate

engage

sense

satisfy

ferry

herein

receiving

thereafter

type

entitled

prospects

based

generally

Pres.

urge

expensive

transactions

grippe

previous

altitude

Standard Number of Errors

VI. 8

VI. 8

VI. 8

VII. 5

VII. 5

VII. 5

VIII. 3

VIII. 3

VIII. 3

13

14

15

evidently

qualities

signature

instructor

substitute

ordinary

literary

compelled

relieve

applicant

formerly

influence

impose

honorable

government

thereof

instrument

investigation

enrollment

politics

series

genuine

choosing

afford

believing

electrical

favorably

constitution

transit

attorney

disposal

authorized

journal

extreme

contemplated

institute

lining

estimated

candidate

personality

identify

merchandise

prosperous

letters

distribution

tatting

mercantile

similar

blizzard

worrying

exhibit

cushion

disgusted

considerably

equally

realizing

renewal

gradually

admission

succeed

Standard Number of Errors

VI. 8

VI. 8

VI. 9

VII. 5

VII. 5

VII. 6

VIII. 3

VIII. 3

VIII. 4

16

17

18

strictly

barely

assistant

studying

engineering

industrial

elsewhere

orchestra

sirup

lading

crocheting

arrangements

impression

illustrated

inquiry

announce

succeeded

auction

development

exclusively

appreciated

explanation

supervisor

principal

sincere

civics

usually

stationary

criticize

circumstances

confer

attitude

variety

jobber

congratulate

presence

transact

electricity

practical

decision

existing

assistance

moisture

prosperity

equipment

administration

talent

registration

employee

appearance

duplicate

excitement

inquiries

particularly

acceptance

planned

absolutely

organize

athletics

basis

Standard Number of Errors

VI. 9

VI. 10

VI. 10

VII. 6

VII. 7

VII. 7

VIII. 4

VIII. 4

VIII. 4

19

20

21

business

practice

safety

pleasant

beginning

unusual

appreciate

experience

surplus

necessary

acknowledge

typhoid

probably

benefit

coupon

receipt

subscription

disagreeable

sincerely

awfully

heretofore

opportunity

secretary

welfare

inst.

successful

assurance

proposition

premium

auditor

foreign

magazine

exceptional

institution

association

assignment

examination

certificate

confirm

university

commission

possession

imagine

excellent

attendance

additional

literature

demonstration

alfalfa

annual

assume

terrible

organization

correspond

separate

remittance

goodbye

envelope

arrangement

consequently

Standard Number of Errors

VI. 10

VI. 10

VI. 10

VII. 7

VII. 7

VII. 7

VIII. 4

VIII. 4

VIII. 5

22

23

24

privilege

readily

recommend

guarantee

vicinity

definite

rheumatism

corporation

correspondence

guaranteed

crochet

courtesy

schedule

assigned

judgment

data

ninety

courteous

Latin

sympathy

thoroughly

majority

disease

Chautauqua

suggested

planning

efficiency

control

advisable

approval

established

original

senior

Christian

merely

furniture

operating

practically

regularly

patron

science

contemplating

religious

advertisement

difficulty

altogether

semester

issued

bargain

quantity

profession

engineer

response

allowed

responsible

capacity

examine

situated

catalogue

glorious

Standard Number of Errors

VI. 11

VI. 11

VI. 12

VII. 8

VII. 8

VII. 9

VIII. 5

VIII. 5

VIII. 6

25

26

27

certified

associated

custard

dismissal

timothy

double

develops

accomplished

resign

estimate

tendency

panel

heavily

confirming

pamphlet

horrible

congratulation

familiar

obligate

illustrating

sermon

traffic

meter

hustle

trifle

reliability

janitor

exceed

resource

occupy

finance

examiner

warehouse

overdo

demonstrated

envelop

residence

carnival

preside

camphor

conservatory

scholar

discussion

consultation

museum

galvanized

enormous

methods

interrupt

legislation

patience

intimate

maturity

fundamental

luncheon

nickel

accredited

mattress

manufacturing

continuous

Standard Number of Errors

VI. 11

VI. 11

VI. 12

VII. 8

VII. 8

VII. 8

VIII. 5

VIII. 5

VIII. 5

28

29

30

adapted

buried

rhubarb

almonds

marked

initials

analyze

foliage

confidential

capitol

heading

irrigate

faculty

locally

mutually

formula

luxury

engaged

mutual

medium

Vice Pres.

nursery

quietly

circulars

quoting

rabbits

exercised

salad

razor

childhood

scenery

refers

vegetable

tobacco

reverse

packages

towards

shining

terribly

opera

solid

desirable

urgent

survey

determine

via

turkeys

shortage

visitor

visits

rainfall

widow

vomit

wherever

accompany

wasted

fertilizers

apricot

confess

adequate

Standard Number of Errors

VI. 10

VI. 9

VI. 10

VII. 7

VII. 6

VII. 7

VIII. 4

VIII. 3

VIII. 4

S-1

S-2

S-3

items

willow

muscle

honey

gospel

guilty

stormy

wisdom

soldiers

stupid

naughty

handles

negro

slowly

hearty

tailor

expand

helper

sire

arises

somehow

rally

sewed

raisin

toilet

murder

jewels

tower

miner

napkin

unload

holy

dessert

upset

vigor

lessons

utter

lawyer

marble

vice

crown

scatter

vessel

vague

millers

wages

votes

minded

warmly

yacht

roomer

repay

cable

earlier

mercy

create

remarks

whistle

ladder

kindle

Standard Number of Errors

VI. 7

VI. 7

VI. 7

VII. 4

VII. 4

VII. 4

VIII. 2

VIII. 2

VIII. 2

EIGHTH GRADE

DIRECTIONS TO EIGHTH GRADE TEACHERS

The minimum lessons for this grade are numbered from 1 to 25 inclusive, and contain 500 new words. There are in addition 240 supplementary words which are new, but which are not so frequently used as those in the minimum list. The four lessons marked R-1, R-2, R-3, R-4, are made up of those words in the preceding grades which are most frequently missed by eighth grade students. The lesson marked "Special Review," contains the hardest words, of the two thousand most frequently used in correspondence.

In addition, there are four letters which should be given as dictation exercises. These letters contain a large number of words which are very likely to be misspelled, as shown by their frequency of use in correspondence and the percentage of error of eighth grade pupils who attempt to spell them.

Remember that the lessons are arranged by weeks rather than by days. The work for each week consists of one advance column and one review column. The review column in each case is the fourth column preceding the advance work. That is, it is made up of a week's work one month old. For example, column 5 contains 20 new words to be learned in one week. During the same week, column 1 should be reviewed. The lesson for the first week consists of column 1, which is the advance lesson, and of column R 1, which is the review.

R-1

R-2

R-3

Chautauqua

planning

separate

schedule

remittance

advisable

guaranteed

probably

awfully

rheumatism

sincerely

disease

privilege

arrangement

sense

efficiency

considerably

familiar

inst.

capacity

merely

judgment

corporation

presence

recommend

usually

receiving

thoroughly

choir

similar

correspondence

inquiry

variety

courteous

renewal

crochet

semester

alfalfa

imagine

practically

basis

organization

opportunity

benefit

successful

literature

catalogue

sympathy

absolutely

excellent

appreciated

receipt

necessary

assigned

definite

quantity

assistant

guarantee

response

pleasant

Standard Number of Errors

VI. 15

VI. 13

VI. 12

VII. 12

VII. 9

VII. 8

VIII. 9

VIII. 6

VIII. 5

R-4

1

2

relieve

convince

reference

surprised

transfer

companies

appreciate

independent

discourage

assistance

investigate

insurance

candidate

wholesale

inclined

certificate

democratic

organized

distribution

employer

ambition

magazine

exception

attractive

principal

confident

credited

readily

advertised

notified

registration

constantly

operated

commission

manufacturer

worried

equipment

sanitary

automatic

exhibit

submitted

accord

nervous

liable

frequently

practical

evidence

management

regularly

concerning

generous

succeed

assuring

involved

uneasy

positive

misunderstanding

duplicate

superior

representation

Standard Number of Errors

VI. 10

VI. 7

VI. 7

VII. 7

VII. 4

VII. 4

VIII. 4

VIII. 2

VIII. 2

3

4

5

invitation

contrary

abstract

celebrate

entertaining

employed

discontinued

examined

register

respectfully

profitable

resident

obligation

registered

vision

occupied

reservation

favorite

application

universal

nephew

accordingly

requirement

regardless

collecting

deliveries

satisfactory

convinced

desiring

serious

destination

conference

Hallowe'en

agriculture

strawberries

pneumonia

fashionable

advancement

appendicitis

combination

decrease

ingredients

resigned

deserved

phosphorus

membership

triumph

telephone

supervision

graduating

temperature

clause

hustling

possibilities

activity

numerous

temptation

impossible

raiser

constructed

Standard Number of Errors

VI. 7

VI. 7

VI. 10

VII. 4

VII. 4

VII. 7

VIII. 2

VIII. 2

VIII. 4

6

7

8

Pullman

librarian

superintendent

cistern

agricultural

occasion

customers

announcement

representative

sight-seeing

completely

possibility

warrant

ballot

all right

acknowledged

coöperative

especially

electric

cordial

committee

borrowers

inferior

immediately

circumstance

preliminary

analysis

opposite

disappointed

bulletin

edition

physical

mortgage

excursion

exceptionally

referred

patronage

annually

referring

professor

exhausted

convenience

restaurant

responsibility

allotment

commencement

algebra

installment

chaperon

executive

advertising

thesis

permanent

administrator

possess

soliciting

straightened

physician

alumni

epidemic

Standard Number of Errors

VI. 12

VI. 12

VI. 13

VII. 8

VII. 9

VII. 10

VIII. 5

VIII. 6

VIII. 7

9

10

11

vary

specially

ambitions

duly

extremely

appreciation

leisure

calendar

communication

acquire

originally

commissioner

agency

official

exhibition

immense

candidacy

mechanical

hastily

extension

specification

various

naturally

consequence

unlock

cordially

disappoint

solicit

customary

remembrance

medical

campaign

authority

license

financial

appreciating

client

associate

interfere

Sabbath

acquainted

sufficient

injure

personally

coöperating

stomach

immediate

relieved

notary

esteemed

coöperation

surgery

executed

anticipate

losing

postscript

preparation

council

convenient

satisfactorily

Standard Number of Errors

VI. 15

VI. 13

VI. 13

VII. 10

VII. 10

VII. 10

VIII. 6

VIII. 7

VIII. 7

12

13

14

individual

bonus

patronize

actually

unusually

probably

merit

disappointment

reverend

fertilize

X-ray

manufactured

necessity

canvass

typewriter

community

enthusiasm

enclosure

bureau

accompanying

illustrate

grateful

tuberculosis

preserve

correspondent

politician

opportune

quantities

anticipating

appetite

thorough

characteristic

bronchitis

compliment

anniversary

discussed

geometry

zephyr

privileged

regretting

peculiarities

courtesies

equipped

assortment

desirous

prior

illustration

promenade

efficient

inducement

strenuous

affectionately

label

kimono

lieutenant

practicing

ultimo

fraternally

amendment

aggravate

Standard Number of Errors

VI. 14

VI. 14

VI. 15

VII. 10

VII. 11

VII. 12

VIII. 7

VIII. 8

VIII. 8

15

16

17

principle

articles

decomposed

professional

bachelor

developing

circuit

benefits

embroidery

acquaintance

infected

employment

scientific

minimum

enjoyable

inconvenience

miserable

immensely

enthusiastic

objection

experiment

recd.

opinions

facilities

assessment

sidewalk

gardening

materially

stopping

inventory

recommendation

tomatoes

irrigation

supplement

treasure

mentioning

confirmation

vineyard

memorandum

occasionally

advantages

measuring

apparatus

asparagus

officials

essential

carpenter

operations

unnecessary

casseroles

previously

accommodate

catalogues

proportion

affidavit

comfortably

specimens

definitely

temporary

spineless

Standard Number of Errors

VI. 15

VI. 12

VI. 12

VII. 13

VII. 8

VII. 8

VIII. 9

VIII. 5

VIII. 5

18

19

20

cafeteria

accommodation

nowadays

squirrels

accommodations

steadily

straighten

acknowledging

butter-fat

substantial

acknowledgment

contented

suggestion

advantageous

conveyance

twenty-five

anticipation

scholarship

undertake

communications

coöperate

communicate

financially

cucumbers

complement

incidentally

everywhere

continually

kindergarten

impatient

conveniently

manufacturers

inquiring

unpleasant

preliminaries

missionary

unfortunate

solicitation

organizing

institutions

undoubtedly

positively

progressive

beautifully

sometimes

prospective

presentation

separately

publications

remittances

sediments

gymnasium

unfortunately

rosebushes

memorandums

unexpected

rheumatic

uncomfortable

vice president

correspondents

Standard Number of Errors

VI. 12

VI. 13

VI. 12

VII. 8

VII. 10

VII. 9

VIII. 5

VIII. 7

VIII. 6

21

22

Ala.

(Alabama)

Md.

(Maryland)

Alaska

Mass.

(Massachusetts)

Ariz.

(Arizona)

Mich.

(Michigan)

Ark.

(Arkansas)

Minn.

(Minnesota)

Cal.

(California)

Miss.

(Mississippi)

Colo.

(Colorado)

Mo.

(Missouri)

Conn.

(Connecticut)

Mont.

(Montana)

Del.

(Delaware)

Nebr.

(Nebraska)

D. C.

(District of

Nev.

(Nevada)

Columbia)

N. H.

(New Hampshire)

Fla.

(Florida)

N. J.

(New Jersey)

Ga.

(Georgia)

N. Mex.

(New Mexico)

Hawaii

N. Y.

(New York)

Idaho

N. C.

(North Carolina)

Ill.

(Illinois)

N. Dak.

(North Dakota)

Ind.

(Indiana)

Ohio

Iowa

Okla.

(Oklahoma)

Kans.

(Kansas)

Oregon

Ky.

(Kentucky)

Pa.

(Pennsylvania)

La.

(Louisiana)

R. I.

(Rhode Island)

Me.

(Maine)

Standard Number of Errors

VI. ( )

VI. ( )

VII. ( )

VII. ( )

VIII. ( )

VIII. ( )

23

24

S. C.

(South Carolina)

A. M.

(Forenoon)

S. Dak.

(South Dakota)

Agt.

(Agent)

Tenn.

(Tennessee)

Assn.

(association)

Tex.

(Texas)

A1.

(First class)

Utah

Vt.

(Vermont)

bbl.

(barrel)

Va.

(Virginia)

bbls.

(barrels)

Wash.

(Washington)

bldg.

(building)

W. Va.

(West Virginia)

bu.

(bushel)

Wis.

(Wisconsin)

Capt.

(Captain)

Wyo.

(Wyoming)

C.O.D.

(Collect on

Cuba

Delivery)

Philippine Islands

¢; ct.

(cent)

Porto Rico

cr.

(credit)

Co.

(Company or

cwt.

(hundredweight)

County)

doz.

(dozen)

Messrs. (Gentlemen)

gal.

(gallon)

R.F.D.

(Rural Free

ft.

(foot or feet)

Delivery)

F.O.B.

(Free on Board)

Hon.

(Honorable)

acct.

(account)

i.e.

(that is)

Dr.

(Doctor or debtor)

N. B.

(take notice)

Treas.

(Treasurer)

Standard Number of Errors

VI. ( )

VI. ( )

VII. ( )

VII. ( )

VIII. ( )

VIII. ( )

25

Special Review

Jour.

(Journal)

Chautauqua

in.

(inch or inches)

fraternally

mdse.

(merchandise)

schedule

ass't

(assistant)

guaranteed

Jr.

(Junior)

privilege

Mdlle.

(Mademoiselle)

affectionately

mfg.

(manufacturing)

guarantee

oz.

(ounces)

rheumatism

sec'y

(secretary)

judgment

pkg.

(package)

efficiency

pr.

(pair)

recommend

pd.

(paid)

referred

P. M.

(afternoon)

disappoint

mgr.

(manager)

immediately

P. S.

(postscript)

referring

pub.

(publisher)

equipped

qt.

(quart)

grateful

St.

(Saint or street)

bulletin

Supt.

(superintendent)

all right

viz.

(namely)

mortgage

Standard Number of Errors

VI. ( )

VI. (16)

VII. ( )

VII. (13)

VIII. ( )

VIII. (10)

S-1

S-2

S-3

descend

postpone

resources

necktie

political

respectable

swallow

elaborate

sentiment

nonsense

exporting

seriously

oatmeal

kidney

suddenly

wireless

locations

tablespoon

afloat

memorial

telegraph

tiresome

muscular

preparatory

horseback

negotiate

commencing

housework

peculiar

warranted

wealthy

unlikely

occupant

scarlet

purposes

performance

whiskers

readiness

physiology

scissors

recognize

bacteria

scramble

remaining

beginner

scribble

resemble

beneficial

sweetness

military

proportions

heaviest

blossoms

intentions

slippers

coloring

accustomed

accepted

chemical

opposition

Standard Number of Errors

VI. 9

VI. 9

VI. 12

VII. 6

VII. 6

VII. 8

VIII. 3

VIII. 3

VIII. 5

S-4

S-5

S-6

attempting

expressing

machines

economize

expressions

honored

carelessness

suggestions

endorsed

stenographer

likelihood

occasional

decoration

manufactures

epistle

particulars

maintained

misspell

grandmother

maintaining

innocent

extravagance

occasions

inferred

firecracker

notwithstanding

matured

exposition

remitting

proffer

partially

sentiments

invested

pleasantly

specialty

logic

congenial

unsettled

audited

carnation

beforehand

academy

gophers

misunderstand

formally

whatsoever

alteration

importing

demonstrate

apologies

masonic

disposition

appreciates

mutilate

embroider

contribution

shelving

prescription

developments

socialist

Standard Number of Errors

VI. 12

VI. 12

VI. 12

VII. 8

VII. 8

VII. 8

VIII. 5

VIII. 5

VIII. 5

S-7

S-8

S-9

tenement

accorded

comment

thereabouts

activities

descriptive

transacted

adjustable

declamation

indigestion

affectionate

deducted

interruption

undershirt

economical

facilitate

appropriate

encouragement

facility

approximately

endeavor

fraternity

cemetery

endeavoring

inaugurate

commodities

expectation

mathematics

comparatively

faculties

reciprocate

critical

feasible

tabernacle

introduce

financing

thermometer

dreadfully

hysterics

vivisection

dividend

ignoramus

affiliated

purchases

inability

appreciative

directories

industrious

indefinitely

disaster

pocketbook

probability

dictionary

representatives

informal

depositing

instructions

dressmaker

depository

sufficiently

Standard Number of Errors

VI. 13

VI. 12

VI. 12

VII. 10

VII. 8

VII. 9

VIII. 7

VIII. 5

VIII. 6

S-10

S-11

S-12

detain

alcohol

exceedingly

deprive

charity

insignificant

exhaust

comedy

wonderfully

whoever

imitate

measurement

expire

invalid

sacrifice

faithful

lovable

sarcastic

frequent

operate

satisfying

happiest

opium

selecting

disgust

remodel

temperance

apology

taxicab

thoughtfulness

homelike

allowing

marriage

hopeful

borrowing

unanswered

intrude

chocolate

undertaking

lantern

promise

willingly

liquor

conductor

population

output

congress

advisability

outrage

decorate

agreement

physic

deposits

celebration

becoming

developed

comparison

discount

discover

emergency

Standard Number of Errors

VI. 9

VI. 10

VI. 12

VII. 6

VII. 7

VII. 9

VIII. 3

VIII. 4

VIII. 6

USE OF THE CONTRACTION

One of the first things to learn in writing letters is that the form and style of the letter must be suited to the message which the letter contains, and to the relationship which exists between the person who sends the letter and the one who is to receive it. The style of business letters must be clear, direct, and dignified. With certain exceptions, as in sales letters, such letters are usually made very impersonal. On the other hand, personal letters are quite properly regarded by many as a sort of conversation in writing. In writing to friends or to relatives one usually desires to be informal. One of the ways of achieving this informality is through the use of colloquial English and contractions. In the past, many teachers of English have cautioned students against the use of contractions in letters; but an examination of the correspondence of writers whose letters are regarded as models shows that most of these authors use contractions very freely. If you will read the letters of Henry Adams, Stevenson, Gray, Henry James, Lamb, Carroll, Walpole, Keats, Emily Dickinson, Thackeray, Dickens, and others, you will see that in writing to friends and members of their families they wrote much as they would have chatted with those to whom the letters were addressed.

In general, then, contractions are to be used only in informal or friendly correspondence. In letters to strangers and in most business correspondence they should be avoided. Perhaps the best guide to the proper use of contractions is to be found in the models of writers who are famous for their personal letters.

can't "You can't be too careful." (Lamb)

don't "... for, O, I don't know how long." (Stevenson)

doesn't "He doesn't agree with them all ..." (Stevenson)

won't "This sort of thing won't do." (H. James)

it's "... It's a glorious afternoon ..." (E. Dickinson)

I'm "I'm three parts through Burns; ..." (Stevenson)

I'll "I'll try to improve it ..." (Stevenson)

haven't "... I haven't yet had time to give ..." (H. James)

you'll "You'll never guess; ..." (Carroll)

isn't "It isn't like gold ..." (E. Dickinson)

I've "So I've been idle." (Stevenson)

we'll "We'll finish an education sometime ..." (E. Dickinson)

wouldn't "... but Stephen wouldn't allow it ..." (Stevenson)

didn't "... I didn't see him." (Fitzgerald)

I'd "Another shot and I'd have gone to kingdom come." (Stevenson)

you'd "... and I beg you'd believe me ..." (Gray)

hadn't "... if you hadn't seen her ..." (H. James)

hasn't "This ought to have made me gay, but it hasn't." (Stevenson)

couldn't "If it were easy to write a play, I couldn't ... think of it." (H. James)

wasn't "Wasn't it curious?" (Carroll)

DICTATION EXERCISES

The following letters contain a large number of words which occur with relatively high frequency in correspondence, and are quite likely to be misspelled by persons of eighth grade education. They should be dictated in short phrases of three to five words without repetition, pausing after each dictated phrase for the children to write. The rate should be such, however, that the dictation and writing will be completed in the time designated in the note preceding each letter. On the average this will be about one and one-half lines per minute. A little practice will enable the teacher to dictate at this rate without difficulty.

Pupils should be able to write these letters at the given speed without hesitation or error of spelling before they have completed the work of this grade.

LETTER NO. 1

This letter should be dictated in three sections. The first exercise extends to the end of the first paragraph, including the heading and salutation, and should be written in 8 minutes. The second exercise includes the second and third paragraphs and should be written in 9 minutes. The third exercise completes the letter and should be written in 6–½ minutes.

Des Moines, Iowa,

June 2, 1920.

DEAR MAMMA,

I suppose you feel that I have been very slow about writing, but I haven't had a minute for either letter writing or pleasure the past few days. I took my last test this forenoon—the terrible and much dreaded literature examination. It lasted from ten o'clock until noon, and though it was different from what I had expected I think I got along all right. I probably won't get an excellent grade, for I just had to make a guess at one answer I didn't know, but you can't imagine how happy I am to be all through. Tomorrow will be the last day of school and our superintendent is going to let us celebrate with a class party.

Aunt Lucy wants me to stay with her another month, but I am coming home Saturday, for I know I'll be eager to get back to the farm just as soon as we have good weather again. Last Sunday I accepted Edith's invitation to spend the day with her. She lives about thirty miles from Des Moines, and I enjoyed the drive over the country roads. I'm sure I'll never lose my love for the farm.

I must tell you, too, about Edith's brother, a lieutenant, who got his commission at the same time John did. He is personally acquainted with John's captain and knew several other men in that company. I was very much interested in his account of his army experiences.

I appreciated the check you enclosed in your last letter, for I needed some money for my new dress. I never realized before this year how much it costs to clothe a girl. I wish you were here to advise me what kind of material to get. I miss your judgment when I try to go shopping alone. Aunt Lucy's voile dress has given her a great deal of service, and so I think I'll decide on that material for my best summer dress.

Remember me to the boys when you write, and give my love to Grandmother. I do hope her rheumatism is better.

Affectionately,

HELEN.

LETTER NO. 2

This letter should be dictated in two sections. The first exercise extends to the end of the first paragraph, including the heading and salutation, and should be written in 12 minutes. The second exercise completes the letter and should be written in 7 minutes.

October 18, 1920.

Iowa Land and Loan Company,

706–712 Commerce Building,

Des Moines, Iowa.

GENTLEMEN,

We take this occasion to acknowledge the receipt of your letter of the 17th inst., and sincerely appreciate the interest which you have shown in our association. We must find a permanent location for our Chautauqua, and believe that we have found lots which will be satisfactory, especially since they are in a really pleasant locality, convenient to the college. Since it will be necessary to investigate this business opportunity immediately, we are referring the matter to a committee and we feel the analysis of the situation will be complete. The committee to which this matter is referred will probably recommend giving a mortgage but quite certainly will receive advice on this point from representative citizens. The money to carry on the investigation is in the First National Bank, the certificate of deposit being in the hands of the treasurer of the association.

If possible the members of the association would like to issue the bulletin which contains the course by the beginning of the season, whether the matter of permanent grounds is thoroughly investigated, or not. Experience has taught us, too, that the bulletins are received with more enthusiasm at an early date.

The truly awful accident of last year in which two people were killed when the tent fell will have its influence on our present campaign for a permanent building.

Kindly give this matter your attention at your earliest convenience.

Respectfully yours,

HENRY JONES.

LETTER NO. 3

This letter should be dictated in two sections. The first exercise extends to the end of the second paragraph and should be written in 7 minutes. The second exercise completes the letter and should be written in 9 minutes.

Minneapolis, Minnesota,

March 26, 1920.

DEAR FATHER,

You can see from the article which I enclose that we did not disappoint our principal, even though it has been impossible to practice during the past week. Under the circumstances it doesn't seem possible that we could have won, but maybe our success was due to having no practice before the game. Some of the teams seemed rather over-trained.

The coach changed me to right forward, although, as you know, I usually play at guard. I suppose there was a doubt in his mind as to whether I could guard the tall forwards on some of the teams.

Our team never played together better. We didn't have so great a variety of plays as some of the other teams, but relied almost entirely upon our short passing game. What I liked especially was that there wasn't a single poor official. One of the officials was the man who spoke last fall on our community health program.

I suppose the team will reach home Saturday night. I am sure that we ought not to stay here later than Saturday noon. The teams were entertained at the various fraternity houses and the men have been very much crowded to make room for us. We certainly appreciate the good treatment we have received from these men and from everyone.

Affectionately, your son,

HARRY.

LETTER NO. 4

This letter should be dictated in three sections. The first exercise extends to the end of the second paragraph, including the heading and the salutation, and should be written in 9 minutes. The second exercise includes the rest of the letter and should be written in 12 minutes. Not more than one exercise should be given in one day.

Newark, New Jersey,

December 3, 1920.

Mr. Frank A. Hardy, Managing Editor,

National Insurance Journal,

Boston, Massachusetts.

MY DEAR MR. HARDY,

I am glad to make an immediate reply to your inquiry of December 1, regarding Miss Henry's qualifications.

It is now eight years since Miss Henry first took a position with us. She began as mail clerk, working up rapidly through the ranks, until she became private secretary to Mr. Baldwin, President of the Central Insurance Company, in which capacity she has served for four years, becoming an important part of the institution. We have found her always courteous, thoroughly efficient in her work, and absolutely reliable.

She is well equipped for a position on an insurance publication because of her magazine writing, which she has been doing in connection with a course in journalism at the university this year. She has been most successful in this work and hopes to find time to do more of it during the summer term if her schedule will permit. It was only because of her great desire to continue her education that we were willing to accept her resignation, and we knew that this year's work at the university would mean a broader field for her in the future.

I am enclosing a record of Miss Henry's work, on the usual form kept for each employee, showing the approximate progress she made during her eight years with us and her increased value to the company, and I am also sending under separate cover Miss Henry's photograph, as you suggested.

Hoping I may hear from you further if there is any additional information you require, I am

Very sincerely yours,

JOHN SMITH.

SUPPLEMENT WHICH CONTAINS CERTAIN

RULES AND DEFINITIONS OFTEN TAUGHT

AS A PART OF THE COURSE OF STUDY

IN SPELLING

As a part of the course of study in spelling, there is occasionally found a provision for word study and for teaching certain rules and definitions. The following supplement is added as a guide in schools which make such a requirement. Ordinarily such topics as derivation of words, root prefixes, suffixes, homonyms, antonyms, synonyms, and hyphens are taught, either as a part of composition or as a part of dictionary exercises.

The value of teaching spelling rules is still somewhat a matter of controversy, although the weight of experimental evidence seems to indicate that children do not profit from a study of the rules in spelling, as much as they profit from the same amount of time spent in the direct study of the important words covered by these rules. However, since some city and state courses of study require the teaching of the rules, it seems advisable to put the more important rules in this supplement.

An effort has been made to state these rules in the simplest manner possible, within the limits of accuracy. Great care has been taken, also, to tabulate, for each rule, the words frequently used in correspondence, which are exceptions.

The teacher should understand clearly that it is not the intention of the authors to have these rules take the place of the direct teaching of any word. Rather they are to be regarded as supplementary exercises. It is doubtful whether much attention should be given to rules before grade seven.

DERIVATION OF WORDS

Often one word is built up from several words or syllables. The most important part of such a built-up word is called the root, or base. This root or base had an original meaning which is usually clear, especially in purely English words, as in-side, happi-ness, etc. Many built-up or derivative words are from other languages. A few examples may help to illustrate:

1. international—Latin inter (between) plus nation (nation) plus al (pertaining to)—between nations, pertaining to intercourse between nations.

The root is "nation."

2. extraordinary—Latin extra (on the outside, out of) plus ordinarius (ordinary)—out of the ordinary, unusual.

The root is "ordinar."

3. provide—Latin pro (before) plus vid (to look or see)—to look before or ahead, to look out for in advance.

The root is "vid."

4. convention—Latin con (together) plus ven (to come) plus tion (act of)—act of coming together—meeting.

The root is "ven."

Many roots or bases are taken directly from the English:

1. out-come—act of coming out—that which comes out of something else—result.

2. in-side—inner side or surface.

3. cheer-ful—full of cheer.

4. happi-ness—state of being happy.

In studying these words, you may have noticed that something besides the root or base is needed to make the meaning clear. The other two parts which help to make up words are called prefixes and suffixes. These will be taken up separately.

PREFIXES

A prefix is a word or syllable placed before another word, and so completely joined to it that it changes the meaning of the basic word.

NOTE TO TEACHER:—Have the pupils select in the lessons of your grade, words which have similar prefixes.

As you can see in the list below, the final consonant of a prefix has often been changed to make the pronunciation easier, but does not disappear when added to the stem. Thus, ad-cord became ac-cord, ad-fect became af-fect, etc.

Prefix

Definition

Illustration

ab (abs, a)

from, away

abandon

ad (ac, af, ag, al, an, ap, ar, as, at)

to

accommodate

ante

before

antecedent

circum

about, around

circumstance

com (co, col, con, cor)

with, together

compare, concert

de

from, down, away

desert, debate

dis (dif, de)

apart, not

disobey

ex (e, ef)

out, out of, away from, off, beyond

expect

extra

out of

extraordinary

in (ill, im, ir)

in, into, not, without

inside

inter

among, between, mutually

interurban

non

not

nonsense

per

through, by, for

perhaps

post

behind, after

postpone

pre

before

prevent

pro

forward, before, instead

provide

re

back, again, against

return

se

aside, apart, without

separate

sub (suc, suf, sug, sup, sur)

under, below, near

subject, succeed

super

over, above, beyond

superintendent

trans (tran, tra)

across, over, beyond, through

transfer, travel

SUFFIXES

A suffix is a syllable or word which is added to the end of another word to change the meaning of the basic word.

NOTE TO TEACHER:—As the suffix is often closely connected with the root of the word, not much stress will be laid on learning suffixes by themselves. A few of the more common ones will be noted.

Suffix

Definition

Illustration

ful

with or full of

cheerful

less

without

careless, doubtless

ness

state of being

happiness

ly

like or like in manner

happily

ment

act, state, a thing that

development

some

act of being

lonesome

HOMONYMS

A homonym is a word pronounced exactly like another, but differing from it in meaning. A few homonyms are spelled in the same way, as "weed," a garment, and "weed," a plant. Only a small group of the more common type will be given here.

NOTE TO TEACHER:—It has been deemed advisable to omit giving an extensive list of homonyms here. You may refer the pupils to the lists of homonyms which occur in the regular spelling lessons of the first five grades. For example, the following lists are among those which contain homonyms:—16 in grade I; 18, 19, 20, in grade II; 12 words in 28 of grade III; 32 in grade IV; etc.

Word

Definition

Sentence

1. flour

a fine meal of ground wheat

Mother uses flour in baking

or other grain

bread.

flower

a blossom

The rose is a beautiful flower.

2. no

not, not any

I have no work to do.

know

to understand

Do you know your lesson?

3. son

a male child; the male offspring

of a parent, father or mother

John is my son.

sun

the heavenly body which produces

The sun rises in the east.

the light of day

SYNONYMS

Synonyms are words that have almost the same meaning. If you were to look up the simple words "cut" and "ask" you would find the following synonyms:

For "cut"—carve, lance, bite, dissect, snip, saw, slice, slit, slash, etc.

For "ask"—beg, crave, entreat, beseech, implore, move, plead, solicit, etc. No two of these synonyms mean exactly the same thing, but they express different shades of the same meaning.

Practice Exercises: Find as many synonyms as you can for the following words:

best

decide

effort

deceive

imagine

dark

time

form

pleasure

public

Any lesson in the book may be used for an exercise in discovering synonyms.

ANTONYMS

Words of opposite meaning are called antonyms. For example, black—white; big—little; and open—closed, are so named.

Practice Exercises: Try to think of antonyms for the following words:

cold

come

dull

inside

fat

front

good

high

in

large

up

long

new

poor

slow

spring

sweet

tall

wet

winter

THE HYPHEN

Authorities differ in regard to the use of the hyphen. However, there are two rules which always hold good: (1). The hyphen is used to separate compound adjectives; (2). The hyphen is used to show, at the end of a line, that a word has been divided. (Such a word must be divided between syllables.) In other cases, when you cannot decide whether or not to use a hyphen, consult the dictionary used in your school. It is much less frequently used than formerly.

RULES FOR SPELLING

I. Formation of Possessives

1. The following list is made up of words in the singular number. To form the possessive, add an apostrophe and "s."

horse's head

man's coat

girl's dress

boy's shoes

soldier's uniform

child's laugh

sheep's wool

sister's hat

2. The following list is made up of plural nouns that do not end in "s." To form the possessive, add an apostrophe and "s."

children's clothes

men's shirts

women's praise

gentlemen's plans

3. The following list is made up of plural nouns ending in "s."

To form the possessive, add only an apostrophe.

miles' walk

girls' clothing

years' word

pupils' attention

II. Treatment of the final consonant before a suffix

1. The following list contains words of one syllable. Notice that each word ends in a consonant, and that in every word there is a single short vowel preceding it. In all such words, the final consonant is doubled before adding a suffix beginning with a vowel.

big—bigg (er) (est)

drop—dropp(ed) (ing)

stop—stopp(ed) (ing)

plan—plann(ed) (ing)

begin—beginn(er) (ing)

2. The following list contains verbs of more than one syllable. Each verb is accented on the last syllable, and ends in a single consonant preceded by a single short vowel. In such verbs, the final consonant is doubled before a suffix beginning with a vowel.

beginn(ing)

referr(ed) (ing)

occurr(ed)

forgott(en)

remitt(ance)

III. Adding suffixes to words ending in "e"

1. A word ending in silent "e" drops the "e" before a vowel, as:

come—coming

hope—hoping

serve—serving

appreciate—appreciating

vote—voting

2. When a suffix beginning with a consonant is added to a word ending in "e," the "e" is kept.

announce—announce-ment

hope—hope-ful

late—late-ly

care—care-less

lone—lone-some

3. "E" is retained to keep the soft sound of "c" and "g" before "a" and "o" as in notice—notice-able, and advantage—advantage-ous.

Exceptions:

Of the words commonly used in writing letters the following exceptions are to be made:

a. When a suffix beginning with a consonant is added to a word ending in "e":

(1) Only three words drop "e" before adding "ment": judgment, acknowledgment, argument.

(2) Only one word drops "e" before adding "ful": awful.

(3) Only three words drop "e" before adding "ly":

true—truly

due—duly

whole—wholly

b. When the last syllable of a word ends in "le," "ly" does not make a new syllable, as: probable—-probably, possible—possibly, simple—simply.

(When "ly" is added to words ending in "l," both "l's" are retained, as: practical—practically, careful—carefully.)

IV. Treatment of the final "y"

1. To form the plural of a noun ending in "y" preceded by a consonant, change the "y" to "i" and add "es."

lady—ladies

quantity—quantities

quality—qualities

2. When a verb ends in "y" preceded by a consonant, change the "y" to "i" and add "es" to form the third person singular of the verb. To form the past tense of the verb, change the "y" to "i" and add "ed."

fry—fries

cry—cries

bury—buried

carry—carried

3. When a word ends in "y" preceded by a vowel, form the plural by adding "s."

turkey—turkeys

chimney—chimneys

valley—valleys

4. When "y" is preceded by a consonant, change it to "i" before a suffix which does not begin with "i," as in business, readily, happiness, etc.

Retain "y" in such words as: hurrying, crying, flying, etc.

V. Treatment and use of the apostrophe

1. Put the apostrophe in the place of the absent letter or letters: aren't, don't, didn't, can't, I'll, etc.

2. Possessives of personal pronouns have no apostrophe, as: its, hers, ours, yours, etc.

VI. Irregular Plurals

Some words ending in "f" or "fe" form their plurals by changing the "f" or "fe" to "v" and adding "es."

half—halves

knife—knives

life—lives

leaf—leaves

calf—calves

wife—wives

VII. Confusion of "ei" and "ie"

NOTE TO TEACHER:—Experimental evidence does not seem to show that this rule is very effective, but if it is taught, the following presentation is recommended.

Whenever "i" and "e" occur together in one syllable, and are pronounced as "[=e]" or "[)e]," it is always "i" before "e" except after "c" (see). When sounded like "[=a]" it is always "e" before "i." Some have used the following jingle to help fix the rule:

"i" before "e"

Except after "c"

Or when sounded like "a"

As in neighbor or weigh.

Four of the words most commonly used in writing letters are exceptions to these rules: neither, leisure, foreign, height.

Transcriber's Note

- Punctuation errors have been corrected.

- All misprinted reference pages throughout the book have been corrected (vii-xvi).

- Pg 17 Added missing "opening quotation" before "Remember" in "Remember that the purpose of this test ..."

- Pg 97 Removed ")" after "I didn't see him.")" and added "(" before "Fitzgerald"

- Pg 97 Corrected spelling of "kindom" to "kingdom" in "... gone to kindom come"

- Pg 103 Corrected spelling of "expecially" to "especially" in "... expecially since they are in ..."

- Pg 109 Corrected spelling of "occassionally" to "occasionally" in "... there is occassionally found ..."

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Table of Contents

HORN-ASHBAUGH SPELLER

FOR GRADES ONE TO EIGHT

ERNEST HORN, Ph.D.

AND

ERNEST J. ASHBAUGH, Ph.D.

PHILADELPHIA, LONDON, CHICAGO J. B. LIPPINCOTT COMPANY

COPYRIGHT, 1920, BY J. B. LIPPINCOTT COMPANY

PREFACE

CONTENTS

LIPPINCOTT'S HORN-ASHBAUGH SPELLER

GENERAL DIRECTIONS TO TEACHERS.

DIRECTIONS TO PUPILS

FIRST GRADE

DIRECTIONS TO FIRST GRADE TEACHERS

SECOND GRADE

DIRECTIONS TO SECOND GRADE TEACHERS

THIRD GRADE

DIRECTIONS TO THIRD GRADE TEACHERS

FOURTH GRADE

DIRECTIONS TO FOURTH GRADE TEACHERS

FIFTH GRADE

DIRECTIONS TO FIFTH GRADE TEACHERS

SIXTH GRADE

DIRECTIONS TO SIXTH GRADE TEACHERS

SEVENTH GRADE

DIRECTIONS TO SEVENTH GRADE TEACHERS

EIGHTH GRADE

DIRECTIONS TO EIGHTH GRADE TEACHERS

USE OF THE CONTRACTION

DICTATION EXERCISES

SUPPLEMENT WHICH CONTAINS CERTAIN RULES AND DEFINITIONS OFTEN TAUGHT AS A PART OF THE COURSE OF STUDY IN SPELLING

DERIVATION OF WORDS

PREFIXES

SUFFIXES

HOMONYMS

SYNONYMS

ANTONYMS

THE HYPHEN

RULES FOR SPELLING

Transcriber's Note

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