The Aldine speller, part three : for grades five and six

By Bryce and Sherman

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Title: The Aldine speller, part three
for grades five and six

Author: Catherine T. Bryce
Frank J. Sherman

Release date: March 13, 2025 [eBook #75609]

Language: English

Original publication: New York: Newson & Company, 1916

Credits: hekula03 and the Online Distributed Proofreading Team at https://www.pgdp.net (This book was produced from images made available by the HathiTrust Digital Library.)

*** START OF THE PROJECT GUTENBERG EBOOK THE ALDINE SPELLER, PART THREE ***

THE
ALDINE SPELLER

PART THREE
FOR GRADES FIVE AND SIX

BY
CATHERINE T. BRYCE
ASSISTANT SUPERINTENDENT OF SCHOOLS
MINNEAPOLIS, MINN.
AND
FRANK J. SHERMAN
FORMERLY SUPERINTENDENT OF SCHOOLS
MONSON, MASS.

[Illustration]

NEW YORK
NEWSON & COMPANY

_All rights reserved._

PREFACE

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

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

2. Too much testing and too little teaching;

3. Finding errors rather than preventing them;

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

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

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

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

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

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

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

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

DIRECTIONS TO TEACHERS

ORAL SPELLING

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

TESTING

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

INTEREST

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

PUPILS’ LISTS

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

HOMOPHONES

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

ORDER OF PRESENTATION

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

ENUNCIATION

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

PROPER NAMES

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

USING THE STORIES

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

CAREFUL TEACHING

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

USE AND MEANING

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

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

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

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

SPELLING DEMONS

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

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

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

REVIEW LISTS

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

THE VOCABULARY

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

SUMMARY

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

TO THE GIRLS AND BOYS:

THE TWO SCOUTS

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

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

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

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

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

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

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

“Both,” replied the scout.

“Where are they?” asked the general.

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

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

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

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

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

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

“I don’t remember,” was the answer.

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

Just then the second scout entered.

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

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

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

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

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

“Nonsense!” replied the general. “He has trained himself to _see
exactly_, to _hear exactly_, and to _repeat exactly_. That’s all that is
needed to make a born scout.”

THE TWO BOYS

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

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

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

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

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

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

_See exactly,_
_Hear exactly,_
_Pronounce exactly?_

THE ALDINE SPELLER

PART THREE

FIFTH YEAR

[Illustration: A place for everything & everything in its place]

[Illustration]

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

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

—THACKERAY.

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

hu mor
hu mor ous
trans form
peace
peace ful

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

source
de stroy
meant
du ty
du ties

CHEERFULNESS

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

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

Man is meant to be cheerful.

The letters _a_, _e_, _i_, _o_, and _u_ are vowels. The other letters of
the alphabet are consonants.

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

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

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

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

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

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

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

buy
dear
tired
read y
wheth er
stud ied

meant
hoarse
which
gram mar
mak ing
news

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

gen er ous
lib er al
kind ly
kind ness

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

reaps
sows
un til
al ways
tire

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

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

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

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

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

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

car ry
car ries
post age
post al
al so

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

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

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

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

sol dier
in va lid
ad dress
mad am
pri vate

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

hos pi tal
band age
brave ly
a lert
stead y

med i cine
fe ver
sponge
bath
bathe

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

WAR WORDS

guard
a larm
sad dle
bri dle
fi er y

chief
colo nel
gen e ral
com rade
dan ger ous

chal lenge
con test
pur sue
ral ly
ral lied

dread
file
reb el
sav age
strug gle

join
joint
won
ar my
sword

na vy
na val
u ni form
roy al
rul er

pow der
bul let
burst
pris on er
force

po si tion
stern
glo ry
glo ri ous
fierce

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

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

pre ced ed
gen er al ly
suf fix
af fect

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

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

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

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

held
nor
worth
wor thy
sore ly

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

un rav el
hearts
sev er al
thus
none

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

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

—STEDMAN.

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

worse
worst
prop er
stud y
per son

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

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

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

Write the plurals of _university_ and _society_. Look carefully at the
first _a_ in _separate_, _separately_, _separation_.

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

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

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

grit
pres ence
con trol
com pel

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

re pent
speech
speak er
tem per
si lence
guide

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

Notice the _ee_ in _speech_ and the _ea_ in _speaker_.

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

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

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

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

—FRENCH.

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

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

civ il
de ni al
rude
con sent
act
di rect

cau tion
par ent
safe ty
sud den
throw
struck

fiend
fiend ish
di vine
err
re strain
get ting

Present neglect makes future regret.—DUTCH.

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

Caution is the parent of safety.—SCOTTISH.

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

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

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

But most of all respect thyself.—GREEK.

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

[Illustration]

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

beginning
could
which
their
there
seems
blue
hour

though
Tuesday
coming
wear
separate
don’t
answer
always

early
instead
two
too
meant
business
easy
among

through
ready
friend
many
forty
every
they
says

some
been
trouble
half
break
buy
busy
used

built
again
where
color
very
none
making
women

since
done
dear
week
hear
here
guess
often

whole
write
writing
having
would
just
cough
heard

doctor
piece
raise
whether
does
once
believe
ache
read

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

choose
shoes
tonight
tired
lose
Wednesday
grammar
wrote
enough

minute
country
February
any
truly
sugar
straight
much
know

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

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

LEARNING

Knowledge comes but wisdom lingers.—TENNYSON.

Good instruction is better than riches.—WILLIAM PENN.

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

He who does not advance, recedes.—LATIN.

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

teach er
pu pil
prim er
sto ry
ques tion

sight
prove
al low
jun ior
sen ior

change
whose
an gle
ac tive
quar ter

ob ject
ob jec tion
vote
course
sure ly

dou ble
ben e fit
un asked
pre cious

He gives double who gives unasked.—ARABIAN.

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

The giver makes the gift more precious.—LATIN.

tri al
tri umph
cause
de feat
real

No trials, no triumphs.

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

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

strict
mus cle
mea sles
naugh ty
mes sage

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

badge
ban ner
dis trict
town
fig ure

scis sors
coast
boast
o blige
mar ket

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

hedge
bru tal
rogue
per ish
trough
as sure
fright en

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

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

THE WOLF AND THE SHEEP

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

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

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

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

thief
thieves
wolf
wolves
learns
ves sel

shal low
eight
freight
es tate
suf fer
won der

fol ly
hol ly
con fess
pro gress
no tion
bridge

Shallow vessels carry light freight.—FRENCH.

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

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

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

Some nouns ending in _f_ form their plurals by changing the _f_ to _v_,
and adding _es_.

Write the plurals of the words in the next lesson.

calf
half
shelf
leaf
self
wife
life
loaf

SCHOOL WORDS

100

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

101

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

102

to tal
ci pher
solve
a cre
me ter
can cel

103

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

104

art ist
scene
view
ros y
crim son
pat tern

105

ob long
width
breadth
height
car bon
bor der

106

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

107

a re a
bluff
ridge
ca nal
chan nel
ore

108

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

109

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

110

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

111

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

112

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

113

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

114

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

115

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

116

verb
ad verb
sub ject
noun
prov erb
pro noun

117

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

118

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

119

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

120

hoarse
de tain
re sult
fro zen
ad mit
count

121

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

Be careful of the _or_ in _professor_.

122

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

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

123

ranch
scythe
aisle
apt
league
sprain

124

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

125

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

126

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

127

couch
nee dle
thim ble
thread
lin en
trunk

128

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

129

kept
key
hurt
suit
quit
twit

130

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

131

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

—GEORGE B. CHANDLER.

132

yield
shield
spin dle
forge
wealth
ap point

133

haze
graze
blaze
blaz ing
a maze
ef fect

134

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

135

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

136

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

—W. A. BUTLER.

137

haul
lim it
sus pect
a shore
awn ing
in spect

138

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

139

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

140

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

141

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

142

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

143

SOME LETTER SIGNATURES

_To members of the family or to friends._

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

144

BUSINESS SIGNATURES

Yours truly
Very truly yours
Yours respectfully
Very respectfully yours

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

145

fail ure
in no cent
in come
fa mous
month ly

146

leg end
myth
in sult
fla vor
in form

147

op po site
bare foot
en tice
en tirely
ex tra

148

sup port
al ter
am ple
de mand
dis miss

149

re ceive
re turn
re gard
rule
e ras er

150

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

151

pro ceed
de scribe
ar range
ar range ment
mis spell

152

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

153

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

154

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

155

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

156

skill ful
with in
with out
pe ri od
ti dy

NORTON, MASS.,
Dec. 14, 1809.

Dear Father:

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

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

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

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

Your obedient son,

JOHN.

157

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

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

What bargain did he make with his son?

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

158

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

159

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

160

eighth
ninth
tenth
eight y
nine ty

161

drowned
cen tral
con duct
fur nish
ear nest

162

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

163

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

164

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

165

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

166

_The Cock and the Diamond_

[Illustration]

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

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

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

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

REVIEW LIST

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

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

VOCABULARY FOR FIFTH YEAR

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

THE ALDINE SPELLER

PART THREE

SIXTH YEAR

[Illustration: THE STAR-SPANGLED BANNER]

SIXTH YEAR

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

proud ly
hailed
gleam ing
stream ing
ram parts

dawn
stripes
rock et
bomb
proof

broad
through
per il ous
ear ly
watched

THE STAR-SPANGLED BANNER

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

—FRANCIS SCOTT KEY.

Study the words and write the stanza from memory.

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

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

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

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

hoist
un cov er
a rise
low ered
re view

fu ner al
mourn ing
mourn ful
con clu sion
halt

CEREMONY OF THE NATIONAL FLAG

_In order to show the proper respect to the flag the following ceremony
should be observed_:

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

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

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

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

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

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

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

FLAG NAMES

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

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

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

claim
con cludes
a dopt
rep re sent
Eng land

Eng lish
Ire land
I rish
Scot land
Scot tish

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

ac count
ed i tor
i ci cle
fact
cob web

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

re quest
close ly
gos sip
moist
mois ture

men tion
puz zle
rid dle
mi ser
o dor

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

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

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

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

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

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

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

yoke
annoy
an noyed
mocked
for ev er

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

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

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

THE CALF AND THE OX

A calf that had never felt the yoke, _mocked_ an ox who was
_attached_ to a plow for _submitting_ to such _drudgery_. The
ox was _annoyed_ but _continued_ his work.

Not long after there was a great _festival_. The ox had his
_annual_ holiday for this _event_, but the calf was sacrificed
on the altar.

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

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

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

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

The plural of nouns is generally formed by adding _s_ to the singular.
You have learned that some nouns ending in _f_ change the _f_ to _v_
and add _es_. You have also learned that nouns ending in _y_ preceded
by a consonant change _y_ to _i_ and add _es_. Some nouns ending in _o_
preceded by a consonant form the plural by adding _es_.

Write the plural of the following.

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

Nouns ending in _s_, _sh_, _ch_, and _x_ generally form their plurals by
adding _es_.

Write the plural of the following.

crutch
brush
fox
glass
torch
wish
box
class

si lent
si lent ly
si lence
safe ly
saf est

re spond
re sponse
re fer
se lect
a ris es

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

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

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

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

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

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

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

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

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

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

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

“_I_ before _e_
Except after _c_
Or when sounded as _a_
As in _neighbor_ or _weigh_.”

brief
chief
field
fiend
fierce
niece

grief
grieve
pier
pierce
piece
priest

se ries
thief
siege
shield
wield
yield

friend
mis chief
a chieve
tier
sieve
fron tier

In the following words the _e_ comes before the _i_ in accordance with
the rule on page 47, for the _ei_ is pronounced like _a_.

neigh
neigh bor
weigh
eight
freight
sleigh

rein
reign
veil
vein
skein
weight

The following words are exceptions to the rule “_i_ before _e_.”

nei ther
lei sure
heif er
for feit
seize

an cient
height
for eign
sov er eign
coun ter feit

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

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

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

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

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

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

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

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

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

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

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

re ward
ful fill
a head
curse
par ish

ex pense
ex pen sive
foe man
per formed
pre tend

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

worse
worst
re solve
re so lu tion
re quire

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

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

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

—GAY.

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

moth
gnaws
gar ment
con sume
sur est

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

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

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

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

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

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

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

Quality not quantity.—OLD MOTTO.

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

per mit
scent
mere
pris on
sug gest
vol ume

AN OCEAN VOYAGE

o cean
a board
steam er
voy age
for eign

group
heart y
fare well
cruise
folks

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

diz zy
sen sa tion
feel ing
seized
sick ness

re tire
berth
cash ion
wrapped
com fort

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

route
wreck
be ware
dis as ter
dam age

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

planned
mu si cian
danc ing
waltz
or ches tra

pub lish
pro gram
wire less
mag a zine
jour nal

sub scribe
fund
sail or
wid ows
or phans

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

dark ness
cloud y
rec og nize
ap pear ance
buoy

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

quaint
nov el ty
treas ure
pur chase
sketch es

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

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

Choose a lesson and write a short description of the picture the words
suggest to you—one sentence will do if you can get all the words into
it, as, Lesson 83—Everyone was asked to _subscribe_ to the _fund_ for
_sailors’ widows_ and _orphans_.

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

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

lof ty
bald
rud dy
scorch
dirt
de vout
quick

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

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

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

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

The apparel oft proclaims the man.—SHAKESPEARE.

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

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

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

suit
sew
but ton
wrin kle
vel vet
flan nel

100

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

101

in sure
in come
part ner
ad vise
lo cal

102

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

103

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

GOVERNMENT

104

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

105

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

106

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

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

107

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

108

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

109

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

110

dis trict
bal lot
sen ate
em pire
re pub lic

111

cup ful
spoon ful
fear ful
hand ful
wake ful

112

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

113

truth ful
trust ful
shame ful
mourn ful
fright ful

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

114

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

Which of the words in the above lesson changes the final _y_ to _i_ when
_ful_ is added? Why? Which does not? Why not?

115

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

116

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

117

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

118

RULES OF BEHAVIOR

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

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

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

All service is the same with God.—BROWNING.

119

cler gy man
bish op
min is ter
priest
bless ing

120

ser mon
wor ship
cat e chism
chap el
choir

121

col lec tion
hymn
ser vant
ser vice
law yer

122

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

123

oath
term
crime
in no cent
po lice

124

wit ness
pi rate
bur glar
cap tive
cap ture

125

cir cuit
court
con sult
con vict
con vince

126

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

127

ar rest
en trance
flight
length
an swer

128

meas ure
run ning
al low
them selves
spec ial

129

wait
a wait
sup pose
for ward
loss

130

ob ject
man ner
fea ture
in jure
man a ger

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

131

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

132

throat
al co hol
tab let
liq uor
fix ture

133

den tist
cav i ty
de cay
dis ease
pulse

134

ar ter y
vein
cramp
deaf
stom ach

135

ill ness
grippe
croup
phys ic
poul tice

136

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

137

valve
var nish
as phalt
cin der
chis el

138

pol ish
switch
brake
tack le
sig nal

139

flu id
fil ter
gas o line
high way
clutch

140

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

141

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

142

ag ri cul ture
let tuce
lo cust
maize
pars nip

Taste the joy that springs from labor.—LONGFELLOW.

143

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

144

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

145

bram ble
breed
bri er
cel er y
chore

146

churn
cis tern
chopped
rye
drought

147

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

148

fi ber
fric tion
mor tar
pat ent
fau cet

149

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

150

sam ple
ve hi cle
bel lows
re pair
in cline

151

bank er
draft
de pos it
cred it
clerk

152

cash ier
pay ment
mer chant
whole sale
re tail

153

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

154

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

Without labor life is dull, a man useless.

155

mo las ses
mus tard
mut ton
grease
sir up

156

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

157

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

158

ma son
trow el
gran ite
auc tion
lens

159

laun der
laun dry
knead
grid dle
lunch eon

160

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

161

sal ad
ca fé
canned
chow der
cus tard

162

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

163

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

164

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

165

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

166

en gine
en gi neer
gen u ine
qui et
work

REVIEW LIST

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

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

VOCABULARY FOR THE SIXTH YEAR

aboard
accomplish
account
achieve
action
actor
admiral
admission
adopt
adventures
advertise
advertisement
advise
agriculture
ahead
alcohol
allow
almond
altar
altogether
ancient
anecdotes
animated
annoy
annoyed
annual
answer
apart
apartment
apothecary
apparel
appearance
appetite
applaud
applicant
application
approach
apricot
argument
arise
arises
arising
armor
arnica
arrest
arrival
arrive
artery
asparagus
asphalt
assembly
assistance
assistant
associate
association
athlete
athletic
Atlantic
attached
attention
auction
auctioneer
audience
authority
await
awaken
awful
baggage
bald
ballot
banker
banner
basketful
bathing
behavior
belief
believe
believing
bellows
berth
beware
bishop
blessing
boarder
bomb
bore
boring
bounce
bouncing
bouquet
box
bracelet
bracket
brake
bramble
breed
brief
brier
British
brush
buffalo
bungalow
buoy
bureau
burglar
button
cabinet
cadet
café
calico
camera
cancer
candidate
canned
captive
capture
career
cargo
carnation
cashier
casket
catechism
caterpillar
cavity
cedar
ceiling
celery
cemetery
ceremony
chairman
chapel
character
cheaply
chief
chisel
choir
chopped
chore
chowder
Christmas
churn
cigar
cigarette
cinder
cinnamon
circuit
cistern
citizen
claim
clapboard
clerk
clergyman
closely
cloudy
clutch
cobweb
coconut
coffin
collect
collection
combination
combine
comfort
committee
company
compare
comparing
complexion
conceit
concludes
conclusion
congress
constitution
consult
consume
continue
contract
contractor
contradict
contradiction
convict
convince
cotton
counterfeit
county
court
cramp
credit
crime
croup
cruise
crutch
cucumber
cupful
curse
cushion
custard
customary
damage
dancing
darkness
dawn
deaf
decay
deceit
deceitful
decisive
decision
declaration
declared
declined
decorate
decoration
defeat
defend
defense
defensive
dentist
departure
deposit
description
deserve
design
dessert
devout
diet
diploma
disaster
disease
disgrace
display
dispute
district
dizzy
dodge
domestic
draft
dreadful
drought
drudge
drudgery
druggist
durable
dining
earliest
echo
editor
educate
education
eight
elastic
elect
election
empire
employer
employment
enclose
endowed
engage
engine
engineer
England
English
enlarge
entertainment
entrance
envied
envious
envy
equality
equally
equator
escape
establish
esteem
event
excel
excellence
excellent
excursion
exercise
exhibit
expense
expensive
experience
expression
exterior
eyebrows
fabric
fact
factory
fanciful
fancy
farewell
fashion
faucet
favorable
favorite
fearful
feature
feeling
fertilize
festival
fiber
field
fiend
fierce
filter
fixture
flannel
flight
florist
fluent
fluid
foeman
foliage
folks
following
foolish
forehead
foreign
forever
forfeit
formal
formed
former
formerly
forward
foundation
foundry
fox
fragrant
freight
friction
friend
frightful
frontier
fulfill
fund
funeral
furniture
gallantly
garment
gasoline
genuine
geranium
ginger
gingham
glass
gleaming
gnaws
gossip
govern
government
governor
gracious
gradually
granite
grease
griddle
grief
grieve
grippe
group
hailed
halibut
halt
handful
handkerchief
hasten
hastily
hearse
hearty
heifer
height
hero
highway
hoist
holiday
hosiery
household
hydrant
hymn
icicle
idleness
illegal
illness
immediate
impertinence
impertinent
incline
include
income
industries
industrious
industry
inform
information
inherit
injure
innocent
inquire
insect
inspector
inspection
insure
insurance
interior
introduce
introduction
invent
invention
investigation
Ireland
Irish
irregular
jacket
jeweler
journal
justice
jury
kerosene
knead
kodak
launder
lawyer
legal
leisure
length
lens
liquor
lobster
local
locust
lodge
lofty
loss
lowered
luncheon
luxury
machinery
machinist
mackerel
magazine
mahogany
maize
majestic
majesty
manager
manner
mansion
manufacture
manufacturer
marine
marshal
mason
material
maxim
mayor
measure
mechanics
medical
meeting
memorial
memory
mention
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