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Ernest Horn and Ernest J. Ashbaugh
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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
*** START OF THIS PROJECT GUTENBERG EBOOK LIPPINCOTT'S HORN-ASHBAUGH SPELLER ***
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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
PREFACE iii
GENERAL DIRECTIONS TO TEACHERS vii-xiv
DIRECTIONS TO PUPILS xiv-xvi
DIRECTIONS TO TEACHERS OF GRADE I 2
WORD LIST, GRADE I 3-5
DIRECTIONS TO TEACHERS OF GRADE II 8
WORD LIST, GRADE II 9-14
DIRECTIONS TO TEACHERS OF GRADE III 16-17
WORD LIST, GRADE III 19-27
DIRECTIONS TO TEACHERS OF GRADE IV 30
WORD LIST, GRADE IV 31-40
DIRECTIONS TO TEACHERS OF GRADE V 42
WORD LIST, GRADE V 43-52
DIRECTIONS TO TEACHERS OF GRADE VI 54
WORD LIST, GRADE VI 55-64
DIRECTIONS TO TEACHERS OF GRADE VII 66
WORD LIST, GRADE VII 67-78
DIRECTIONS TO TEACHERS OF GRADE VIII 80
WORD LIST, GRADE VIII 81-95
DICTATION 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
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
IV. 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
III. 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 former 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 promises 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 6-1/2 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 |
| or other grain |Mother uses flour in baking
| | 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:
* Text enclosed between equal signs was in bold face in the
original (=bold=).
* 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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Ernest Horn and Ernest J. Ashbaugh
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