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

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Title: Lippincott's Horn-Ashbaugh Speller - For Grades One to Eight
Author: Horn, Ernest, Ashbaugh, Ernest J.
Language: English
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*** Start of this LibraryBlog Digital Book "Lippincott's Horn-Ashbaugh Speller - For Grades One to Eight" ***

LIPPINCOTT'S
HORN-ASHBAUGH
SPELLER
FOR GRADES ONE TO EIGHT

BY
ERNEST HORN, PH.D.

PROFESSOR OF EDUCATION AND DIRECTOR
OF THE UNIVERSITY ELEMENTARY SCHOOL
THE STATE UNIVERSITY OF IOWA

AND

ERNEST J. ASHBAUGH, PH.D.

ASSOCIATE PROFESSOR OF EDUCATION AND CHIEF OF THE
BUREAU OF EDUCATIONAL TESTS AND MEASUREMENTS
THE STATE UNIVERSITY OF IOWA

PHILADELPHIA, LONDON, CHICAGO
J. B. LIPPINCOTT COMPANY

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.

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.

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.

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.

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.

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.

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.

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.

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.

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 ..."

*** End of this LibraryBlog Digital Book "Lippincott's Horn-Ashbaugh Speller - For Grades One to Eight" ***

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