The Aldine speller, part three

Preface

To teachers and the public alike, probably no subject taught in the public schools has been more disappointing than spelling. This disappointment is undoubtedly due to:

1. Defective material for study and poor methods of teaching;

2. Too much testing and too little teaching;

3. Finding errors rather than preventing them;

4. The use of a theoretical, rather than the practical, vocabulary of children and adults.

The teaching of spelling must be done from a spelling book in the hands of the children, since the individual teacher does not have the time to prepare lists of words which will produce as good results as the lists given in a spelling book, the selection and preparation of which are the result of years of special observation and testing.

A plan of teaching spelling to secure the best results should consist of a thoughtful, systematic, and comprehensive presentation of the words and spelling facts which every pupil must learn. It must contain an adequate and simple system of phonics for the primary grades, since a large percentage of the words in common use are purely phonetic and present no spelling difficulties once a sane and practical phonetic foundation is fixed. It must have a vocabulary selected and graded with such care that it will give the child the ability to spell correctly those words which he needs to use in his written work, and that it will also develop and broaden his vocabulary for his future needs. It should contain suitable directions and hints to the teacher, sufficiently removed from the pupil’s text so that he may not be confused by them. It may, and in many grades should, contain information and suggestions to the pupil that will help him to master the many peculiarly non-phonetic words which present their individual problems and must be individually mastered. It should contain a very few of the most important spelling rules simply stated. It should contain a large variety of sentences for dictation, which may wisely take the form of gems of thought. Such a plan, well taught, constantly supplemented by the teacher with such words as the peculiar difficulties of individual pupils and classes may require, will produce a maximum of ability to spell correctly.

In the Aldine Speller the authors have presented a plan of teaching which in actual results has proved singularly effective. The vocabulary has been selected and graded with unusual care to meet the actual needs of life and to develop a spelling sense. In its preparation a careful comparison was made of the vocabularies of several of the most popular spelling books of the day in respect to both gradation and selection. Paralleling this, the various recent tests and investigations, notably those of Ayres, Jones, and Cook and O’Shea, have been checked. The resulting vocabulary is thought to represent the real writing vocabulary of the average child of the grade in which it is taught. Special and repeated drills are given on the real trouble makers—the one hundred and more words that comprise four-fifths of the misspelled words of the schoolroom.

In the primary grades use is made of exceptionally valuable phonetic lists. Emphasis is placed upon this important and very practical foundation for the development of a spelling sense, and its mastery in the primary grades will do much to train children to spell correctly. A few comparatively uncommon words are used in these lists chiefly for the value of the phonetic drill.

As every error creates a tendency, and if repeated quickly establishes a habit, it is important that the correct spelling of words be taught before children have occasion to write them. Every worth-while test and investigation shows the most common and most useful words in our language to be the words used early by children. It is likewise certain that very many of the misspelled words are one-syllable words in very common use. It would, therefore, seem essential that the real teaching of spelling should be done as early as possible in the grades—somewhat earlier than has frequently been the case—that correct habits, rather than incorrect ones, may be formed.

Obligation is expressed to Dr. Leonard P. Ayres of the Russell Sage Foundation for kind permission to make use of his list of “The Thousand Commonest Words.” These and some four thousand other very common and important words constitute the Aldine vocabulary.

That the Aldine Speller may lead to some real teaching, and decrease “lesson hearing,” is the hope of the authors.

DIRECTIONS TO TEACHERS

ORAL SPELLING

Oral spelling should always precede written spelling in the primary grades. Careful and distinct pronunciation by the child should always precede oral spelling. Children cannot be expected to spell correctly words that they cannot pronounce. It is well to emphasize the form of a word of more than one syllable by syllabication. It makes the spelling more obvious, promotes clear enunciation, and assists in creating a correct mental picture of the word. The sight words in this book are so syllabicated when first presented. A slight pause between the syllables is usually sufficient in oral spelling. In writing the words they should not be divided.

TESTING

The mere “hearing” of spelling lessons is happily a thing of the past in most schools. However, teachers cannot be too strongly impressed with the worthlessness of such exercises. The primary object is to instruct, not to examine—to teach to spell correctly, not to find out how many words may be spelled incorrectly. Review lessons should be given frequently, and these are sufficient for test purposes. All other lessons should be thoroughly taught with instruction the aim and object of the lesson.

INTEREST

It has been well said that “interest is nine-tenths of education.” This is true in teaching spelling. Any means which will arouse interest in mastering words is likely to be effective. So far as our forefathers succeeded in securing results in this subject they did so by interest in the old-fashioned “spelling-bee.” Spelling matches of various sorts are desirable for creating interest. The review lists and special lists will be found admirable for this purpose. It should be remembered, however, that this is testing what is already learned and is not teaching something new.

PUPILS’ LISTS

Each pupil has his own difficulties in spelling. Teach him to make private lists of the words which he finds especially hard to spell and have him use extra effort to conquer these trouble-makers. These may be listed in the back of his textbook or in his individual note book. Occasional lessons may be devoted entirely to this kind of exercise and they should be individual and painstaking. Such words should be watched for in the other written work and misspelling prevented rather than corrected. Besides making the misspelled words the basis of a lesson they may well be correctly and carefully written on the board with the difficulty shown in colored crayon. If possible leave them in sight for several days.

HOMOPHONES

Words spelled differently but pronounced alike should be kept apart until the spelling of each has become fixed and the ability to use correctly in sentences reasonably sure. Then only may they safely be brought together for comparison. When this is done much care must be used that no confusion may exist in the child’s mind as to the proper use of each.

ORDER OF PRESENTATION

All children do not learn spelling equally well in the same way. Some are sense organ learners while others are largely motor organ learners. Most children are both. In all cases the order of seeing words, hearing them pronounced, pronouncing them, spelling them aloud, and then writing them, will be found to be most effective. Appeal is thus made successively to the eye, the ear, the memory, and the hand.

ENUNCIATION

Poor enunciation is a common source of incorrect spelling. Occasionally test your pupils on sounding words. See to it that they learn to give the right value to the vowel sounds and do not omit any that should be sounded. Do not permit in for ing, final ed to be sounded like t, or “body” to be sounded “buddy.” Remember that “A word correctly pronounced is half spelled.”

PROPER NAMES

No place has been given in this book to proper names, since the needs of different classrooms vary so widely. They must be thoroughly taught, however, and it is the teacher’s duty to teach such proper names as her pupils need to use. Strongly emphasize the fact that these proper names always begin with a capital letter.

USING THE STORIES

Read the stories, “The Two Scouts” and “The Two Boys” with the pupils. See that they understand the meaning and the object of telling these stories. Keep them before the pupils by constant application to their own efforts. If you wish, you may keep records of the work of the scouts, giving the successful ones decorations—stars or crosses on the blackboard, or on especially prepared charts.

CAREFUL TEACHING

In teaching every lesson, do your part by pronouncing every word clearly and correctly; by requiring the children to do the same, paying especial care to final d, t, and ing; by training the child really to see the word, calling attention to silent letters, unusual combinations, and applying the rules that are given in their books.

USE AND MEANING

Remember, it is not enough that children pronounce and spell words correctly. They should know the meaning and how to use each word. To help them to make the words in their book part of their vocabulary, certain devices are used.

1. Many of the words are grouped in their natural connection—school words, letter words, business and trade words, journey words, etc. A few suggestions showing how these group words may be used are given in the book. Oral work should always precede the written work. See Lesson 89, Sixth Year, for illustration. See that the children’s sentences are well expressed before allowing any writing. Perhaps it will not be necessary to write at all. It is necessary that every child should know how to use and spell the words correctly.

2. When a word is taught, one or more of its common derivatives are given,—a saving in study of the spelling lesson, and an added clearness to meaning. For illustrations see Lessons 39 and 42.

3. Well-selected quotations from the best sources are given, showing the words used correctly. Many of these quotations should be memorized; some should be dictated; some are to be reproduced; some are to be copied, substituting other words in place of underlined words; all are to be read intelligently, that the pupils may learn the true meaning of the words by meeting them in their right context.

SPELLING DEMONS

On pages 11 and 12 is a remarkable list of words frequently misspelled. They are given here by permission of the compiler, Dr. W. F. Jones of the University of South Dakota. He has happily named them the “One Hundred Spelling Demons of the English Language.” As the result of a most exhaustive and careful investigation he finds them to be not only the most commonly misspelled words, but frequently and persistently to be misspelled in all grades.

These words have been taught and frequently reviewed. Call the children’s attention over and over again to the difficulties in them. Use some of them daily. Hold the children to the correct spelling of them in all written work. Make opportunities to use them. Keep a record in plain sight, showing the children’s progress in conquering them. Make the mastery of these words a matter personal to yourself, even to the extent of considering your teaching a failure if every child in the fifth year does not form the habit of correctly spelling this list. Call attention to these pages at the beginning of the year, and arouse the children’s interest and ambition to master the words as early as possible.

On page 49 is given another list of lesser “demons.” The sixth-grade teacher should in like manner hold herself responsible for this list. Keep on urging and testing until each child has mastered his particular “word demons.”

REVIEW LISTS

On pages 27-28 and 65-66 are lists of words for review. These are selected from “The One Thousand Commonest Words” as found by Dr. Ayres, and are here used by permission. Without special study, at least seventy-nine per cent of those given on pages 27-28 were spelled correctly by the fifth-grade children in eighty-four cities in the United States, and at least seventy-nine per cent of those given on pages 65-66 were spelled correctly by the sixth-grade children in the same schools. Careful teaching should give a much higher percentage.

THE VOCABULARY

The vocabulary, alphabetically arranged for each year, will be found on pages 29 and 67. Encourage the children to use this vocabulary to check up the words that they are positive they can spell correctly, and for reference in finding any word they may wish to use in their written work. These lists of words may also be used for oral spelling matches or written reviews.

SUMMARY

To sum up: Arouse a spelling interest; develop a spelling sense; teach the children how to study intelligently; review constantly; keep definite records of progress; find each child’s “word demons” and master them; do thoughtful teaching.

TO THE GIRLS AND BOYS:

THE TWO SCOUTS

Once upon a time the general of an army found himself in a serious position. He was shut up in a fortified town and his food supply was very low. In order to find out something of the position, strength, and plans of the enemy, he sent two young soldiers out as scouts.

After many hardships the scouts came within sight of the enemy’s lines. While they were looking down on the hostile camp from the top of a high tree, two officers came riding toward them. When they reached the tree in which the frightened scouts were hidden, the officers stopped to rest their horses in the shade. Never dreaming that their conversation could be overheard, they discussed their plans freely and rode away. As soon as it was safe, the two scouts came to the ground.

“What a lucky escape!” said one. “We might both have been captured. This teaches us a lesson. We will separate. Then if one is captured, the other can carry our information to the general.”

So they separated, and in due time one of the scouts came into the general’s presence.

“Well,” said the general, “how many men have the enemy?”

“Ever and ever so many,” answered the scout.

“Cavalry? Artillery? What?” asked the general sharply.

“Both,” replied the scout.

“Where are they?” asked the general.

“On the other side of the wood,” said the scout.

“But can’t you give me a better idea of their number and position?” cried the impatient officer.

“I only know that there are ever and ever so many of them, and that they are scattered all over the countryside,” was the answer.

“Well, did you learn anything of their plans?” asked the almost discouraged general.

“Yes,” answered the scout eagerly. “I heard two officers talking. They are going to besiege us, attack Clifton, and wait for reënforcements.”

“But what are they going to do first?” asked the anxious general.

“I don’t remember,” was the answer.

“I know no more than I did before you started! To think of the chance you have lost!” exclaimed the officer.

Just then the second scout entered.

“What have you to report?” asked the general.

The young man drew a piece of paper toward him and by a rough sketch and a few words of explanation, showed the general the position and number of the enemy, so that he saw at a glance their strength and weakness. Then he added: “The officers that discussed their plans under our tree say that they will wait for reënforcements. Then part of their army will besiege us closely, keeping us busy, while the main army will capture Clifton.”

“You have saved our army!” cried the delighted general. “From to-day you are ranked as captain. We will break through their lines before their reënforcements come up, and march to the relief of Clifton!”

Then turning to the first scout, he said: “You saw and heard exactly the same things as this young man, but instead of bringing me news worth while, you brought only a confused report. Do you know why you failed and he succeeded?”

“Yes,” was the answer, “he’s a born scout. I’m not.”

“Nonsense!” replied the general. “He has trained himself to see exactly, to hear exactly, and to repeat exactly. That’s all that is needed to make a born scout.”

THE TWO BOYS

Two boys were set to study the same spelling lesson. When it was time to write the lesson, one boy knew that a certain word “had an i and an e in it,” but he could not tell which came first, so he guessed and failed. When the teacher pronounced another word, he wasn’t just sure what she did say, so again he guessed and again he failed. When called upon to read the words in the lesson, he left off final letters and slurred other letters, so that he did not even pronounce the words correctly, and as a perfectly pronounced word is half spelled, he failed once more. The other boy had a perfect paper.

The teacher said: “You boys had the same list of words to study, and the same time in which to master them. You had the same chance to hear them pronounced correctly and to pronounce them yourselves. Yet John has a perfect paper, and Tom has a failure. Do you know why?”

“John is a natural-born speller,” answered Tom. “I am not.”

“Nonsense!” replied the teacher. “John has trained himself to see exactly, to make a good mind picture of the word, just as the successful scout did of the enemy’s lines, and so with his pencil he can reproduce it exactly. He, like the same scout, has trained his ear to hear exactly, and his mind to reproduce exactly. That’s all that is needed to make a born speller.”

Which scout did Tom most resemble? Which would you rather be like?

Are you a “natural-born speller,” that is, do you

See exactly, Hear exactly, Pronounce exactly?

THE ALDINE SPELLER

PART THREE

FIFTH YEAR

1

con quer con quer or prize gen tle man gen tle men

2

Who misses or who wins the prize, Go, lose or conquer as you can, But if you fall, or if you rise, Be each, pray God, a gentleman.

—THACKERAY.

3

a gree a ble dis a gree a ble a gree ment sit u a tion cheer ful ness

4

hu mor hu mor ous trans form peace peace ful

5

hap pens hap pened un pleas ant ex act ly dif fi cult

6

source de stroy meant du ty du ties

7

CHEERFULNESS

If anything disagreeable happens, try to see the funny side of it, and do not let it destroy your peace of mind.

To see the funny side will often transform an unpleasant situation into a merry one.

Man is meant to be cheerful.

8

The letters a, e, i, o, and u are vowels. The other letters of the alphabet are consonants.

al pha bet con so nants vow els pre ced ed plu rals

Nouns ending in y, preceded by a consonant, form their plurals by changing the y to i and adding es. What word in Lesson 6 forms its plural in this way? Copy the following words; opposite each write its plural, following the rule above.

9

ge og ra phy dic tion a ry gro cer y gal ler y fam i ly fair y

10

laun dry a gen cy en try de liv er y li bra ry mem o ry

11

char i ty mer cy in ju ry pan sy prop er ty sal a ry

12

vi cin i ty vic to ry sym pa thy va ri e ty va can cy sup ply

The following ten words are very troublesome. See what is peculiar in each word. Write sentences containing these trouble makers and be very careful to spell them correctly. Write each of them several times and try to remember just how it looks.

13

buy dear tired read y wheth er stud ied

14

meant hoarse which gram mar mak ing news

15

par don mer ci ful cour age cou ra geous friend ship

16

gen er ous lib er al kind ly kind ness

17

for tune for tu nate mis for tune cour te sy cour te ous

18

reaps sows un til al ways tire

19

It is good to pardon, to be merciful, to be liberal; but it is better to be just.

Many of the misfortunes of life flee if you courageously meet them.—TALMAGE.

A good deed is never lost; he who sows courtesy reaps friendship, and he who plants kindness reaps love.

Life is not so short but there is always time for courtesy.—EMERSON.

20

pos si ble pos si bly im pos si ble dif fi cul ty dif fi cul ties

21

val ue val u a ble tramp stamp a bil i ty

22

car ry car ries post age post al al so

23

through de pend de pend ent in de pend ent in de pend ence

24

The word “impossible” is not in my dictionary.—NAPOLEON.

Like a postage stamp, a man’s value depends on his ability to stick to a thing till he gets there.—JOSEPH CHAMBERLAIN.

Through difficulties to the stars.—MOTTO OF THE STATE OF KANSAS.

25

sol dier in va lid ad dress mad am pri vate

26

ac cord ing of fi cial rec ords reg u lar in sist ed

27

hos pi tal band age brave ly a lert stead y

28

med i cine fe ver sponge bath bathe

29

A lady once addressed a wounded soldier in a hospital as a hero. “I’m no hero, Madam,” insisted the brave invalid. “According to the official records, I’m just a private in the regular army.”

WAR WORDS

30

guard a larm sad dle bri dle fi er y

31

chief colo nel gen e ral com rade dan ger ous

32

chal lenge con test pur sue ral ly ral lied

33

dread file reb el sav age strug gle

34

join joint won ar my sword

35

na vy na val u ni form roy al rul er

36

pow der bul let burst pris on er force

37

po si tion stern glo ry glo ri ous fierce

38

Final y when preceded by a consonant is generally changed to i when a letter or a suffix is added to a word.

What word in Lesson 32 is affected by this rule? In Lesson 27?

pre ced ed gen er al ly suf fix af fect

39

ap ply ap plied ap plies no ti fy no ti fied no ti fies

40

mar ry mar ried cra zy cra zi ness de ny de nied

41

bur y bur i al bur ied re ply re plied re plies

42

oc cu py oc cu pied oc cu pa tion his to ry his to rian his tor i cal

43

held nor worth wor thy sore ly

44

pa tient pa tient ly pa tience hon or hon or a ble

45

un rav el hearts sev er al thus none

46

prof it prof it a ble per il per il ous busi ness

47

Noble deeds are held in honor, But the wide world sorely needs Hearts of patience to unravel this— The worth of common deeds.

—STEDMAN.

I’ll mind my own business; what’s none of my profit shall be none of my peril.—SPANISH.

48

worse worst prop er stud y per son

49

a void rob ber rob ber y a broad so ci e ty

50

con verse con ver sa tion u ni ver si ty col lect col lec tion

51

sep a rate sep a rate ly sep a ra tion so cial Christ mas

Write the plurals of university and society. Look carefully at the first a in separate, separately, separation.

52

The true university of these days is a collection of books.—CARLYLE.

In my study I am sure to converse with none but wise men, but abroad it is impossible to avoid the society of fools.—SIR WILLIAM WALLER.

There is no worse robber than a bad book.—ITALIAN.

53

grit pres ence con trol com pel

The man of grit carries in his presence a power that controls and compels.

54

re pent speech speak er tem per si lence guide

More have repented of speech than of silence. Control your temper or it will control you.—HORACE.

Notice the ee in speech and the ea in speaker.

55

char i ty char i ta ble for giv en for giv ing un char i ta ble

56

se vere se ver i ty re sist crow bar gen tle ness

57

The highest charity is charity towards the uncharitable.—BUCKMINSTER.

I don’t believe the man is living, Who feels not better for forgiving. There is no severity like gentleness.

—FRENCH.

The rock that resists a crowbar gives way to the roots of a tender plant.—TAMIL.

58

pres ent fu ture neg lect re gret ap pear fur ther

59

civ il de ni al rude con sent act di rect

60

cau tion par ent safe ty sud den throw struck

61

fiend fiend ish di vine err re strain get ting

62

Present neglect makes future regret.—DUTCH.

A civil denial is better than a rude consent.—SCOTTISH.

Caution is the parent of safety.—SCOTTISH.

To return evil for evil is fiendish; good for good, human; good for evil, divine.—SPANISH.

63

for get ting re venge hu man re spect wrong thy self

Forgetting a wrong is a mild revenge.—SAINT FRANCIS.

But most of all respect thyself.—GREEK.

To err is human, to forgive divine.—POPE.

Long ago brave knights rode about seeking and overcoming all dragons and demons that brought trouble to mankind. Today there are still many difficulties to be sought out and overcome. Some spelling words cause so much trouble that they have been called “Spelling Demons.” You will find one hundred of these on this and the following page. Have you already overcome them all? If not, do it now.

64

beginning could which their there seems blue hour

65

though Tuesday coming wear separate don’t answer always

66

early instead two too meant business easy among

67

through ready friend many forty every they says

68

some been trouble half break buy busy used

69

built again where color very none making women

70

since done dear week hear here guess often

71

whole write writing having would just cough heard

72

doctor piece raise whether does once believe ache read

73

knew can’t won’t laid said hoarse tear sure loose

74

choose shoes tonight tired lose Wednesday grammar wrote enough

75

minute country February any truly sugar straight much know

76

knowl edge pos sess lin gers ad vance re cede ac cept

77

rea son knuck les buck le in struct in struc tion a long

78

LEARNING

Knowledge comes but wisdom lingers.—TENNYSON.

Good instruction is better than riches.—WILLIAM PENN.

If you will not hear Reason she will rap your knuckles.—FRANKLIN.

He who does not advance, recedes.—LATIN.

Study two of the above proverbs and write them from memory.

79

teach er pu pil prim er sto ry ques tion

80

sight prove al low jun ior sen ior

81

change whose an gle ac tive quar ter

82

ob ject ob jec tion vote course sure ly

83

dou ble ben e fit un asked pre cious

He gives double who gives unasked.—ARABIAN.

There is no grace in a benefit that sticks to the fingers.—SENECA.

The giver makes the gift more precious.—LATIN.

84

tri al tri umph cause de feat real

No trials, no triumphs.

A cause that cannot stand defeat is not worth fighting for.

Rewrite one of the above quotations, giving the meaning in your own words.

85

strict mus cle mea sles naugh ty mes sage

86

pop u lar foot ball mov a ble dis cov er per son al

87

badge ban ner dis trict town fig ure

88

scis sors coast boast o blige mar ket

89

bit ten un a ble wan der sum mon re lief af fair blood

90

hedge bru tal rogue per ish trough as sure fright en

91

begged beg ging sup ply se cure pro vide ab sence be gan

92

fright ened re treat rap id ly scheme mince meat of fice vic tim

93

THE WOLF AND THE SHEEP

A wolf that had been bitten by a dog, lay under a hedge unable to move. A sheep wandered by and the wolf summoned her to his relief.

“I am perishing. Please bring me some water from your trough,” he begged. “If you will supply me with water, I will provide my own meat.”

The frightened sheep retreated rapidly, saying, “I see through your scheme, you brutal rogue. I know how you will secure your meat. If I come near enough to give you a drink, you will make mincemeat of me.”—ÆSOP.

94

re cent mem ber may be there fore pop u la tion guilt y

95

thief thieves wolf wolves learns ves sel

96

shal low eight freight es tate suf fer won der

97

fol ly hol ly con fess pro gress no tion bridge

98

Shallow vessels carry light freight.—FRENCH.

Fools are the worst thieves. They rob time and temper.—GOETHE.

A fool loses his estate before he learns his folly.—FRENCH.

A fool who will confess, Is a fool who will progress.

Some nouns ending in f form their plurals by changing the f to v, and adding es.

Write the plurals of the words in the next lesson.

99

calf half shelf leaf self wife life loaf

SCHOOL WORDS

100

a rith me tic de nom i na tor sub trac tion mul ti ply mul ti pli ca tion mul ti pli cand

101

quo tient ad di tion a mount frac tion nu mer ous nu mer a tor

102

to tal ci pher solve a cre me ter can cel

103

prob lem bal ance dec i mal in ter est mil lion cray on

104

art ist scene view ros y crim son pat tern

105

ob long width breadth height car bon bor der

106

sys tem sur face nat u ral di rec tion west ern south ern

107

a re a bluff ridge ca nal chan nel ore

108

met al cop per quar ry pla teau pen in su la strait

109

is land isth mus o cean prai rie re gion sec tion

110

cap i tol tun nel com merce cul ti vate ce re al cli mate

111

frig id freeze tor rid tem per ate fer tile des ert

112

pro duce prod uct pro nounce state ment hy phen vol ca noes

113

sci ence tel e gram tel e graph tel e phone ca ble ex press

114

dis tinct cen tu ry col o nies cus tom de bate fu ture

115

in vent in ven tion pres i dent tribe o ral cop ied

116

verb ad verb sub ject noun prov erb pro noun

117

po et ry rhyme syl la ble quo ta tion phon ics lec ture

118

pro fes sor cer tain cer tain ly stu dent ex claim col lege

119

con fuse con fu sion ex pect un ex pect ed won der ful ques tion

120

hoarse de tain re sult fro zen ad mit count

121

meth od com mence ac cu rate doubt doubt less doubt ful

Be careful of the or in professor.

122

A professor in a certain college liked to confuse the students by asking unexpected questions. One very cold night he asked a bright student how many stars are in the sky.

“Wait, professor, and I will tell you,” replied the student, and commenced to count very slowly. When he had reached two hundred, the professor, who was half frozen, exclaimed hoarsely, “That will do! I admit that you are a wonderful student. Your method is slow and the results will doubtless be accurate, but I will detain you no longer.”

123

ranch scythe aisle apt league sprain

124

mer it shep herd base ment ce ment cloth ing ceil ing

125

skel e ton cir cu lar chim ney plas ter child hood child ish

126

cho rus quar tet al to bass con cert op er a

127

couch nee dle thim ble thread lin en trunk

128

ped dle ped dling ped dler ex cept ut ter ut ter most

129

kept key hurt suit quit twit

130

con tain hus band av e nue how ev er cou ple cen ter

131

To stand by one’s friend to the uttermost end, And fight a fair fight with one’s foes; Never to quit and never to twit And never to peddle one’s woes.

—GEORGE B. CHANDLER.

132

yield shield spin dle forge wealth ap point

133

haze graze blaze blaz ing a maze ef fect

134

own er par cel pack age pave ment pe cul iar au to

135

a board pas sage pas sen ger ac ci dent Af ri ca ob tain

136

“I Can” is a worker; he tills the broad fields, And digs from the earth all the wealth that it yields; The hum of his spindles begins with the light, And the fires of his forges are blazing all night.

—W. A. BUTLER.

137

haul lim it sus pect a shore awn ing in spect

138

de ceive sick ness smil ing so ber se ri ous ef fort

139

el e va tor an y way dis turb beck on reck on de gree

140

el e gant ap prove re tire ex am ine ex am i na tion judg ment

141

niece lov ing lov a ble cor dial cor dial ly sig na ture faith ful ly

142

re spect re spect ful ly re spect a ble af fec tion af fec tion ate sin cere sin cere ly

143

SOME LETTER SIGNATURES

To members of the family or to friends.

Your loving daughter Your affectionate niece Yours cordially Yours sincerely Very sincerely yours Lovingly yours Affectionately yours Cordially yours Sincerely yours Faithfully yours

144

BUSINESS SIGNATURES

Yours truly Very truly yours Yours respectfully Very respectfully yours

Write from memory two signatures to friendly letters and one to a business letter, signing your name.

145

fail ure in no cent in come fa mous month ly

146

leg end myth in sult fla vor in form

147

op po site bare foot en tice en tirely ex tra

148

sup port al ter am ple de mand dis miss

149

re ceive re turn re gard rule e ras er

150

vi o lin slow ly fi nal fi nal ly ad vice

151

pro ceed de scribe ar range ar range ment mis spell

152

im por tant im prove im prov ing bar gain lone some

153

nec es sa ry at tend at tend ance at tempt sat is fy

154

skat ing en ve lope in i tial cap i tal course

155

ar ti cle o beyed o be di ence o be di ent re mem ber

156

skill ful with in with out pe ri od ti dy

NORTON, MASS., Dec. 14, 1809.

Dear Father:

I received your letter and to prove to you how important I regard the rules you gave me, I am following your advice by writing to you at once. First I will proceed to describe to you the arrangement of my desk as you say it is most necessary to attend to this before attempting to write. My desk is tidy. The articles on it are arranged neatly. You can see from this letter that I have obeyed your rules for writing. I have used the eraser when necessary. There are no blots. Finally I think the writing is neat and there are no misspelled words.

Does this satisfy you, Father? If so remember our bargain and bring me the violin on your return. Come soon for I am lonesome without you.

I go skating every day. Of course I am not yet a skillful skater, but I am slowly improving.

I shall be careful in addressing the envelope to use capitals and to place a period after every initial. I want my letter within and without to satisfy you.

Your obedient son,

JOHN.

157

This letter, almost exactly as given in your book, was written by a boy of long ago in answer to a letter from his father.

What rules did his father give him about his desk? Using the eraser? Blots? Spelling?

What bargain did he make with his son?

Write a letter like the one you think John’s father sent to him.

158

an gel both er el bow chill y bot tle cof fee be ing er rand

159

an i mal i cy huge stopped an kle loan hab it i ron

160

eighth ninth tenth eight y nine ty

161

drowned cen tral con duct fur nish ear nest

162

big gest bar ren a ware eas i ly al read y

163

jew el jew el ry re al ize ker nel bee tle

164

di a mond al though sen si ble spar kle spar kling cu ri ous

165

soil ea ger bur ied dis ap point ex change at tract ed

166

The Cock and the Diamond

A cock scratching in a barren field found a diamond buried in the soil.

The curious hens attracted by the sparkling jewel gathered eagerly around him. The cock was plainly disappointed.

“How lovely!” exclaimed an old hen. “Do you realize that you have found a diamond? Are you aware that diamonds are very costly?”

“I don’t care how costly this jewel may be,” answered the sensible cock. “Although it may be the biggest diamond in the world I’ll gladly exchange it for a kernel of corn, a nut, or a fat beetle.”—ÆSOP.

REVIEW LIST

The following are among the 1000 most common words. You have studied every one of them. Every boy and girl at the end of the fifth grade should be able to spell them correctly.

eight afraid uncle rather aboard jail shed retire district restrain royal objection pleasure navy proper judge weather worth contain figure sudden forty instead throw personal everything rate chief slide farther duty company quite none knew remain direct appear liberty enough fact board attend between public friend through until madam truly whole address request raise August Tuesday fourth population except aunt else built center front rule carry chain death learn pair check heard always something write perfect second woman young fair dollar evening fell sure least sorry press November subject April history cause himself use September station copy been yesterday among doctor hear size December dozen there tax number October reason fifth extra dress struck Thursday begun collect file provide stood born goes hold drill pretty stole income bought paid railroad unable ticket

VOCABULARY FOR FIFTH YEAR

ability aboard abroad absence accept accident according accurate ache acre act active addition address admit advance adverb advice affair affect affection affectionate affectionately Africa again agency agreeable agreement aisle alarm alert allow along alphabet already also alter although alto always amaze among amount ample angel angle animal ankle answer any anyway appear applied applies apply appoint approve apt area arithmetic army arrange arrangement article artist ashore assure attempt attend attendance attracted auto avenue avoid aware awning badge balance bandage banner barefoot bargain barren basement bass bath bathe beckon been beetle began begged begging beginning being believe benefit biggest bitten blaze blazing blood blue bluff boast border bother bottle bravely breadth break bridge bridle brutal buckle built bullet burial buried burst bury business busy buy cable calf canal cancel can’t capital capitol carbon carries carry cause caution ceiling cement center central century cereal certain certainly challenge change channel charitable charity cheerfulness chief childhood childish chilly chimney choose chorus cipher circular civil climate clothing coast coffee collect collection college colonel colonies color commence commerce compel comrade concert conduct confess confuse confusion conquer conqueror consent consonants contain contest control conversation converse copied copper cordial cordially couch cough could country couple courage courageous course courteous courtesy crayon crazy crimson crowbar cultivate curious custom dangerous dear debate deceive decimal defeat degree delivery demand denial denied denominator deny depend dependent describe desert destroy detain diamond dictionary difficult difficulties difficulty direct direction disagreeable disappoint discover dismiss distinct distress district disturb divine doctor does don’t double doubt doubtful doubtless dread drowned duty eager early earnest easily easy effect effort eight eighth eighty elbow elegant elevator enough entire entirely entry envelope eraser err errand estate every exactly examination examine except exchange exclaim expect express extra failure fairy faithfully family famous February fertile fever fiend fiendish fierce fiery figure file final finally flavor folly football force forge forgetting forgiven forgiving fortunate fortune forty fraction freeze freight friend friendship frighten frigid frozen furnish further future gallery general generally generous gentleman gentlemen gentleness geography getting glorious glory grammar graze grit grocery guard guess guide guilty habit half happened happens having haze hear heard hedge height held here historian historical history hoarse holly honor honorable hospital hour however huge human humor humorous hurt husband hyphen icy important impossible improve improving income increase independence independent inform initial injury innocent insisted inspect instead instruct instruction insult interest invalid invent invention iron island isthmus jewel jewelry join joint judgment junior just kept kernel key kindly kindness knew know knowledge knuckles laid laundry leaf league learns lecture legend liberal library life limit linen lingers loaf loan lonesome loose lose lovable loving madam making many market marriage married marry maybe meant measles medicine member memory merciful mercy merit message metal meter method million mincemeat minute misfortune misspell monthly movable much multiplicand multiplication multiply muscle myth natural naughty naval navy necessary needle neglect news niece ninety ninth none nor notified notifies notify notion noun numerator numerous obedience obedient obeyed object objection oblige oblong obtain occupation occupied occupy ocean office official often once opera opposite oral ore owner package pansy parcel pardon parent passage passenger patience patient patiently pattern pavement peace peaceful peculiar peddle peddler peddling peninsula peril perilous period perish person personal phonics piece plants plaster plateau plurals poetry popular population position possess possible possibly postage postal powder prairie preceded precious presence present president primer prisoner private prize problem proceed produce product professor profit profitable progress pronoun pronounce proper property prove proverb provide pupil pursue quarry quarter quartet question quit quotation quotient raise rallied rally ranch rapidly read ready real realize reaps reason rebel recede receive recent reckon records regard region regret regular relation relative relief remember repent replied replies reply resist respect respectable respectfully restrain result retire retreat return revenge rhyme ridge robber robbery rogue rosy royal rude rule ruler saddle safety said salary satisfy savage says scene scheme science scissors scythe section secure seems self senior sensible separate separately separation serious several severe severity shallow shelf shepherd shield shoes sickness sight signature silence since sincere sincerely situation skating skeleton skillful slowly smiling sober social society soil soldier solve some sorely source southern sows sparkle sparkling speaker speech spindle sponge sprain sputter stamp statement steadied steady stern stopped story strait struck struggle student studied study subject subtraction sudden suffer suffix summon supply support surely surface suspect sword syllable sympathy system teacher telegram telegraph telephone temper temperate tenth therefore thief thieves thimble thread through throw thus thyself tidy tire tired too torrid total town tramp transform trial tribe triumph trough trunk tunnel twit unable unasked uncharitable unexpected uniform university unpleasant unravel until used utter uttermost vacancy valuable value variety verb very vicinity victim victory view violin volcanoes vote vowels wander war wealth week western whether width won wonder wonderful worse worst worthy would wrong yield

THE ALDINE SPELLER

PART THREE

SIXTH YEAR

SIXTH YEAR

1

span gle star-span gled ban ner gal lant ly twi light

2

proud ly hailed gleam ing stream ing ram parts

3

dawn stripes rock et bomb proof

4

broad through per il ous ear ly watched

5

THE STAR-SPANGLED BANNER

O say, can you see, by the dawn’s early light, What so proudly we hailed at the twilight’s last gleaming? Whose broad stripes and bright stars, through the perilous fight, O’er the ramparts we watched, were so gallantly streaming? And the rockets’ red glare, the bombs bursting in air, Gave proof through the night that our flag was still there; O say, does that star-spangled banner yet wave O’er the land of the free and the home of the brave?

—FRANCIS SCOTT KEY.

Study the words and write the stanza from memory.

6

na tion na tion al cer e mo ny fol low ing ob serve

7

sun rise sun set me mo ri al spec ta tors at ten tion

8

dur ing du ra ble mil i tary mi li tia re quire

9

staff rev o lu tion re volv er reg u la tions sa lute

10

hoist un cov er a rise low ered re view

11

fu ner al mourn ing mourn ful con clu sion halt

12

CEREMONY OF THE NATIONAL FLAG

In order to show the proper respect to the flag the following ceremony should be observed:

It should not be hoisted before sunrise nor allowed to remain up after sunset.

At “retreat,” sunset, civilian spectators should stand at “attention” and uncover during the playing of the “Star-Spangled Banner.” Military spectators are required by regulation to stand at attention and give the military salute.

When the National colors are passing on parade, or in review, the spectator should, if walking, halt, and if sitting, arise, and stand at attention and uncover.

When the flag is flown at half staff as a sign of mourning it should be hoisted to full staff at the conclusion of the funeral.

In placing the flag at half staff, it should first be hoisted to the top of the staff and then lowered to position, and before lowering from half staff it should be first raised to the top.

On Memorial Day the flag should fly at half staff from sunrise to noon, and full staff from noon to sunset.—SONS OF THE REVOLUTION IN THE STATE OF NEW YORK.

Read the above rules for showing respect to the flag, then close your book and write them from memory using your own words.

FLAG NAMES

Old Glory. The Stars and Stripes. The Flower of Liberty.—HOLMES. Freedom’s Banner.—DRAKE.

13

to tal o pin ion Brit ish va ry va ri ous

14

dec la ra tion to geth er al to geth er or i gin o rig i nal

15

claim con cludes a dopt rep re sent Eng land

16

Eng lish Ire land I rish Scot land Scot tish

17

The president’s salute and the British royal salute are the same—twenty-one guns. There are various opinions as to the origin of this number. Some claim that the original number was seven and that twenty-one was adopted to represent the union of England, Scotland, and Ireland—seven guns for each country.

18

ac count ed i tor i ci cle fact cob web

19

news pa per rec i ta tion pay ment non sense de cline

20

re quest close ly gos sip moist mois ture

21

men tion puz zle rid dle mi ser o dor

In some words the final e is dropped when an ending beginning with a vowel is added. This is the rule in Lessons 22 and 23, 24 and 25.

22

ar rive ar riv al bore bor ing bounce bounc ing com bine com bi na tion

23

pre serve pre serv ing com pare com par ing pro mote pro mo tion ed u cate ed u ca tion

24

de serve dodge re move ram ble pledge in clude re fuse en gage

25

sac ri fice pause med dle lodge in quire en close es cape move

26

Add ing to each word in Lesson 24. In doing this drop the final e because the new ending ing begins with a vowel.

27

Add ing to each word in Lesson 25. What letter must be dropped? Why?

28

yoke annoy an noyed mocked for ev er

29

de clared sub mit sub mit ting at tached fes ti val

30

drudge drudg er y an nu al hol i day al tar

31

per fume i dle ness con tin ue con tin u ing e vent

32

THE CALF AND THE OX

A calf that had never felt the yoke, mocked an ox who was attached to a plow for submitting to such drudgery. The ox was annoyed but continued his work.

Not long after there was a great festival. The ox had his annual holiday for this event, but the calf was sacrificed on the altar.

“If that is the end of idleness,” declared the ox, “I think work is better. I had rather my neck felt the yoke forever than the ax for a moment.”—ÆSOP.

Rewrite the above fable using other words in the place of those that are italicized.

33

ma hog a ny bun ga low clap board ce dar pal ace man sion

34

ex te ri or in te ri or ve ran da shin gles pi az za brack et

35

The plural of nouns is generally formed by adding s to the singular. You have learned that some nouns ending in f change the f to v and add es. You have also learned that nouns ending in y preceded by a consonant change y to i and add es. Some nouns ending in o preceded by a consonant form the plural by adding es.

Write the plural of the following.

he ro cal i co car go po ta to ech o buf fa lo ne gro mot to

36

Nouns ending in s, sh, ch, and x generally form their plurals by adding es.

Write the plural of the following.

crutch brush fox glass torch wish box class

37

si lent si lent ly si lence safe ly saf est

38

re spond re sponse re fer se lect a ris es

39

a ris ing im per ti nent im per ti nence con tra dict con tra dic tion

40

vul gar vul gar i ty en vy en vied en vi ous

41

Silence is the safest response for all the contradiction that arises from impertinence, vulgarity or envy.—ZIMMERMAN.

42

char ac ter style su preme ex cel ex cel lent ex cel lence

43

sim ple sim pli fy which sim ply sim plic i ty sep a rate

44

In character, in manners, in style, true, supreme excellence is simplicity.—LONGFELLOW.

You can not dream yourself into a character; you must hammer and forge yourself one.—FROUDE.

45

ceil ing con ceit re lieve re ceipt re ceive re lief

46

de ceit de ceit ful be lieve de ceive be lief be liev ing

In every one of the above words you will find either the letters ei or ie. In every word these two letters are pronounced e. How can you know when to use ie and when to use ei? There is a very easy way to remember. Look at the word Alice. What letter comes after l? In using ie or ei, i always follows l just as it does in Alice. What letter in Alice follows c? In using ie or ei, e always follows c just as it does in Alice. Look at the words in Lesson 45 and 46 and see if this is not so. Whenever you have occasion to use any word containing these letters, remember the word Alice. That is the keyword.

Another easy rule applies to ie in other words. Be sure to remember it.

“I before e Except after c Or when sounded as a As in neighbor or weigh.”

47

brief chief field fiend fierce niece

48

grief grieve pier pierce piece priest

49

se ries thief siege shield wield yield

50

friend mis chief a chieve tier sieve fron tier

In the following words the e comes before the i in accordance with the rule on page 47, for the ei is pronounced like a.

51

neigh neigh bor weigh eight freight sleigh

52

rein reign veil vein skein weight

The following words are exceptions to the rule “i before e.”

53

nei ther lei sure heif er for feit seize

54

an cient height for eign sov er eign coun ter feit

In the previous grade you learned that there are one hundred words that are so frequently misspelled that they have been named the “One Hundred Spelling Demons.” Review that list of “Demons” on pages 11 and 12.

On this page and the next are given one hundred more “Demons.” They are very common words that are frequently misspelled. Have you studied them carefully enough so that you can always spell them correctly?

whose walk worth against eight loving world comb course should patient ladies journey nature taught pitied awful cheap disappoint cousin until almost quiet written honor lying except health language wound clothes beauty already kneel grief other able dollar either neither money daily another knife laugh feel potatoes such replied given action carriage nothing even doesn’t using climb flour paid necessary wrist guard apron front linen people toilet oven pretty heart all right meal shown weather happiest chief fault motion union hopeful usual tongue kitchen ounce money hasn’t please mean knowledge catch reach faithful shovel jewelry trouble banana choice heard wonder collar

55

fa vor fa vor ite fa vor a ble quotes quo ta tions oc cu pa tion

56

read y read i ly ar mor of fense of fen sive an ec dotes

57

de fend de fense de fen sive col lect col lec tion oc ca sion

58

mem o ry in vent in ven tion serves max im or gan ize

59

I pick up favorite quotations and store them in my mind as ready armor, offensive and defensive.—ROBERT BURNS.

A collection of anecdotes and maxims is the greatest treasure.—GOETHE.

A great man quotes bravely and will not draw on his invention when his memory serves him with a word as good.—RALPH WALDO EMERSON.

Above are three quotations from three great writers telling how important they consider the memorizing of wise sayings. Learn one of these quotations and write it from memory.

60

re ward ful fill a head curse par ish

61

ex pense ex pen sive foe man per formed pre tend

62

es tab lish suc cess through out pri ma ry pri ma ri ly

63

worse worst re solve re so lu tion re quire

64

The reward of one duty faithfully performed, is the power to fulfill another.—GEORGE.

One never gets rich until he commences To keep ahead of his expenses.

An open foe may prove a curse, But a pretended friend is worse.

—GAY.

65

The success of the Scot throughout the world, lies primarily in John Knox’s resolve to establish a school in every parish in Scotland, and the law that requires every man—rich and poor—to educate his children.—ANDREW CARNEGIE.

66

moth gnaws gar ment con sume sur est

67

en dowed qual i ties qual i ty quan ti ty quan ti ties

68

qual i fy no blest fool ish ship wreck in for ma tion

69

Christ mas ad mis sion re mind ed in form res cue

70

He is foolish to blame the sea who is shipwrecked twice.

The world does not require so much to be informed as to be reminded.—HANNAH MORE.

As moths gnaw a garment, so envy consumes a man.—ST. CHRYSOSTOM.

The surest proof of being endowed with noble qualities is to be free from envy.—LA ROCHEFOUCAULD.

Quality not quantity.—OLD MOTTO.

71

con trast en large bath ing a wak en fra grant sep a rate

72

per mit scent mere pris on sug gest vol ume

AN OCEAN VOYAGE

73

o cean a board steam er voy age for eign

74

group heart y fare well cruise folks

75

de par ture im me di ate tour ist bag gage grad u al ly

76

diz zy sen sa tion feel ing seized sick ness

77

re tire berth cash ion wrapped com fort

78

re cov er smil ing thank ful lux u ry re joice

79

route wreck be ware dis as ter dam age

80

ma rine in sur ance At lan tic Pa cif ic e qua tor

81

planned mu si cian danc ing waltz or ches tra

82

pub lish pro gram wire less mag a zine jour nal

83

sub scribe fund sail or wid ows or phans

84

ap proach in spec tor in spec tion cus tom a ry med i cal

85

dark ness cloud y rec og nize ap pear ance buoy

86

ar ri val punc tu al sched ule has ten ear li est

87

quaint nov el ty treas ure pur chase sketch es

88

ac com plish tour ad ven tures meet ing ex pe ri ence wel come

89

The words in Lessons 73-88 may be used to describe an ocean voyage. Lesson 73 contains words that suggest the picture of going aboard the steamer for an ocean voyage to foreign lands. Lesson 74 contains words that suggest the farewell to folks ashore; Lessons 76-77, seasickness; Lesson 78, the joy at being well again, etc.

Choose a lesson and write a short description of the picture the words suggest to you—one sentence will do if you can get all the words into it, as, Lesson 83—Everyone was asked to subscribe to the fund for sailors’ widows and orphans.

90

de scrip tion ex pres sion por tion pro por tion com plex ion ir reg u lar an i mat ed

91

maj es ty ma jes tic fore head eye brows stat ure ath lete ath let ic

92

lof ty bald rud dy scorch dirt de vout quick

93

gra cious mod er ate se rene formed flu ent re lig ion ex er cise

94

The king was of middle stature, well proportioned and hardy, and active from athletic exercises. His carriage was free, erect, and majestic. He had a clear, serene forehead, which appeared more lofty from his head being partly bald. His eyebrows were large;—his eyes were clear and animated; his complexion was somewhat ruddy, and scorched by the toils of war; his mouth moderate, well formed and gracious in expression; his teeth white though small and irregular; his speech quick and fluent. He was simple in dress and diet, and devout in his religion.—WASHINGTON IRVING.

95

in tro duce in tro duc tion ap par el pro claims hand ker chief nec es sa ry

Neat clothing is a good letter of introduction.—SCOTTISH.

The apparel oft proclaims the man.—SHAKESPEARE.

96

jack et trou sers tai lor rib bon ho sier y fash ion

97

slip pers or na ment brace let pearl cot ton de sign

98

ruf fle cal i co e las tic fab ric ma te ri al ging ham

99

suit sew but ton wrin kle vel vet flan nel

100

in dus try in dus tries in dus tri ous as sist ant as sist ance

101

in sure in come part ner ad vise lo cal

102

ad ver tise ad ver tise ment em ploy ment em ploy er as so ci ate

103

as so ci a tion au thor i ty ca reer ap pli cant ap pli ca tion

GOVERNMENT

104

for mal for mer for mer ly or dain de feat wel fare

105

do mes tic tran quil tran quil li ty se cu ri ty pos ter i ty con sti tu tion

106

We, the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquillity, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this constitution for the United States of America.

The above paragraph is the introduction or preamble to the Constitution of the United States. It tells why the Constitution was made. After your teacher has explained the meaning, study this preamble and write it from memory.

107

gov ern gov er nor gov ern ment cit i zen e qual i ty de part ment e qual ly

108

may or mar shal coun ty e lect e lec tion chair man

109

pol i cy po lit i cal plat form con gress ses sion com mit tee

110

dis trict bal lot sen ate em pire re pub lic

111

cup ful spoon ful fear ful hand ful wake ful

112

watch ful bas ket ful dread ful pow er ful aw ful

113

truth ful trust ful shame ful mourn ful fright ful

With what syllable does every word in Lessons 111-113 end? There is only one l at the end of each final syllable. When the word full forms the ending of another word, it is always written with one l.

114

fan cy fan ci ful play play ful pit y pit i ful plen ty plen ti ful

Which of the words in the above lesson changes the final y to i when ful is added? Why? Which does not? Why not?

115

su per in tend ent prin ci pal en ter tain ment pub li ca tion in ves ti ga tion pho to graph

116

ci gar cig a rette to bac co cam er a mes sen ger as sem bly ca det can di date

117

re spect es teem com pa ny sign rep u ta tion as so ci ate has ti ly be hav ior

118

RULES OF BEHAVIOR

Every action in company ought to be with some sign of respect to those present.

Think before you speak, pronounce not imperfectly, nor bring your words too hastily, but orderly and distinctly.

Associate yourself with men of good quality, if you esteem your own reputation; for it is better to be alone than in bad company.—GEORGE WASHINGTON.

All service is the same with God.—BROWNING.

119

cler gy man bish op min is ter priest bless ing

120

ser mon wor ship cat e chism chap el choir

121

col lec tion hymn ser vant ser vice law yer

122

le gal il le gal in her it jus tice ju ry

123

oath term crime in no cent po lice

124

wit ness pi rate bur glar cap tive cap ture

125

cir cuit court con sult con vict con vince

126

ar gu ment de ci sion dis grace dis pute jew el er

127

ar rest en trance flight length an swer

128

meas ure run ning al low them selves spec ial

129

wait a wait sup pose for ward loss

130

ob ject man ner fea ture in jure man a ger

Labor, you know, is prayer.—BAYARD TAYLOR.

131

drug gist di plo ma dis play ex hib it ar ni ca

132

throat al co hol tab let liq uor fix ture

133

den tist cav i ty de cay dis ease pulse

134

ar ter y vein cramp deaf stom ach

135

ill ness grippe croup phys ic poul tice

136

a poth e ca ry tem per a ture ther mom e ter vac ci nate can cer

137

valve var nish as phalt cin der chis el

138

pol ish switch brake tack le sig nal

139

flu id fil ter gas o line high way clutch

140

flo rist fer ti lize bou quet fo li age in sect

141

car na tion ge ra ni um cat er pil lar dec o rate dec o ra tion

142

ag ri cul ture let tuce lo cust maize pars nip

Taste the joy that springs from labor.—LONGFELLOW.

143

plan ta tion po ta toes poul try pump kin rasp ber ries

144

rhu barb ru ral cu cum ber a pri cot as par a gus

145

bram ble breed bri er cel er y chore

146

churn cis tern chopped rye drought

147

man u fac ture man u fac tur er found ry foun da tion hy drant

148

fi ber fric tion mor tar pat ent fau cet

149

ma chin er y ma chin ist me chan ics con tract con trac tor

150

sam ple ve hi cle bel lows re pair in cline

151

bank er draft de pos it cred it clerk

152

cash ier pay ment mer chant whole sale re tail

153

ker o sene gin ger fac to ry fur ni ture hal i but

154

lob ster mack er el sal mon bu reau cab i net

Without labor life is dull, a man useless.

155

mo las ses mus tard mut ton grease sir up

156

starch sau sa ges va nil la vin e gar al mond

157

cheap ly cin na mon co co nut ko dak auc tion eer

158

ma son trow el gran ite auc tion lens

159

laun der laun dry knead grid dle lunch eon

160

house hold muf fin om e let pas try pro vi sions

161

sal ad ca fé canned chow der cus tard

162

des sert pro pri e tor res tau rant ap pe tite board er

163

ten ant ten e ment a part a part ment va cant

164

un der tak er hearse cas ket cof fin cem e ter y

165

ac tor the a ter ap plaud au di ence ad mi ral

166

en gine en gi neer gen u ine qui et work

REVIEW LIST

On this and the following page are 148 of the 1000 most common words. You have studied all of them. How many can you spell correctly?

spend enjoy awful usual vacation beautiful flight travel rapid trouble entrance importance carried loss fortune empire mayor wait beg engine family favor husband amount human view election clerk though o’clock support does regard escape since which length destroy newspaper daughter answer reply oblige sail cities known several desire nearly sometimes declare engage final terrible surprise period addition employ property select firm region convict private command debate crowd factory publish represent term section relative progress entire president measure famous serve estate remember either important due include running allow position field ledge claim primary result Saturday information whom arrest women present action justice gentleman enclose await wonderful direction forward although prompt attempt whose statement perhaps their written arrange forenoon lose combination avenue neighbor weigh wear entertain salary visitor publication machine toward success drown secure honor promise wreck prepare vessel busy prefer different according education common diamond together article general tomorrow

VOCABULARY FOR THE SIXTH YEAR

aboard accomplish account achieve action actor admiral admission adopt adventures advertise advertisement advise agriculture ahead alcohol allow almond altar altogether ancient anecdotes animated annoy annoyed annual answer apart apartment apothecary apparel appearance appetite applaud applicant application approach apricot argument arise arises arising armor arnica arrest arrival arrive artery asparagus asphalt assembly assistance assistant associate association athlete athletic Atlantic attached attention auction auctioneer audience authority await awaken awful baggage bald ballot banker banner basketful bathing behavior belief believe believing bellows berth beware bishop blessing boarder bomb bore boring bounce bouncing bouquet box bracelet bracket brake bramble breed brief brier British brush buffalo bungalow buoy bureau burglar button cabinet cadet café calico camera cancer candidate canned captive capture career cargo carnation cashier casket catechism caterpillar cavity cedar ceiling celery cemetery ceremony chairman chapel character cheaply chief chisel choir chopped chore chowder Christmas churn cigar cigarette cinder cinnamon circuit cistern citizen claim clapboard clerk clergyman closely cloudy clutch cobweb coconut coffin collect collection combination combine comfort committee company compare comparing complexion conceit concludes conclusion congress constitution consult consume continue contract contractor contradict contradiction convict convince cotton counterfeit county court cramp credit crime croup cruise crutch cucumber cupful curse cushion custard customary damage dancing darkness dawn deaf decay deceit deceitful decisive decision declaration declared declined decorate decoration defeat defend defense defensive dentist departure deposit description deserve design dessert devout diet diploma disaster disease disgrace display dispute district dizzy dodge domestic draft dreadful drought drudge drudgery druggist durable dining earliest echo editor educate education eight elastic elect election empire employer employment enclose endowed engage engine engineer England English enlarge entertainment entrance envied envious envy equality equally equator escape establish esteem event excel excellence excellent excursion exercise exhibit expense expensive experience expression exterior eyebrows fabric fact factory fanciful fancy farewell fashion faucet favorable favorite fearful feature feeling fertilize festival fiber field fiend fierce filter fixture flannel flight florist fluent fluid foeman foliage folks following foolish forehead foreign forever forfeit formal formed former formerly forward foundation foundry fox fragrant freight friction friend frightful frontier fulfill fund funeral furniture gallantly garment gasoline genuine geranium ginger gingham glass gleaming gnaws gossip govern government governor gracious gradually granite grease griddle grief grieve grippe group hailed halibut halt handful handkerchief hasten hastily hearse hearty heifer height hero highway hoist holiday hosiery household hydrant hymn icicle idleness illegal illness immediate impertinence impertinent incline include income industries industrious industry inform information inherit injure innocent inquire insect inspector inspection insure insurance interior introduce introduction invent invention investigation Ireland Irish irregular jacket jeweler journal justice jury kerosene knead kodak launder lawyer legal leisure length lens liquor lobster local locust lodge lofty loss lowered luncheon luxury machinery machinist mackerel magazine mahogany maize majestic majesty manager manner mansion manufacture manufacturer marine marshal mason material maxim mayor measure mechanics medical meeting memorial memory mention merchant mere messenger middle military militia minister mischief miser mocked moderate moist moisture molasses mortar moth motto mournful mourning move muffin musician mustard mutton nation national necessary necessity negro neigh neighbor neither newspaper niece noblest nonsense novelty oath object observe occasion occupation ocean odor offense offensive omelet opinion orchestra ordain organize origin original ornament orphan Pacific palace parish parsnip partner pastry patent pause payment pearl performed perfume permit photographs physic piazza piece pier pierce pirate pitiful pity planned plantation platform play playful pledge plentiful plenty police policy polish political portion posterity potato poultice poultry powerful preserve preserving pretend priest primarily primary principal prison proclaims program promote promotion proof proportion proportioned proprietor proudly provisions publications publish pulse pumpkin punctual purchase puzzle quaint qualify qualities quality quantities quantity quick quiet quotations quotes ramble ramparts raspberries readily ready receipt receive recitation recognize recover refer refuse regulations reign rein rejoice relief relieve religion remedy reminded remove repair represent republic reputation request require rescue resolution resolve respect respond response restaurant retail retire review revolution revolver reward rhubarb ribbon riddle rocket route ruddy ruffle running rural rye sacrifice sailor safety safest salad salmon salute sample sausage scent schedule scorch Scotland Scottish security seize seized select senate sensation separate serene series sermon servant serves service session sew shameful shield shingles shipwreck sickness siege sieve sign signal silence silent silently simple simplicity simplify simply sirup skein sketches sleigh slippers smiling sovereign spangled special spectators spoonful staff starch stature steamer stomach streaming stripes style submit submitting subscribe success suggest suit sunrise sunset superintendent suppose supreme surest switch tablet tackle tailor temperature tenant tenement term thankful theater themselves thermometer thief throat throughout tier tobacco together torch total tour tourist tranquil tranquillity treasure trousers trowel trustful truthful twilight uncover undertaker vacant vaccinate valve vanilla various varnish vary vehicle veil vein velvet veranda vinegar volume voyage vulgar vulgarity wait wakeful waltz watchful welcome welfare weigh weight which wholesale widows wield wireless wish witness work worse worship worst wrapped wreck wrinkle yield yoke

Spotted a typo or a problem in this chapter? Tell us