,,learning ,,to ,,spell ,a ,manual for ,teachers ,using the ,,aldine ,,speller ,,by ,,catherine ,t4 ,,bryce ,,assistant ,,professor ,,of ,,elementary ,,education ,,yale ,,university ,,frank ,j4 ,,sherman ,,formerly ,,superintendent ,,of ,,schools ,,danvers1 ,,massachusetts ,,and ,,arthur ,w4 ,,kallom ,,assistant ,,director ,,of ,,educational ,,investigation ,,and ,,measurements1 ,,boston1 ,,massachusetts ,illustration ,,new ,,york ,,newson ,,company ,,copyright1 #aiba1 ,,by ,,newson ,,company ,all rights reserved4 ,,learning ,,to ,,spell ,are we spelling as well in our schools today as our forefathers did in the little red schoolhouse8 ,this is the question that has been asked many times but no one has been able to answer it in any convincing way4 ,there have been advocates of both sides of the question4 ,the fact remains that no one knows4 ,we do not know how well children could spell fifty1 or even twenty-five1 years ago4 ,as time goes by there is a glamour thrown over the past and we see only the high lights4 ,we remember that in spelling a match there was a certain boy1 or girl1 who spelled down the entire school time after time1 or possibly had a reputation for being the best speller in the entire county4 ,when a spelling match was announced it was a foregone conclusion that the victory lay between two or three pupils4 ,how many children of the eighth grade could spell the following list of words8 phthisicky ichthyology abstemious demoniacal magisterial convalesce calligraphy saccharin ,we remember the pupils who were able to spell these difficult words1 and we forget those who were unable to spell them4 ,we remember the good spellers and forget how many poor ones there were4 ,the question is not whether one or two could spell1 or learn to spell such words1 but could nearly every pupil in the school spell such words8 ,if they could1 what use did they make of their knowledge8 ,the corollary to the proposition is1 how many were unable to spell 8which10 8there10 8writing10 8guess10 and a thousand other common words8 ,the question then is fairly before us2 viz41 ,what is the object of teaching spelling8 ,,object ,,of ,,teaching ,,spelling ,ever since the school of early days spelling has accompanied 8reading1 'riting1 and 'rithmetic0 as a part of the curriculum4 ,the day when reading was taught by the 8spelling method10 so called1 is not far back in the past4 8,how can one learn to read if one does not know his letters1 that he may be able to spell out the words that he meets in his reading80 ,not until recently has the question been asked1 8,why do we study spelling at all80 ,do we need it in our reading8 ,modern methods have shown us that we do not4 ,we need to know how to spell only when we wish to write4 ,how often does the average person write 8phthisicky10 8magisterial10 8ichthyology10 8convalesce10 and other equally uncommon words8 ,not often1 perhaps never4 ,then why spend the time of our overcrowded school day in having children try to learn these words1 when numerous recent investigations show positively that children are constantly misspelling 8which10 8there10 8their10 and many other common1 everyday words8 ,,teaching ,,versus ,,testing ,for many years the spelling lesson has been1 with many teachers1 a means of obtaining a breathing space in the day's work4 ,it was comparatively easy to say to the children 8,take the next twenty words40 ,the study of these words took some time1 and it was easy work to dictate the lesson at the end of fifteen or twenty minutes1 have the pupils exchange papers1 and correct the words4 ,what was the net result at the end of the year8 ,no one knew4 ,had they tested the right words for the given grade8 ,no one knew4 ,they had tested the words that were given in the spelling book adopted by the city1 town1 or state4 ,most of the books contained from #aj1jjj to #ab1jjj words4 ,that the children did not use many of these words in their written work made little or no difference4 ,in some cases at least1 the author of a spelling book took the dictionary and started with the a's and proceeded through the alphabet1 deciding that the children ought to know how to spell this word1 and that word1 and so on through the dictionary1 ,no attempt was made to find out whether the pupil used the words or not1 and no attempt was made to place the words according to their use in the proper grade4 ,was it possible for a teacher using such a book to test the right words8 ,probably not4 ,she tested all she could4 ,she assigned ten words a day for about #aej days during the year1 or if she dared1 or the course of study called for it1 twenty1 or twenty-five words were given in the upper grades4 ,the teacher was compelled to do so in order to finish the speller4 ,did she teach the words8 ,how could she teach even the ten words in the short time allowed8 ,in order that spelling words might be taught some teachers suggested that five new words a day would be sufficient to meet the needs of the pupil4 ,the answer of many teachers1 following ancient traditions1 shows that they think that this would be unwise4 ,not to teach 8which10 8there10 8their10 and such words until the upper grades certainly would be even more unwise4 ,teachers have had the mistaken idea that children learn to spell many words because of constant use1 and that there is no need of teaching them4 ,recent studies have shown that this is not true except with respect to occasional children who have already developed what has been called a spelling consciousness4 ,in the vast majority of cases this spelling consciousness needs to be developed4 ,to accomplish this words have to be selected1 and carefully and systematically taught1 to most children4 ,the selection of words1 therefore1 is an important work of the author of a spelling book4 ,thanks to recent investigations the day has come when two important questions are being asked3 #a4 ,what words ought we to teach8 #b4 ,how shall these selected words be taught8 ,,selection ,,of ,a ,,vocabulary ,in the past teachers have had little or nothing to do with the selection of the widely differing vocabularies which they have had to teach4 ,the best of our teachers have attempted to select a reasonable list from the spelling book which has been provided4 ,that selection1 however1 has been limited by the spelling book in use1 the vocabulary of which has already been selected1 and may or may not be a reasonable one4 ,the question may even be raised1 8,to what extent can teachers intelligently select the vocabulary which should be taught80 ,in #aiad teachers of the city of ,boston chosen from all the elementary grades1 were asked to make a selection of words fitted for their respective grades4 ,the significant thing in their report was that the second grade teachers chose not only words which should be taught in the second grade1 but also words which eventually should be taught in each later grade2 and many teachers of the eighth grade selected words which should have been taught in a previous grade4 8,always10 for example1 was in the list of one or more teachers of every grade1 ,i to ,,viii inclusive4 ,many other words were in the lists of teachers of several grades4 ,in #aiaf ,jones's 8,hundred ,demons0 7see page #bb1 ,part ,,iii7 were given to forty-five second grade teachers for them to select the words which should be retained in the second grade4 ,seventy-nine of these words are among ,ayres's 8,thousand ,commonest ,words in the ,english ,language40 ,every word was voted to be retained by one1 or more than one1 second grade teacher as suitable to be taught to second grade pupils4 ,a group of twenty-eight prospective ,boston teachers1 who had had some experience in the grades as practice teachers1 and much experience in observation1 was asked to arrange the following list of words in the order of their difficulty3 ache enough direction company business hoped ocean muscle sentence whether ,the directions given were to place the easiest word1 in so far as its spelling difficulty was concerned1 first1 and the most difficult word last1 the others to be arranged according to the difficulty of each4 ,after the several lists were collected it was found that each of the ten words had been classed as most difficult by some one1 and each of the ten words had been classed as least difficult by some one4 ,thus all the investigations tend to show that teachers are not able to select words according to their difficulty4 ,the difficulty can only be found by experimenting with thousands of children and by laboriously correcting and tabulating the results4 ,fortunately we have a number of such investigations1 so that the assignment of words to a certain grade need not be wholly dependent upon the judgment of an individual teacher1 but upon the results obtained from testing thousands of children by a number of different skilled investigators4 ,,selection ,,of ,a ,,vocabulary ,,through ,,investigation ,a most important investigation of the vocabularies of children has been made by ,dr4 ,w4 ,franklin ,jones of the ,university of ,south ,dakota4 ,dr4 ,jones studied #ge1jjj themes written by children of all grades from the second to the eighth inclusive1 gathered from three different states1 and averaging a little less than #aij words each4 ,the number of themes per student ranged from #ef to #aje4 ,the total number of words amounted to nearly #ae1jjj1jjj4 ,among the important results of this investigation the following stand out significantly3 #a4 ,out of the #ae1jjj1jjj words used there were only #d1ecb different words used by more than #b of the pupils4 7#e1jjj carefully selected words are1 therefore1 probably sufficient for pupils to learn in the first eight years of school47 #b4 ,the number of words listed per pupil ranged from #dca1 the smallest vocabulary in the second grade1 to #b1hab for the largest vocabulary of an eighth grade pupil4 ,this does not necessarily mean that #c1jjj words are sufficient for the spelling vocabulary of children in our schools4 ,the fact that the various investigators disagree to some extent in the vocabularies which they find1 is enough to prove this point4 ,there are many factors1 such as home conditions1 nationality1 and locality1 which may affect the number of words that will be used4 ,however1 when the number is increased to approximately twice the largest single vocabulary found1 all of the common words of the best investigations will have been included4 #c4 ,the average number of words in the written vocabulary of each grade is as follows3 ,grade #b #eba ,grade #c #ijh ,grade #d #a1bce ,grade #e #a1dhi ,grade #f #a1gaj ,grade #g #a1ibf ,grade #h #b1ace ,jones shows that the writing vocabulary of children is comparatively small4 ,this narrows our spelling problem within correspondingly small limits4 #d4 ,of the #d1ecb different words the number used by at least #b of the pupils in the respective grades was as follows3 ,grade #b #a1ibg ,grade #c1 new words added #dfi ,grade #d1 new words added #ddb ,grade #e1 new words added #dcb ,grade #f1 new words added #dbe ,grade #g1 new words added #dai ,grade #h1 new words added #dah ---------- #d1ecb ,,when ,,should ,,spelling ,,be ,,taught ,the scientific teaching of spelling requires that words shall be taught in the grade in which they are first used4 ,when the child first enters school his speaking vocabulary is comparatively large4 ,his reading vocabulary varies from nothing to one fairly large1 depending1 in part1 on the home from which the child comes4 ,his writing vocabulary is very limited1 even under the best of conditions4 ,this latter increases very rapidly during the first three years4 ,the teaching of nearly #b1jjj words in the second grade becomes1 of course1 a gigantic1 even an impossible1 task4 ,the ,,aldine ,,speller obviates this in two ways3 7a7 ,by postponing the teaching of the words least likely to be used in the second grade until a later grade4 7b7 ,many of the words which should be taught in the early grades have basic parts which have been called phonograms4 ,by use of these phonogram groups1 or 8families10 the number of words taught in the first and second grades can be very greatly increased1 and the best possible foundation given for the development of a spelling sense4 ,the ,,aldine ,,speller makes full use of this principle1 and a very complete list of phonic 8families0 will be found at the close of the work of the second year4 7,see page #fe1 ,part ,i47 ,attention is also called to suggestions for teaching such words on page #bh of this manual4 ,,other ,,investigations ,in #aiaa ,mr4 ,r4 ,c4 ,eldridge published the results of a study of #bej different newspaper articles occurring in four issues of a ,buffalo ,sunday paper4 ,of the #dc1jih words tabulated there were only #f1jjb different words4 ,this again shows that the writing vocabulary even of adults is comparatively small4 ,cook and ,o',shea studied the correspondence of thirteen adults1 tabulating #bjj1jjj words1 and found only #e1bjj different words4 ,there is one underlying characteristic of each of these three studies2 viz41 the writing1 and therefore the spelling1 vocabulary of individuals is much smaller than we formerly considered it1 and consists of approximately #e1jjj words4 7,the ,,aldine vocabulary contains approximately #e1jjj carefully selected words which should form the basis of the writing vocabulary of an eighth grade pupil47 ,,the ,,construction ,,of ,a ,,spelling ,,scale ,in #aiae ,dr4 ,leonard ,p4 ,ayres of the ,russell ,sage ,foundation tabulated some of the lists of words then available and made a selection of the #a1jjj commonest words4 ,this list of #a1jjj words was then divided into #ej lists of #bj words each and given in the middle of the year to the children of two consecutive grades in a number of cities4 ,as a check1 words were taken from each of the fifty lists and recombined into new sets of twenty words each1 then sent out as tests in each of four consecutive grades in different cities4 ,the whole number of children thus tested was #gj1jjj in #hd cities in grades ,,ii to ,,viii inclusive4 ,on the basis of this testing the ,ayres ,spelling ,scale was organized4 ,the significant features of the scale are3 7#a7 ,it contains only the commonest words4 7#b7 ,it gives approximately what one ought to expect from any given grade when spelling words that are listed as equal in spelling difficulty4 7#c7 ,the determination of the difficulty of any word was not dependent on the judgment of any one person1 or group of persons1 but on the ability of a large group of children to spell those words by writing them4 ,in giving the tests for the purpose of this scale it was not previously known whether the words had been studied or not4 ,it has been found that testing these words after they have been carefully taught yields from #e to #bj higher accuracy4 ,because they are the most common words in our language 7,ayres found that these words comprise approximately #ij of our writing vocabulary7 they are the words which ought to be taught carefully and thoroughly4 ,all of these words occur in the ,aldine ,vocabulary4 ,,the ,,boston ,,list ,the ,boston ,minimum ,list consists of words selected from lists that had been sent in by the teachers of the different grades as the words which1 in their opinion1 should be taught in their respective classes4 ,two hundred and thirty-seven teachers sent in lists of approximately thirty-five words each4 ,these words were then arranged in alphabetical order together with the number of teachers reporting each word4 ,all words were then arranged in two lists1 a minimum list composed of words which it was considered desirable for every child to know1 and a supplementary list1 including all the other words which had been reported4 ,the words were at the same time assigned to the grades in which they were to be taught on the following basis3 #a4 ,only those words that were reported by at least five teachers were placed in the minimum list4 #b4 ,any given word was placed in the grade in which it was reported by the largest number of teachers4 #c4 ,if the spelling of any word depended on a particular rule or suggestion the word was placed in the grade in which such a rule or suggestion was given in the course of study then in force4 ,after a year's work on the words they were assigned a value determined by the percentage of children who were able to spell the word correctly in a carefully controlled test4 ,this provided a definite problem for the teacher because it pointed out the easy and the difficult words4 ,a word with a high percentage of accuracy was considered an easy word4 ,a word with a low percentage of accuracy was considered a difficult word4 ,,other ,,lists ,from time to time during the last few years other lists of words have been organized1 all with the view of conserving the time given to spelling by requiring the pupil to learn to spell only those words for which he has an immediate or a probable future use4 ,there has also been an attempt on the part of a few of the organizers to determine the difficulty of the lists as was done in ,boston4 ,such lists have been organized in ,st4 ,louis and ,kansas ,city1 ,missouri1 and in other places1 notably in the state of ,iowa4 ,,the ,,construction ,,of ,,the ,,aldine ,,speller ,the vocabulary of the ,,aldine ,,speller has been selected with great care4 ,all the important lists were tabulated in such a way as to show the recurrence of the words and the grade distribution4 ,careful testing and study were given where there were significant variations in order to determine the correct selection and gradation4 ,in addition to this the vocabularies of several of the best known textbooks were tabulated to ascertain the basis1 if any1 of their selection of words4 ,these vocabularies varied so largely as to be of little value except to show the defects of unscientific selection4 ,approximately #e1jjj words were finally chosen4 ,these include the words in common use and such words in the upper grades as are necessary to teach the varying vocabulary of life by the development of desirable forms4 ,without this attention to derivatives1 difficult endings1 the error producing problems of ie or ei1 and the doubling of the final consonant1 no course in learning to spell is complete or fully effective4 ,after the selection of the words a series of illustrative sentences was gathered from many sources4 ,many of these sentences are quotations from our best authors1 are within the grasp of the children1 and will be found invaluable for memorizing1 as dictation exercises1 or used simply to illustrate the use of the words taught in the previous lessons4 ,finally1 at the end of the work for each grade1 will be found an alphabetically arranged list of all the words taught in that grade1 with the exception of the phonic words taught in the first and second grades which are not alphabetically arranged4 ,the latter will be found1 with others of the same 8family10 or series1 at the end of ,part ,i4 ,,types ,,of ,,learning ,in the past the method of giving the spelling lesson was to assign a list of words for pupils to study4 ,after a period of time the lesson was 8recited40 ,the 8recitation0 consisted largely of testing the pupils1 either orally or through written work1 to see if they had learned what had been assigned to them4 ,this method of learning spelling appealed to only one type of pupil1 i4e41 the pupil who learned by seeing4 ,however1 we know now that1 although most children depend largely upon vision for what they learn1 there are those who learn best by hearing the word spoken1 while there are others who learn best by going through the motions of making the letters1 either with the throat or the hand1 and a large majority learn best by using all four processes4 ,to obtain the best results teachers are urged to give the pupils a chance to use all four processes1 not for the purpose of testing their ability to spell1 but as a method of learning4 ,in this way appeal is made successively to the eye1 the ear1 the vocal organs1 and the hand4 ,all these taken together form associations which will be of great help in enabling the pupil to retain the correct spelling of the word4 ,it gives the pupil a mental picture of the word through the sense that is best suited to him1 besides giving all pupils the help of all the senses in fixing the word4 ,if the sense of hearing holds an important place in learning to spell then oral spelling becomes an important factor in the teaching and learning to spell4 ,oral spelling should always precede written spelling4 ,,written ,,spelling ,ability to spell a word means the carrying out of certain habits which have already been formed4 ,if these habits are right then the word is spelled correctly4 ,if children have not formed the right set of habits1 if their pronunciation is wrong1 if their mental picture is distorted1 if imperfect vision causes them to see the word indistinctly1 if their hearing is not normal1 or if the cordination of the muscles is poor1 any or all of these things will lead to the misspelling of a word4 ,it is highly important1 therefore1 that the first impression which the pupil gets of the word shall be a correct one4 ,that first impressions are lasting must be continually kept in mind4 ,the method of teaching will help or hinder the getting of this correct impression4 ,,pronunciation ,,and ,,enunciation ,assuming that every word in the spelling lesson is already long since in the child's speaking vocabulary there should be no word in it that he cannot and does not pronounce correctly4 ,however1 there are some very common words too often mispronounced4 ,the teacher should watch for these words and secure a correct pronunciation4 ,there is little chance for a boy to spell 8kept0 correctly1 if he pronounces the word as though it were spelled 8k-e-p40 ,in words of more than one syllable the form should be emphasized by syllabication1 thus making certain that each syllable is pronounced4 ,of #aee pupils who misspelled 8boundary10 #ajj1 or #fd4e spelled the word they heard1 namely 8boundry40 ,this spelling was certainly caused by poor pronunciation4 ,syllabication makes the spelling more obvious1 promotes clear enunciation1 and assists in making a clear mental picture of the word4 ,if the word is composed of two words1 as 8somewhere10 he sees more readily that the long word is only made up of the two short words with which he is already familiar4 ,throughout the book all words of more than one syllable are so syllabicated when first taught4 ,it is unwise to require children to divide such words in a written spelling lesson4 ,much time and much thought may wisely be given to the enunciation of children4 ,clear and accurate enunciation should always be demanded4 ,children strongly tend to spell as they speak4 ,slovenly enunciation will give inaccurate spelling4 ,,root ,,words ,,and ,,derived ,,words ,there is abundant material throughout the book illustrating the changes in root words when derivatives are formed4 ,this does not mean1 however1 that there is nothing for the teacher to do4 ,the teacher must keep constantly in mind that it is not necessarily true that because the child can spell 8health10 he can spell 8healthy40 ,below is given a list of twenty-three words and one or more derivatives which were given to approximately #a1jjj children in the sixth grade4 ,it was known beforehand that the root word had been taught either during the year or in the fifth grade4 ,the number following each word indicates the percentage of accuracy with which each word was spelled4 ,it will be noted that in each case the root word was spelled with from #e to #dj higher accuracy than the derivatives4 ,,comparison ,,of ,,roots ,,and ,,derivatives 7,all root words occurred in the sixth grade minimum list47 abbreviate #gh abbreviates #ge absence #he absences #ge accident #ij accidents #gg arrange #ib arranging #hf attack #id attacked #hg attacking #id boundary #hg boundaries #fg century #ic centuries #gg commence #he commenced #ha commencing #gd conquer #hi conquered #hj deceive #hj deceiving #gj decide #hg decided #he deciding #he describe #hb describing #gf industry #if industries #gi judge #ih judges #ic material #hd materials #ge mosquito #id mosquitoes #ei recognize #hg recognized #he return #ih returned #ic returning #ie salary #hf salaries #gg telegraph #ih telegraphed #ij telephone #ih telephoned #ie ventilate #hg ventilated #he wharf #ii wharves #fi ,in every case but one 7attacking7 the derivative proved itself a harder word to spell even though it1 too1 had been taught4 ,since it is important that children should know how to spell such common words as 8judges10 8mosquitoes10 etc41 as well as the root word1 many derived forms must be considered as presenting new spelling problems and taught as such4 ,since it is impossible to teach all derivatives and the needs of the pupils are varied1 careful training in the formation of derivatives must be given4 ,,homophones ,,or ,,homonyms ,homophones1 or as they are more commonly called1 homonyms1 are words spelled differently but pronounced alike4 ,throughout the text of this book they have been purposely kept apart4 ,investigation strongly points to the conclusion that they should be kept apart until the correct spelling has become a fixed habit1 and the ability to use them correctly in sentences reasonably sure4 ,in order that no confusion as to the proper use of a homophone may arise in the child's mind1 it should be presented in a phrase1 or still better in a complete sentence4 ,in dictating words it should never be taken for granted that the child knows which one of a pair of homophones is meant4 ,a sentence should be given to show which one is required4 ,spelling there correctly in a column of words does not necessarily mean that the word would be spelled correctly in a sentence4 ,if the child always hears it in its proper setting there will be a tendency always to see it in this setting with the correct spelling naturally following4 ,,proper ,,names ,the proper names that should be taught vary with the community and the school4 ,the teacher should herself select those that need to be taught to her class4 ,in the first grade the child should be taught to spell his own name4 ,in the second grade he should be taught the most common names of other children in the room1 the name of the teacher1 of the city or town1 and of the state4 ,he should be taught that these names always begin with a capital letter4 ,other local names of special importance should be taught at the discretion of the teacher4 ,in later grades the names that are needed in ,geography and ,history should be taught in connection with those subjects4 ,,use ,,of ,,the ,,dictionary ,the 8dictionary habit0 is a most desirable one4 ,those children are fortunate who have instant access to a dictionary when they begin the work in the fourth grade4 ,however1 children must be taught how to use the dictionary4 ,suggestions for teaching the use of it may be found in the suggestions for each grade4 7,see pages #cg1 #db1 #df1 #ee1 etc47 ,do not deaden the interest by requiring the pupils to look up every word in the lesson1 but rather have them look up all words whose spelling or pronunciation is uncertain4 ,such work may be used very profitably as a language lesson rather than as a part of the spelling lesson4 ,many interesting and helpful lessons may be given in forming plurals1 adding prefixes and suffixes1 selecting derivatives1 and finding synonyms other than those given in the book4 ,no lesson should be assigned in the dictionary before the children have been taught how to use it4 ,the lessons in this book suggest how to teach its use and give some practical experience in consulting it for the pronunciation of words4 ,the resourceful teacher will find opportunity for much additional practice4 ,,rules ,,and ,,their ,,uses ,the ,,aldine ,,speller aims to develop a few general rules for spelling4 ,these are carefully developed throughout the grades but appear as formal rules only in the later grades4 ,the foundation of some of the rules is laid in ,part ,i1 and the development continues throughout the succeeding grades4 7,see lesson #eg1 grade ,,iii1 lesson #gd1 grade ,,iv1 etc47 ,,review ,,lists ,throughout the book1 review lists are common4 ,the time usually allotted to the spelling lesson is short and1 therefore1 only those words which have been shown by investigation to need reviewing occur in these review lists4 ,words presenting the most difficulty are often repeated in the same and succeeding grades4 ,the words which are recurring constantly in the written vocabulary of children are the words which they need to be sure that they have mastered4 ,including only such words for review will enable both teacher and pupil to conserve the time of the school day4 ,the lessons are short and it is expected that each word is to be carefully taught the first time4 ,if this is done and the pupil's list of the misspelled words is kept1 the need of long reviews will be minimized4 ,other lists in the form of reviews consist of groups of words especially alluded to by other authors4 ,for example1 at the close of the work of the third grade will be found the hundred commonest words in the ,english language4 ,ayres points out that these words with their repetitions constitute about one-half of all the words we write4 ,there is no question about the need of thoroughly mastering them early4 ,on pages #db and #dc of the fifth year work and pages #hd and #he of the sixth year will be found lists of words taken from the #a1jjj commonest words of the ,english language4 ,at the end of other grades will be found lists of known trouble makers which should be carefully reviewed4 ,,use ,,of ,,vocabulary ,at the end of the work for each grade1 the list of the words taught in the grade is given4 ,if the word is taught in any previous grade an asterisk is placed before the word4 ,for example1 which appears in the vocabulary of grade ,,vi in this manner3 99 which4 ,this shows that which has been taught in a previous grade but does not tell in what grades1 nor how many times it occurs in each grade4 ,it is given in the vocabulary of grade ,v in the same manner4 ,in grade ,,iii it occurs without the asterisk1 showing that this word occurs for the first time in grade ,,iii4 ,these vocabularies should be of great value to both teacher and pupil as they will enable both to determine at once the words which have been taught in the respective grades4 ,if the word has been taught in a previous grade the teacher will know it and govern herself accordingly4 ,if the word has been presented in that grade the pupil has a chance to find out the spelling without consulting the teacher1 thus saving the teacher's time4 ,,phonetic ,,words ,many of the words in this book are grouped into phonetic lists4 ,the object of this is strongly to impress the basic part of these words upon the child4 ,the repeated sight1 sound1 and spelling of this common combination of letters makes it possible to learn the words in a list easily and in a short time4 ,,an ,,effective ,,method #a4 ,write one of the words on the blackboard4 ,while writing the word pronounce it very distinctly by syllables1 being clear in enunciation4 #b4 ,have the word pronounced in concert by the class and individually by poor spellers1 particularly those whose enunciation is naturally poor4 #c4 ,develop the meaning orally by using the word in a sentence1 or defining it4 #d4 ,rewrite the word dividing it into syllables either by a slight break or a line4 ,call on pupils to spell orally by syllables1 as3 i-n--d-e--p-e-n-d--e-n-t--independent4 #e4 ,have pupils indicate familiar parts or phonograms in the words4 ,have them point out peculiarities1 non-phonetic elements1 silent letters1 double consonants1 etc4 ,call attention to any that they do not observe4 #f4 ,have pupils write the word at least two or three times1 pronouncing it softly by syllables1 or spelling it silently as they write4 #g4 ,after the words of the lesson have been studied in this way1 allow pupils to study the words silently1 laying stress on words which have seemed most difficult to them4 #h4 ,bear in mind the following3 7a7 ,a single lesson should consist of a small number of words4 ,the ,,aldine ,,speller plans for two or three new sight words 7or five to seven words in a phonic series7 for a lesson in the lower grades1 gradually increasing until five or six new words may be used in a lesson in the upper grades4 7b7 ,errors should be anticipated and prevented as far as possible4 ,create a strong impression of the word at the beginning4 7c7 ,correct pronunciation1 and above all clear enunciation1 should be insisted on at all times4 7d7 ,writing the word on the board or on paper immediately after the oral discussion of it gives the 8muscle feel0 of the word that is of great importance4 7e7 ,the ancient custom of requiring the writing of words a number of times as a punishment is a crime4 7f7 ,a weekly test should be given4 ,this should consist of words taught during the week1 of words previously misspelled by the pupils1 of words from the 8,demon ,books10 or personal lists of the pupils4 ,,correction ,,of ,a ,,word ,in the past teachers 8corrected0 spelling papers solely for the purpose of determining which words were spelled incorrectly4 ,the better thought is to examine spelling papers for the purpose of finding which words are wrong in order to determine why they are misspelled4 ,this helps the teacher because it enables her to place the emphasis on the part of the word which is difficult and tends to prevent further misspelling4 ,prevent the misspelling of a word at the beginning4 ,form right habits of spelling rather than attempt to correct bad habits of spelling1 should be the slogan of every teacher4 ,in correcting spelling it should be borne in mind that some words have more than one correct spelling4 ,the child's spelling should not be called incorrect if it is an approved form4 ,call his attention to the preferred form1 telling him why it is preferred4 ,,pupil ,,lists ,one method of bringing about this formation of good habits is to have each pupil keep a list of his own 8demons40 ,each pupil's list will be different1 for many words are 8demons0 for one pupil but not for another4 ,this list may include root words and derivatives1 or only derivative words4 ,each pupil should be required to keep his own list on which he1 personally1 may be tested from time to time to see if he has mastered the words that have proved difficult for him to learn4 ,this list should not include the words that have been misspelled accidentally4 ,writing misspelled lists as a punishment should be absolutely forbidden4 ,,the ,,futility ,,of ,,some ,,of ,,the ,,spelling ,,grind ,evidence that simple and necessary words are neglected4 ,attempting to learn these1 spectacle halo legacy gossamer sluice lurid buoyant linear aggrieve superlative romantic obstinate while misspelling these3 ,illustration3 allways gess whitch shur wemen offen writting esy ,,suggestions ,,for ,,first ,,year ,,the ,,alphabet ,often the spelling of words is forced upon the child before he has properly mastered the alphabet4 ,this is the cause of much poor spelling1 much guessing in the primary grades4 ,before a child is allowed to spell orally he should be absolutely sure of the name of every letter1 and he should be able to recognize and name it at sight4 ,before he is allowed to write one word in a dictated spelling lesson1 the pupil should be able to write any letter of the alphabet from dictation4 ,this means that the real study of spelling should not be undertaken until the middle of the first year or later4 ,be sure that your pupils know their letters before beginning spelling4 ,following are some suggestions for alphabet drills4 ,use any that you think helpful4 ,,alphabet ,,drills #a4 ,have pupils read the alphabet in order1 pointing to each letter as it is named4 #b4 ,have pupils point to the letters in any order as you call them4 ,in this drill teach them the approximate place of the letters1 that is1 to look for a1 d1 c1 f1 near the beginning2 j1 n1 k1 o1 near the middle2 t1 v1 w1 near the end4 #c4 ,ask such questions as1 8,what letter comes after m8 n8 d8 t80 #d4 ,consonant ,drills4 7a7 ,call a letter and have pupils give the sound4 7b7 ,sound a letter and have pupils give the name4 #e4 ,written ,work4 7a7 ,have pupils copy the alphabet in script from print4 7b7 ,have pupils write the alphabet from memory4 7c7 ,dictate the letters in any order and require the pupils to write them4 ,time the children in this exercise1 encouraging them to write as rapidly as possible4 #f4 ,the ,typewriter ,game4 ,call the alphabet on page #g of the child's book the keys of a typewriter4 ,have the children spell words1 touching the letters as the letter keys4 ,dictate as follows3 8,write at on your typewriter40 ,the pupils touch a and t as they spell aloud4 ,then dictate cat1 bat1 hat4 ,use phonetic words or words made of letters near together in the alphabet4 ,the object of the exercise is to find quickly the place of each letter in the alphabet1 as well as to give the ability to quickly recognize the letters4 ,a ,,phonetic ,,list ,lesson #a1 ,page #h ,as may be seen at a glance1 this lesson contains five words using the phonogram un4 ,the directions and suggestions given below for the study of this particular lesson apply to all similar phonetic lessons in the book4 #a4 ,pronounce each word distinctly1 giving its meaning or using it in a sentence1 as1 8sun--,the sun is shining brightly40 ,you thus give the children the word properly used and leave in no pupil's mind the idea that you meant son4 8,fun--,did you have fun at recess time1 ,tom80 ,tom's recollection of the recess games will associate the word and its meaning4 8,gun--,who has seen a gun8 ,what is its use8 ,bun--,the baker puts currants in the bun40 ,by the variety of ways in which you give or suggest the meaning of the word1 try to arouse the pupil's interest in the word itself4 ,never require a pupil to study the spelling of a word until he has heard it properly pronounced and knows the meaning4 #b4 ,have the pupils read the words1 pronouncing each correctly4 ,the children may give original sentences1 using the new words4 #c4 ,pupils pronounce and spell each word orally4 #d4 ,ask what letters are found in every word4 ,teach the children to call the common part the 8family name0 of the word and to spell it as a unit1 as1 8sun--spell1 s-un40 #e4 ,tell the children to look at the list of words and choose the hardest4 ,they may look at the word for a moment1 then spell it without looking at the book4 ,in some such way arouse interest in the spelling of each word in the lesson1 as1 8,who can find and spell the word that is the name of something that makes a great noise80 8,the one we all enjoy at recess80 8,the one that opens the flowers80 8,the one we like to eat80 #f4 ,pronounce each word1 give the family1 and spell the word thus1 sun1 -un1 s-u-n4 ,have pupils emphasize the first letter--the part of each word that is not common to the series--as1 sun1 fun1 bun1 gun1 nun4 #g4 ,children place their books face down on their desks1 while the teacher dictates the words4 ,children spell orally4 ,if a word is missed1 do not pass it to another child4 ,the one who missed turns over his book and studies the correct spelling while the teacher continues to dictate words to the other pupils4 ,after all the children have spelled1 those who missed have a chance to spell their words correctly4 ,from the beginning every child must feel a responsibility for every word dictated to him4 ,he must spell it correctly before the lesson is ended for him4 ,in all oral spelling1 save time by having the children respond in turn without being called upon by name4 ,perhaps the best way is to go up and down the rows4 ,,copying ,a ,,spelling ,,lesson ,spell the first word very softly and write it on the blackboard as you pronounce each letter4 ,the children look at the written form on the board1 and copy the word1 saying to themselves each letter as they write4 ,do the same with other words4 ,it is not necessary to copy each word more than once4 ,the common part or family name--the combination of letters that requires special drill--is repeated in each word4 ,as pupils gain facility in written letter forms1 they should copy their lessons once in script from the printed lesson in the book4 ,for the first ten lessons1 however1 the teacher may well take the time to have the work copied from the board4 ,,dictating ,a ,,spelling ,,lesson ,the teacher who truly means to make her children realize the importance of accurate spelling and neat writing will see that each child has a notebook in which to keep his spelling lessons4 ,she will show him just how the work should be arranged in his book4 7,the child's spelling book shows a good arrangement47 ,she will insist that he follow the arrangement and that his penmanship be neat4 ,if the teacher cannot provide regular blank books for spelling1 the children may make their own of regular writing paper1 fastening the requisite number of sheets together with two ,magill fasteners1 or sewing them with thread or raffia4 ,in dictating1 pronounce each word clearly and distinctly4 ,have the children repeat1 then write the word4 ,this habit of correct pronunciation of the words cannot be overemphasized4 ,it has been said1 and the saying is true1 8,a word correctly pronounced is half spelled40 ,,marking ,,and ,,correcting ,,papers ,when a lesson is perfect1 mark it4 ,mark it perfect4 ,that is the mark primary children like best4 ,mark it in colored pencil4 ,if the child has made a special effort in writing or in neatness1 show your appreciation and observation by affixing a star or some other symbol to his paper4 ,encourage him1 make him proud of his spelling1 proud of his writing1 proud of his book1 proud of himself4 ,give no spelling mark but the mark for perfect work4 ,when a child makes a mistake in spelling1 call his attention to it4 ,if it is only a careless mistake1 he will spell the word orally4 ,the teacher then erases the mistake1 and the child corrects it4 ,if1 however1 the child has not mastered the correct spelling1 he should be referred to his book4 ,when he can spell the word1 the teacher erases the incorrectly spelled word1 and the child writes it correctly4 ,the correcting of the lesson should follow as soon as possible the writing of the lesson4 ,in order that this may be done in the same period1 the lessons are kept very short4 ,in order that there may be few mistakes the lessons are very simple4 ,if the lessons are studied as suggested1 there should be very few errors to correct4 ,if the work is corrected as definitely as outlined1 the pupils will soon learn what is required of them1 and will take pride in having a perfect1 attractive book4 ,the arousing of such pride1 and the cultivation of habits of correctness and neatness are of incalculable value4 #a4 ,by thoughtful1 intelligent study1 prevent errors4 #b4 ,when mistakes are made1 have the pupils correct them immediately as an important duty4 ,,sight ,,words ,lesson #c1 ,page #h ,the children have had two series or families in past lessons4 ,in the new lesson ask them to look for words that belong to these families4 ,they will find run in the un family1 and me1 the1 tree1 in the e 7ee7 family4 ,these words should be distinctly pronounced and spelled orally4 ,the remaining word is to4 ,it belongs to no family that the children have studied4 ,have the children pronounce it1 use it in a number of simple sentences1 and spell it4 ,give each child a small piece of paper4 ,tell the children to look at to and spell it silently4 ,then without looking at the book have them write the word on paper4 ,each word in the lesson may be studied and written in the same way4 ,,writing ,,sentences ,no new spelling words occur in this lesson4 ,it is a review1 an application of some of the words learned4 ,the first lesson1 and perhaps a few others of the same kind1 should be taught from the board1 although it is better that each child should have a book before him4 ,a child reads the first sentence from the book4 8,run to me40 ,the teacher says1 8,i will write it on the board if you will spell the words4 ,the children in the first row stand40 ,without waiting to be called upon by name the children spell the words in turn4 ,the teacher says1 8,run begins with a capital letter because it is the first word in a sentence4 ,spell it1 capital ,r-u-n40 ,when all the words in the sentence have been spelled and written on the board1 the teacher places the period at the end1 saying1 8,there is a period at the end of this sentence40 ,the second sentence is to be spelled by the children and written on the board by the teacher in the same way4 ,the children may now copy the sentences from the blackboard4 ,the two things to be taught in this lesson are the capital to begin the first word1 and the period at the end of the sentence4 ,,reviews ,,of ,,phonetic ,,words ,phonetic reviews are given frequently throughout the book4 ,each lesson contains one word of the series taught4 ,these words are numbered4 ,have the children open their books to the review lesson1 as that on page #ab4 ,let the children read the words and the families1 as1 run-un1 me-e1 play-ay1 fly-y4 ,then have each word spelled orally4 ,now dictate other words from the same families1 as1 sun1 see1 gay1 cry1 sand4 ,if a pupil misspells a word1 give him the number of the family in which the word occurs4 ,let him look in his book1 study his word1 and be ready to spell it when you have finished dictating other words to the rest of the class4 ,thus you may dictate the word say4 ,the child hesitates or misspells the word4 ,give him number #c4 ,he looks in his book1 finds #c and the well-known word play after the number4 ,he knows the word say is in the same family1 and he studies out the word while you are hearing the rest of the class spell words in the other families4 ,when you return to him and ask1 8,what is your word80 he answers1 8,say--s-a-y40 ,never pass a word to a second child4 ,each child must spell1 with help if necessary1 every word that is dictated to him4 ,for written review1 dictate any words from the series represented in the review lesson4 ,return again and again to these review lessons4 ,,seat ,,work ,have the children copy the words and under each write one or more words in the same family4 ,thus3 run me play fly and fun be hay try band ,,reviews ,,of ,,sight ,,words ,use these reviews for oral spelling matches and for written tests4 ,keep records of these written tests4 ,there are #cf sight words assigned to the first year4 ,arouse the child's interest and ambition to master these words by encouragement and all good incentives4 ,,additional ,,seat ,,work #a4 ,make the words or sentences in each lesson with 8word builder0 letters4 ,this work should be carefully examined to see that it is correct and that it follows the arrangement given in the book4 #b4 ,copy in script the lesson from the book4 ,,suggestions ,,for ,,second ,,year ,,review ,the work of the second grade is a continuation of the work begun in the first grade4 ,it will be well1 therefore1 for the second grade teacher to read carefully the suggestions given for the work of the first grade4 ,although some of the words that have already been taught in the first grade occur in the second grade1 the first work of the second grade teacher will be to carefully review the phonograms and sight words already taught4 ,this will help to sift out the words which need special emphasis and will form the beginning of the word lists which the children are urged to keep4 ,,phonograms ,the phonograms are continued in the second grade and the same emphasis on the common part as outlined in the suggestions for the first grade should be continued4 7,see page #bh47 ,,quotations ,lesson #bc1 ,page #bi ,have the children copy these sentences1 telling them that the quotation marks are put around 8,where are my baby stars80 because these are the words of the moon4 ,if omitted in dictation lessons1 have the children open the book and put them in1 but do not count the omission as an error4 ,,capital ,,letters ,lesson #ej1 ,page #ch ,in addition to teaching the use of a capital at the beginning of a sentence1 the names of five of the months of the year are given in ,lesson #ej1 and a proper name is introduced into ,lesson #ef4 ,here is a chance to emphasize that the names of the months1 and the names of people1 always begin with a capital letter no matter where they occur in the sentence4 ,,dictionary ,,preparation #a4 ,the order of the letters should be thoroughly familiar at this time4 ,if not1 it must be made so4 7,see suggestions for drill on page #bg47 #b4 ,have the pupils read clearly and distinctly the words in any lesson1--as1 for example1 ,lesson #a1 page #be1--telling the first letter in each1 saying1 8,the first letter in moon is m2 the first letter in soon is s2 the first letter in noon is n2 the first letter in spoon is s40 #c4 ,have the pupils group words that begin with the same letter1 as1 ,lessons #a1 #b1 and #c4 ,teacher says1 8,find all the words in these three lessons that begin with s40 ,teacher3 ,find the words that begin with b4 ,pupils3 ,bid and bar begin with b4 ,later the pupils may make a list of all the words on a page beginning with the same letter4 #d4 ,have the pupils copy in a column all the words in a lesson1 or in several lessons1 or on a page1 that begin with the same letter4 ,this should be done under definite direction of the teacher1 as1 8,make a list of all the words on page #be that begin with b2 with c2 with d2 with f40 ,pupils write as follows3 bar cross dine find boss cloud did far bid crust dust fine bind fell bell #e4 ,turn to the vocabulary of second year words 7page #fc74 ,have the pupils observe that they are arranged in alphabetical order4 7a7 ,pupils find the place in the list of words beginning with any given letter1 thus3 ,teacher3 ,where must we look for words beginning with a8 ,pupils3 ,at the beginning1 for a is the first letter in the alphabet4 ,teacher3 ,where must we look for words beginning with w8 ,pupils3 ,near the end1 for w is near the end of the alphabet4 ,teacher3 ,where must we look for words beginning with m8 ,pupils3 ,near the middle1 for m is near the middle of the alphabet4 7b7 ,pupils find any word called for in the list4 ,teacher asks1 8,where shall ,i find barn80 ,pupils answer1 8,with words beginning with b1 near the beginning40 ,pupils find the word and touch it4 ,in the same way the teacher calls for other words4 ,in each case the pupils decide where in the list to look for it according to the initial letter1 then find and touch it4 7c7 ,let the pupils go through the list to see if every letter in the alphabet has been used as an initial letter4 ,they will find that there are no words listed beginning with q1 x1 and z4 7d7 ,have the pupils write the alphabet in vertical columns omitting q1 x1 and z1 and opposite each letter copy a word beginning with that letter from their lists on pages #fc and #fd1 thus3 a--after b--baby c--children d--dog ,,initial ,,words ,,of ,,phonetic ,,series ,on pages #fa and #fb1 the teacher will find a list of initial words of the phonetic series that have been taught in the first two grades in the order in which they have been taught4 ,this list will provide a means for the teacher to learn whether a series has been taught1 and the relative position of the series in the work of the first two grades4 ,,vocabulary ,the vocabulary on pages #fc and #fd gives a complete list of all the sight words which have been taught in the first and second grades4 ,it will furnish the teacher the means3 #a4 ,for finding if any given word is to be found in the text of the first two grades4 #b4 ,for excellent drill in preparation for the use of the dictionary4 #c4 ,for a review list at the end of the year's work4 ,,phonic ,,series ,the phonic series used in this book are presented first in the text as short lists4 ,on page #fe1 ,part ,i1 will be found more complete lists for supplementary drill1 if desired4 ,these are numbered in the same order and are similar to those found on the ,aldine ,phonic ,chart4 ,if one of these charts is available1 it will be found of great assistance in the teaching of spelling in these early grades4 ,drills on these complete series may well be given whenever a review or an additional lesson is possible4 ,the pupil may study from his book1 quick drills may be given from the chart1 and then a selected list may be dictated by the teacher4 ,too much intelligent drill on these phonic series cannot be given4 ,,suggestions ,,for ,,third ,,year ,,use ,,of ,,stories ,that stories have helped in other branches of the curriculum outside of spelling is a well-known fact4 ,up to the present1 spelling has been so stereotyped1 so humdrum1 that stories have had little or no place in the spelling lesson4 ,spelling1 however1 is the result of forming right habits and these right habits can be stimulated and encouraged by the right kind of stories4 ,at the beginning of the work of the third grade is told the story of 8,the ,king's ,rules40 ,this story should be told to the children along with other stories of the grade1 dramatized1 and every means used to fix the point of the story4 ,during the year constant reference should be made to 8,the ,king's ,rules40 ,for example1 in teaching ,lesson #ia reference should be made to the king's second rule4 ,in ,lessons #ib and #id reference should be made to the king's third rule4 ,whenever a pupil mispronounces a word his attention should be directed to the first two rules4 ,care should be exercised in referring to these three rules that the interest is quickened and not deadened by the constant repetition and reference to the same story4 ,,use ,,of ,,pictures ,throughout the book illustrations are given4 ,the words of a lesson will be found to be illustrated in the pictures connected with the lesson4 ,pupils may be asked to cover the words of a lesson and write all the words that they find connected with the picture4 ,,phonetic ,,words ,the third grade work continues the work in phonics started in the first and second grades4 ,the suggestions given on pages #bh and #cf1 for the first and second year's work1 apply equally well to the work of the third year4 ,,quotations ,the sentences used in connection with the lessons may be used in a variety of ways3 7a7 ,they are placed in the book primarily for the purpose of illustrating the use of the word4 7b7 ,they have been very carefully selected from our best authors and many of them may wisely be memorized4 7c7 ,they may be used as dictation exercises4 ,in this case misspelled words should be counted as errors4 ,all other mistakes should be corrected by referring to the book but should not be counted against the child as an error in spelling4 ,,suggestions ,,for ,,study ,at the end of many lessons1 or groups of lessons1 will be found suggestions for the pupils to use in their study4 ,the teacher should call attention to these4 ,they will be of great help to the pupil if he has been taught how to use them4 ,they are1 however1 incomplete owing to the lack of space1 and the wise teacher will find other suggestions to give the pupils as she finds1 through the correcting of papers1 other difficulties which arise in the spelling of particular words4 ,,abbreviations ,the use of the capital letter has been presented in connection with the beginning of the sentence1 and the spelling of the names of the months and of proper names4 ,in the third grade the names of the days have been added1 and a few abbreviations4 7,see ,lessons #ajj1 #aja1 #aad1 #aae1 #abd1 etc47 ,these should be thoroughly taught with emphasis on the use of the period4 ,,preparation ,,for ,,dictionary ,,work #a4 ,early in the year have the pupils arrange the words in any lesson1 lessons1 or on a page1 in alphabetical order2 as1 ,lessons #bb-be1 page #ae4 ,pupils write as follows3 ,a4 ,b ,c ,d around bowl clean dash etc4 beside cash bottom bean #b4 ,have the pupils turn to the third grade vocabulary1 page #dc4 7a7 ,have them make an alphabetical list of words from the vocabulary2 as1 able1 beam1 cage1 daily1 etc4 7b7 ,finding ,words ,quickly4 ,teacher says1 8,read this list of words until you find the word cane40 ,after the pupils have complied the teacher says1 8,count all the words you read before you found the word cane40 ,pupils count and answer1 8,seventy-one40 ,teacher asks1 8,how could ,i have saved time in finding this word80 ,the pupils easily discover the fact that they can save time by looking for the word among the words beginning with the same letter4 ,the teacher tests and proves this to be true by calling for other words2 as1 8,with what letter does face begin8 ,where shall we find it80 ,pupils answer1 8,face begins with f2 we shall find it with the words beginning with f40 ,they do so4 ,teacher asks1 8,how many words did you have to read before finding the word face8 ,how many do you think you would have to read if you counted from the beginning80 ,conclusion to be discovered and expressed by the pupils3 ,an alphabetical arrangement of words saves time in finding any particular word4 7c7 ,finding ,words ,easily4 ,teacher says1 8,who can find the word autumn first80 ,pupils find it4 ,teacher asks the first pupil ready with the word1 8,where did you find it80 ,pupil answers1 8,i found it among the words beginning with a at the beginning of the list40 ,teacher calls for more words from different parts of the list2 as1 farm1 yellow1 branch1 taste1 many1 etc4 ,in every case pupils must determine first1 the initial letter of the word2 second1 the place in the alphabetical list for words beginning with that letter4 ,conclusion to be discovered and expressed3 ,an alphabetical arrangement of words makes it easier to find any given word in a given list4 #c4 ,have the pupils arrange the hundred words on pages #da and #db in alphabetical order1 considering only the initial letter of each word4 ,this may be done by having each word copied on an oblong piece of paper1 or on oak tag cards1 and these cards placed in alphabetical order1 or by having columns marked off1 headed by letters alphabetically arranged2 as3 ,a ,b ,c ,d ,e ,f ,g #d4 7a7 ,have the children list the words from sentences or short stories in alphabetical order1 as those in 8,the ,golden ,eggs10 page #ag4 7b7 ,after the list has been made 7see a above7 have the pupils read through the sentences again to make sure that every word in them has been listed4 ,the exercise emphasizes the value of alphabetical arrangement4 ,example3 ,teacher says1 8,if you wish to make sure that you have the word the on your list1 how can you find out easily and quickly80 ,pupil answers1 8,i will look near the end of my list among the words beginning with t40 7c7 ,adding to an ,alphabetical ,list of ,words4 ,teacher says1 8,i would like to have the word do added to the list4 7,see 7a7 above47 ,where should it be written80 ,pupil answers1 8,put it with day because it begins with d40 ,the teacher says1 8,there is no word beginning with i in the list2 if ,i wish to add the word into1 where shall ,i place it80 ,pupil answers1 8,place it after the words beginning with h 7or before the words beginning with j7 because that is the place of i in the alphabet40 #e4 ,have the pupils arrange themselves in a line in alphabetical order1 considering first the initial letter of their first names4 ,have the pupils take their places as the teacher calls the letters4 ,thus1 the teacher calls a1 and ,alice1 ,andrew1 and ,anna step into line4 ,at once the question arises as to who shall stand first--all names begin with a4 ,teacher writes the names on the board and says1 8,look at the second letter in each name40 ,the pupils study the second letter with the teacher1 and decide that as l1 the second letter in ,alice1 comes before n1 the second letter in ,anna and ,andrew1 ,alice should have first place4 ,to fix the place of ,andrew and ,anna the third letters of each name must be considered4 #f4 ,on page #bi is a lesson on arranging by the second letter4 ,following this have the pupils arrange other lists of words in alphabetical order1 7a7 considering the first two letters of the word2 7b7 considering the first three letters4 #g4 ,have the children give all the reasons that they can think of to prove that the alphabetical arrangement of a list of words is a good one4 ,,suggestions ,,for ,,fourth ,,year ,,how ,,to ,,study ,,spelling ,when the pupil enters the fourth grade he begins to learn to depend more and more upon himself4 ,he does more of his work by himself4 ,this is as it should be1 but there is still need of a guiding hand4 ,if the pupil is to acquire a real spelling consciousness1 and form a good habit which is real and lasting1 these helps must be plentiful1 but at the same time arise in such a way that they will be helpful in forming and strengthening the good habits1 and tend to break any bad habits which may have been started4 ,the suggestions accompanying the lessons in the first three grades are continued in the fourth1 in such a way that1 with the preparation which the pupil has had in the early grades1 he can apply the helps himself with the minimum amount of care and watchfulness on the part of the teacher4 ,as pointed out in ,part ,i of the manual1 page #ah1 the derived form in most cases presents a new spelling problem even though the root word has been taught4 ,by focusing the attention on the part common to both the root word and the derivative1 and fixing the change by numerous examples1 the change from root to derivative is made with less trouble4 ,lessons #d1 #e1 #ae1 #af1 and #gd illustrate this point4 ,,dictionary ,,work ,during the previous three years the pupils have been prepared to use the dictionary4 ,they have been made thoroughly familiar with the alphabet1 and are familiar with the arrangement of words in alphabetical lists4 ,they have learned to arrange words in alphabetical lists1 as well as to find words easily in a short list which is alphabetically arranged4 ,the work of the fourth year is the teaching of the formal use of the dictionary4 ,the following story is presented as an interesting way of approach4 ,let us attempt to vitalize our work in the dictionary4 ,the place to begin this vitalizing is in the fourth grade4 ,a 8story with a hint in it0 for fourth grade teachers is a suggestion along this line4 ,a 8,,story ,,with ,a ,,hint ,,in ,,it0 ,,for ,,fourth ,,grade ,,teachers ,the ,third ,graders had been promoted into the ,fourth ,grade6 ,they sat very tall and behaved just like ,fourth ,graders as ,miss ,merlin1 their new teacher1 said pleasantly3 8,this morning as ,i rode to school in the street car1 ,i read over the market advertisements4 ,i found in one a word that is new to me4 ,i don't know how to pronounce it1 and ,i don't know what it means4 ,i will write it on the board4 ,perhaps some one may know the word and tell me how to pronounce it and what it means40 ,miss ,merlin wrote the word on the board--broccoli--then turned to the pupils and said1 8,can any one pronounce this word80 ,alice stood by her desk ready to speak4 8,have you seen this word before1 ,alice80 asked ,miss ,merlin4 8,no10 answered ,alice1 8but ,i think ,i can guess how it is pronounced40 8,oh60 said ,miss ,merlin1 8,i don't want any guessing4 ,you might guess wrong4 ,if ,i hear the word incorrectly pronounced for the first time1 ,i am afraid ,i shall find it harder to learn the correct pronunciation4 ,two reasons why so many words are pronounced incorrectly are3 people guess a wrong pronunciation instead of finding the correct one2 and people hear the incorrect pronunciation instead of the right one4 ,i want the correct pronunciation for the word on the board4 ,if you cannot give it to me1 perhaps you can tell me where ,i can get it40 ,john jumped to his feet4 8,go ask the market man10 he said4 8,i might10 answered ,miss ,merlin1 8but there are reasons why ,i would rather not40 8,it's too far to the market10 8,it would take too long10 8,you can't go until after school and by then the market may be closed10 were some of the objections made by the pupils4 8,those are all good reasons10 answered ,miss ,merlin1 8but if there were no other way to learn the correct pronunciation of the word ,i might manage somehow to make a trip to the market4 ,and ,i really need not take the trouble4 ,i can find out all ,i want to know about that word right here in our own schoolroom40 ,the pupils looked at one another with troubled faces4 ,in the third grade they had always gone to their teacher with bothersome words1 and here was ,miss ,merlin bringing hard words to them and expecting them to help her to learn the pronunciation and the meaning4 ,never had they felt so helpless4 ,suddenly ,john cried out1 8,oh1 ,i know6 ,the dictionary60 and running to the front of the room1 he placed his hand on a great1 heavy book that lay on the small table near ,miss ,merlin's desk4 8,my father has a dictionary like this10 he continued1 8and he often looks up words in it40 8,good1 ,john60 said ,miss ,merlin1 8you have shown me the best place to go for the help ,i need4 ,this book contains #djj1jjj words4 ,my word is one of those #djj1jjj4 ,how can ,i find my one word among so many80 8,i know10 answered ,john4 8,my father showed me4 ,the words are arranged like the alphabet1 first the a's1 then1 the b's1 and then the c's1 and so on40 8,john is right10 said ,miss ,merlin4 8,if you will all come forward and stand near the table ,i will show you just as ,john's father showed him40 ,the pupils came forward and ,miss ,merlin showed them that the dictionary words were arranged in alphabetical order4 8,now where shall ,i look for my word80 she asked4 ,the pupils glanced at the word on the board and answered1 8,look among the words beginning with b40 ,miss ,merlin opened the dictionary and held all the pages containing words beginning with b between her two hands4 8,if ,i begin with the first word beginning with b and read each one1 it will take me hours10 she said1 8but the maker of the dictionary has so arranged the words that ,i can find the word ,i want in a few seconds4 ,let us see if we can discover just how the words have been arranged to help us find any one quickly4 ,we have seen that the words are arranged alphabetically according to the first letter in each4 ,now let us look at the second letter in the word beginning with b40 ,the pupils watched as the pages were turned over and discovered that the words were grouped in alphabetical order according to the second letter in each4 8,then10 said ,miss ,merlin1 8if ,i want to find a word beginning ba where in the list of words beginning with b shall ,i look80 8,look near the beginning10 was the answer4 8,if ,i want one beginning bl where shall ,i look80 asked ,miss ,merlin4 8,look towards the middle of the list10 answered the pupils4 8,but ,i want to find one beginning with br10 said ,miss ,merlin1 pointing to the word on the board4 8,look near the end of the list10 said ,alice4 ,miss ,merlin found the first word beginning with br4 8,shall ,i find my word near the beginning of the br list80 she asked1 holding the page toward the pupils4 ,they looked at the page and answered1 8,no1 all the words on this page begin bra and you want a word beginning bro40 8,how shall ,i find my word80 asked ,miss ,merlin4 ,john turned over the pages slowly while the other pupils looked on4 8,oh10 cried ,alice1 8the words are arranged in alphabetical order for the third letter1 so you must look beyond the middle of the list60 ,miss ,merlin asked ,alice to find the first word beginning with bro4 ,when it was found the children discovered that the alphabetical arrangement of letters extended to the fourth and fifth letters and even unto the end4 8,some job60 said ,john1 moved by the efficiency of the arrangement as well as by the bigness of the task4 8,now ,i know how ,i can find any word in the dictionary--just trail the alphabet from the first to the last letter of the word you are looking for40 ,miss ,merlin laughed4 8,i don't believe that ,i'll try to improve upon your rule1 ,john10 she said4 8,the ,alphabet ,trail is a pretty good one to follow in tracking any word to its dictionary den40 ,following ,john's rule1 the word sought--broccoli--was soon found4 8,so that you may all see exactly how the dictionary helps us pronounce this word1 ,i will copy on the blackboard exactly what ,i find written here40 ,stepping to the board1 ,miss ,merlin copied the word1 divided into syllables and marked exactly as it appeared in the dictionary--7brk-l74 ,some of the pupils understood the diacritical marks for the short sounds of o and i2 others did not4 ,none knew the meaning of the mark above the o of the second syllable4 8,well10 said ,miss ,merlin1 8let us see how the dictionary is ready to help us4 ,look at the words written at the bottom of the page4 ,they are all little words that you know4 ,what letter is marked in the first eight words80 ,the pupils near enough the dictionary to read replied1 8,the letter a40 8,and10 added ,mary1 8each a is marked in a different way40 8,read the words with the marked a's and see if you can discover the reason why each a has a different mark10 said ,miss ,merlin4 ,mary read the words1 pronouncing each clearly and distinctly4 ,when she had finished every child was ready to answer2 but ,miss ,merlin smiled at ,mary1 who said1 8,the a in each word has a sound different from all the other a's40 ,in the same way the pupils discovered the different sounds of e1 i1 o1 and u4 8,those are all the vowel sounds10 said ,alice4 8,yes10 added ,john1 8and the dictionary man has arranged them in alphabetical order4 ,didn't he stick close to the alphabet though60 8,these little words at the bottom of the page are called key words10 said ,miss ,merlin4 8,can any one tell why80 ,the pupils thought for a moment4 ,then ,tom said1 8,i know4 ,because they unlock the pronunciation of the new word40 8,good10 said ,miss ,merlin1 8pronounce the first syllable in our new word on the board1 ,tom1 using the key word40 ,tom looked at the mark over the o in the first syllable1 found the same mark over the o in odd1 the key word at the bottom of the page1 and said1 8,odd----brk40 8,good60 said ,miss ,merlin4 8,that's the way4 ,now1 ,jack1 pronounce the second syllable40 ,jack looked at the mark over o1 the only letter in the second syllable1 found the same mark over the o in the key word obey at the bottom of the page1 and said1 8,obey--40 ,in the same way ,alice studied the last syllable1 finding a mark like the one used over the i in the key word ill at the bottom of the page and said very clearly1 8,ill----l40 8,fine60 said ,miss ,merlin4 8,john1 you may pronounce the whole word40 ,john did so1 sounding the letters correctly but placing the accent on the second syllable1 thus1 8,brok-o-li40 8,not quite right10 said ,miss ,merlin4 8,i am going to pronounce the word correctly4 ,as ,i speak it notice which syllable ,i accent or emphasize40 ,she then repeated the word1 placing the accent correctly4 8,you accented the first syllable10 said ,alice4 8,yes10 answered ,miss ,merlin1 8,i did4 ,now look at the word as ,i have copied it on the board from the dictionary and see if you can discover anything that tells me which syllable should be accented40 8,oh1 ,i know10 cried ,john4 8,there is a little mark something like a slanting exclamation mark after the first syllable6 ,is that why you read it like an exclamation1 ,miss ,merlin80 ,miss ,merlin laughed and answered1 8,well1 we call the mark an accent4 ,but it is something like an exclamation mark in looks1 and an accented syllable sounds not unlike an exclamation1 ,john4 ,now pronounce the word correctly40 ,john did so1 and then other pupils repeated it after him4 8,now ,i know how to pronounce the new word but ,i don't know what it means10 said ,miss ,merlin4 8,the meaning of the word is written right after the correct pronunciation4 ,mary1 will you read what is written80 ,mary looked at the printed page for a moment1 then read aloud1 8,broccoli4 ,a hardy cauliflower40 8,how many know what a cauliflower is80 asked ,miss ,merlin4 ,she looked at the upraised hands and added1 8,i see that you all know1 but if any one didn't know how could he find out from the dictionary80 ,eagerly the pupils told ,miss ,merlin how to find the word--8track it down10 ,john said--in the dictionary2 how to learn to pronounce it2 and how to find the meaning4 8,good10 said ,miss ,merlin4 8,what have you learned in this lesson80 8,i have learned that ,i can find the pronunciation and meaning of any new word in the dictionary10 said ,alice4 8,i have learned how to find any word ,i want10 said ,tom4 8,i have learned how to unlock the pronunciation of any word with the keys at the bottom of the page10 said ,jack4 8,i have learned how to accent the right syllable10 said ,mary4 8,i have learned where to look for the meaning of a word10 said ,henry4 8,then you have learned almost all that is necessary for a helpful use of the dictionary10 said ,miss ,merlin4 8,tomorrow we will have some dictionary practice40 ,the teacher may read the above story to her pupils or make a similar introductory study of the dictionary with any word she may select4 ,,suggestions ,,for ,,fifth ,,year ,,use ,,of ,,story ,at the beginning of ,part ,,ii1 the story of 8,the ,king's ,rules0 was given to the children4 ,this story should be reviewed for it emphasizes three important factors in learning to spell4 #a4 ,to listen carefully when the word is spoken4 #b4 ,to say it correctly when you speak it4 #c4 ,to look at the word thoughtfully to get an exact picture of it in your mind4 ,the work of the fifth and sixth grades opens with another story to emphasize the same three points in a different way4 ,the story of 8,the ,two ,scouts0 emphasizes the fact that a good speller is a good speller because he ,sees exactly ,hears exactly ,pronounces exactly ,it is hoped that fifth and sixth grade teachers will continually emphasize these three fundamental principles4 ,,dictionary ,,work ,the new work of grade ,,iv consisted in the presentation of the formal use of the dictionary4 ,many drill lessons were given in connection with language1 reading1 and spelling lessons4 ,a good habit has been started4 ,the children1 however1 have not become sufficiently familiar with the dictionary to make the finding of words easy4 ,much practice in searching for words needs to be given so that such searching becomes more or less automatic4 ,they have little need outside of school to use the dictionary1 and there are many matters which the fourth grade teacher did not have the time to teach1 even if the children had been prepared for it4 ,to give all the drill that is necessary without the work becoming a burden which the children will approach with little or no interest will tax the best ingenuity of the teacher4 ,the fifth grade teacher1 therefore1 must continue the good work begun in the fourth grade4 ,she must attempt to make the habit more automatic4 ,children must be taught that they have a real need for the dictionary4 ,the fourth grade was taught the use of the long and the short vowels in the word4 ,the fifth grade completes this work by presenting the other sounds of the vowels and the use of the key at the bottom of the page in every dictionary4 ,this work is presented in ,lesson #g4 ,accompanying this lesson is a list of words which present some difficulty in pronunciation4 ,pupils are asked to look up the pronunciation in the dictionary4 ,this should be done under the immediate supervision of the teacher4 ,directions are given the pupil as an aid in fixing this phase of the work in the memory1 not as a substitute for the teaching4 ,toward the latter part of the year a further phase of the use of the dictionary is presented4 ,lesson #ade deals with the subject of finding the spelling of a word of which the pupil is not quite sure4 ,steps in finding the spelling of a word3 #a4 ,think carefully how the word might be spelled4 7a7 ,note the syllables4 7b7 ,note the sound of vowels and consonants in each syllable4 7c7 ,note the possibilities to represent each sound4 #b4 ,find the word in the dictionary4 7a7 ,call attention to the fact that the first two or three letters will approximately locate a short word4 7b7 ,the first four or five letters will approximately locate nearly every word4 7c7 ,every word in the dictionary is arranged in exact alphabetical order4 ,words in ,lessons #c1 #ag1 #ci1 and #dj illustrate a third phase with the development of root words and derivatives which will be taught formally in the seventh grade4 ,these lessons bring together words which have a common root4 ,the teacher should be continually on the watch for these common roots and call the attention of the children to them4 ,in undertaking to develop a spelling consciousness there is probably nothing that will help so much as this phase of the work4 ,in agree1 agreeable1 disagreeable1 and agreement1 agree is the common part4 ,children do not always recognize this1 as shown by the fact that children spell the derivative with a lower degree of accuracy than they spell the root word4 7,see page #ai of this manual47 ,,enunciation ,along with the teaching of the various sounds of the vowels and consonants should come at this time a strong effort to impress the need of clear enunciation4 ,great care should be taken that a vowel is given its true value1 that all sounds are given1 that silent letters are not sounded1 and that the syllabication is correct4 ,poor enunciation is a common source of error4 ,do not permit 8in0 for 8ing10 final 8ed0 to be sounded like 8t10 or 8body0 to be pronounced 8buddy40 ,remember that a word correctly pronounced is half spelled4 ,,teaching ,,of ,,rules ,in the text of the earlier grades1 emphasis has been frequently directed toward the changes in words in forming plurals and adding suffixes and prefixes4 ,very little has been said when the only change has been the adding of 8s40 ,this regular form causes no great trouble4 ,during the fifth year a few simple rules are presented4 ,these have been frequently illustrated in earlier grades4 ,the rules presented are those for which there is frequent use4 ,on pages #ad1 #ag1 and #ai the rule for writing derivatives of words ending in y preceded by a consonant is given with many illustrations4 ,throughout the year's work1 however1 these words are occurring4 ,such words will be found in ,lessons #bj1 #cb1 #cd1 #cg1 #ci1 #dj1 #da1 #db1 #ej1 #ei1 #ia1 #aad1 #aae1 #aef4 ,on page #bh the rule for writing the plurals of nouns ending in f or fe is given with illustrations4 ,after these rules are taught the teacher should take every advantage offered for fixing the rules4 ,,spelling ,,demons ,spelling demons have been described as words which give trouble and need to be attacked as the knights of old attacked and overcame dragons and demons that brought trouble to mankind4 ,in ,lessons #fd to #ge the hundred words described by ,dr4 ,jones as the ,hundred ,demons of the ,english ,language are given4 ,each of these words has been previously taught1 some of them as early as the second grade4 ,it is very probable1 therefore1 that for some children only a few of the words are 8demons10 for a demon conquered is a demon no longer4 ,these lessons1 therefore1 should be used as a test to find out which children need further drill or new presentations of these difficult words4 ,these words should have been fixed in previous grades1 but if any pupil has not mastered the word now is the time to attempt to master it4 ,however1 it is individual work1 not class work1 which is needed4 ,on page #db have been collected #acb of the #a1jjj commonest words as selected by ,ayres4 ,this list should be used in a similar way4 ,all of these words have been taught4 ,the method to follow1 then1 is to test first to see what words1 if any1 need to be taught again to the class1 and then what words should be emphasized with individuals4 ,,suggestions ,,for ,,sixth ,,year ,,words ,,used ,,in ,,the ,,schoolroom ,in many courses of study the formal teaching of history begins in the sixth grade4 ,the spelling work of this grade gives many lessons directly1 or indirectly1 connected with the teaching of history4 ,lessons #a to #ag1 and #ajd to #aji1 have for their foundation lessons on the flag and government4 ,however1 there are always special words in various subjects of the curriculum which should be learned because of their use in the school work of the year1 rather than for their general use in the world at large4 ,these words are not included in the spelling book and should be taught as supplementary words as occasion requires4 ,this is also true of local and proper names4 ,proper names1 with very few exceptions1 are not taught in this text4 ,the teacher should make up a list of such local names as her pupils need to know1 and teach the spelling of any that have spelling difficulty4 ,,dictionary ,,work ,the dictionary work of the sixth year aims to establish the dictionary habit4 ,lesson #cj is the beginning of the use of the synonym1 although this word is not used in the pupil's text at this point4 ,this lesson should be worked out very carefully under the immediate supervision of the teacher4 ,the formal work on synonyms is presented in the seventh grade1 but this preliminary work is of very great importance4 ,the rule for forming the plurals of nouns ending in o is given in ,lesson #ce1 and for nouns ending in s1 sh1 ch1 and x1 is given in ,lesson #cf4 ,on pages #fc and #fd are presented lessons consisting of words having i before e1 or e before i4 ,after teaching ,lessons #de to #ej inclusive1 the words of these lessons should be reviewed as a whole4 ,other reviews of them should be frequent enough to be sure that the rule is fixed in the child's mind and is being followed4 ,there is no greater cause for misspelling than the confusion existing because of these two combinations of letters4 ,careful teaching at this point means much4 ,lessons #ea to #ed1 inclusive1 are exceptions to the rule and should be carefully noted4 ,individual words are constantly occurring which well illustrate the rules that have been taught4 ,teachers should not fail to take advantage of these opportunities in the teaching part of the lesson4 ,,building ,a ,,vocabulary ,throughout the book every possible opportunity to present root words and derivatives together has been taken4 ,lessons #f1 #h1 #i1 #ac1 #bj1 #cj1 #ee1 #fg1 and many others illustrate this feature4 ,it was not possible to present derivatives in all cases1 or to present all that might well be discussed with each root word4 ,a great opportunity for splendid word building exists in connection with the spelling lesson4 ,the resourceful teacher will supply additional words of this class at every opportunity1 calling especial attention to any changes of form because of the formation of the derivative4 ,this will mean not only a larger spelling vocabulary but a larger speaking vocabulary4 ,teaching synonyms also furnishes a chance to greatly increase the speaking vocabulary4 ,,demon ,,and ,,review ,,words ,on page #fe is given another list of 8demons0 prepared by the authors4 ,the sixth grade teacher should hold herself responsible for this list4 ,keep on urging and testing until each child has mastered his particular demons4 ,remember that they are an individual affair and that no two pupils have the same difficulties4 ,a special review list of common words is also given on pages #hd and #he4 ,this list should be tested from time to time1 and a very high percentage of accuracy may reasonably be expected4 ,,vocabulary ,the vocabulary at the end of the work for the grade serves four purposes3 #a4 ,it shows the teacher all the words which are in the text4 #b4 ,it enables the pupil to find the word which has occurred in the year's work4 #c4 ,the asterisk shows which words have been previously taught4 #d4 ,it gives a list of words with which to test the pupils at the end of the year's work4 ,,suggestions ,,for ,,seventh ,,year ,,the ,,story ,the work of each book begins with a story intended to impress the children with the importance of seeing the word exactly1 hearing the word correctly1 and pronouncing the word accurately4 8,the ,efficient ,guide0 emphasizes these points together with the necessity of learning to spell the word correctly the first time4 ,the right use of the story will help to impress upon the children the fact that in spelling1 as in the industrial world1 there is no second chance4 ,a thing is right or it is wrong4 ,,roots ,,and ,,derivatives ,the ,,aldine ,,speller has emphasized throughout its text the importance of developing a 8spelling consciousness40 ,a simple list of words is inadequate to accomplish this4 ,the work of the seventh grade continues this development by emphasizing the importance of roots and derivatives4 ,teachers have been repeatedly urged to present all derivatives whenever the root word has been given4 ,the formal study of roots and derivatives is a large part of the work of the seventh grade4 ,emphasis should always be given to the part which is already familiar1 at the same time calling attention to any changes in the vowel or in the consonant through the formation of the derivative4 ,,troublesome ,,endings ,on page #ae will be found a group of words ending in or1 er1 and ar4 ,these should be taught in groups until they are thoroughly fixed4 ,mnemonics may help to establish the correct form4 ,remind the pupil of the spelling and pronunciation of authority and he will remember that author ends in or4 ,likewise factory1 inventory1 oratory1 similarity1 etc41 help to show him the correct spelling of the shorter word4 ,following this drill review the entire page4 ,,synonyms ,much of the work of the seventh grade consists of a careful study of synonyms4 ,spelling is closely correlated with language and one of the results of good spelling teaching should be not only an ability to spell common words correctly1 but a normal and continuous growth in the written and spoken vocabularies of the children4 ,this growth can be increased very materially by the study of derivatives and synonyms4 ,this study also furnishes the very best exercises in the use of the dictionary for which the pupils have been prepared in preceding grades4 ,,dictionary ,,work ,not only does the work in synonyms in this grade provide excellent dictionary work1 but there are still other opportunities for the teacher to give the right kind of practice in the use of that book4 ,no lessons on antonyms have been given1 but it is an excellent practice to have pupils look up antonyms as well as synonyms4 ,many additional paragraphs may be dictated by the teacher and the pupils required to look up both synonyms and antonyms4 ,nothing more wooden or deadening can be conceived than the practice of requiring the pupils to look up every word in the dictionary and to write a definition for each and every one4 ,this monotonous practice should never be followed4 ,put life and interest into the lesson by variety1 and let the children see that the building up of a vocabulary can be an exciting game4 ,,the ,,teacher',s ,,opportunity ,perhaps with no class has the seventh grade teacher a greater opportunity for a fine and helpful influence than she has with the spelling class4 ,her pupils will be judged1 in later years1 by their speech4 ,she may1 by careful teaching1 expand their vocabularies so that they have a broad range1 and she may likewise secure an accuracy in enunciation which will reflect great credit on her teaching4 ,however1 this training must carry over into all other class work in the grade to attain its greatest effectiveness4 ,,reviews ,a review of many troublesome words previously taught is given at the beginning4 ,many reviews should be given during the year4 ,these should be determined by the teacher and should emphasize all words that have presented difficulty to the class or to individuals4 ,,proper ,,names ,in the class work in ,geography and ,history the pupil is confronted with a great many proper names4 ,fortunately most of these are spelled as they sound4 ,for a pupil who has been properly taught such words present no difficulties4 ,the important point is to see that they are correctly pronounced when first used4 ,there are1 however1 many proper names that have spelling peculiarities4 ,the great importance of impressing these upon the pupil's mind is quite obvious4 ,this should be done in connection with the regular class work as they have occasion to use the names4 ,the seventh grade teacher should be especially vigilant and see that all proper names are correctly spelled1 particularly with regard to the capital letter4 ,,vocabulary ,the alphabetical vocabulary may be used for review lessons and for looking up words4 ,its use helps to encourage the dictionary habit4 ,,suggestions ,,for ,,eighth ,,year ,,review ,the eighth grade teacher should read carefully the directions for the seventh grade4 ,she should know what has been done and what has been left undone4 ,in many schools she completes the teaching of spelling4 ,while wasting no time in unnecessary reviews1 she may wisely give a careful test at the beginning and learn her problems4 ,the work in word building1 by means of synonyms and derivatives1 should be continued4 ,,prefixes ,,and ,,suffixes ,the work of the eighth grade continues the work of the seventh grade in word building by a careful study of prefixes and suffixes4 ,the addition of a prefix or a suffix makes a longer word and1 because it is longer1 the word becomes harder to visualize as a whole4 ,it is highly important that the root part of the word should be pointed out1 and it will be found that in most cases it is a familiar word4 ,when this is true the prefix or the suffix becomes the part which needs to be drilled upon and emphasized4 ,on pages #dh to #ed are given a list of words having troublesome endings4 ,on pages #dh1 #di1 and #ej1 for example1 are words ending in ent1 ant1 ence1 and ance4 ,these should be taught by groups and1 after the whole page has been carefully taught and studied1 drill lessons and reviews should be given until the pupil has the endings learned4 ,these reviews will tax the ingenuity of the teacher that they may be interesting and not merely a mechanical word drill4 ,attention may well be called to the fact that the plural of nouns ending in ant and ent have the same pronunciation as the corresponding words ending in ance and ence4 ,if given in a sentence the meaning will clearly show him which one is meant4 ,care must be used that confusion does not result4 ,thoughtful teaching is important4 ,,review ,,of ,,rules ,during the work of the preceding grades the important rules for spelling have been developed4 ,on pages #ed1 #ef1 and #eg1 they are given for review with many illustrations4 ,in addition1 ,lessons #cj1 #ch1 and #ci1 give some exceptions to these rules4 ,these lessons should be thoroughly reviewed until the correct spelling is established4 ,,words ,,having ,,two ,,pronunciations ,at the close of the year's work is given a list of #bh words spelled alike but accented differently4 ,the difference in meaning should be emphasized1 each word used in a sentence to impress the correct pronunciation1 and the pupils taught to discriminate as to the form that should be used4 ,,vocabulary ,as in previous grades much use may be made of the alphabetical vocabulary for purposes of review and reference4 ,,appendix ,following the vocabulary the teacher will find some special lists1 placed there for reference4 ,they will provide some very interesting supplementary lessons4 ,they are3 #a4 ,a list of words used in medicine1 and the names of diseases4 ,many of these present difficulties4 ,their teaching is optional with the teacher4 #b4 ,a list of words having more than one correct spelling4 ,the simpler spelling is usually the one to be preferred4 #c4 ,a list of words frequently mispronounced4 ,the teacher should know this list and by it check the pupil's pronunciation4 #d4 ,a list of foreign words which have come into more or less frequent use in our language4 ,the correct pronunciation should be noted4 #e4 ,two lists of foreign words and phrases1 chiefly from the ,french and ,latin4 ,though only a small percentage of the pupils will use these in writing they occur with such frequency in the books which they will read that it is desirable that they shall have access to them4 #f4 ,a list of common abbreviations4 ,these need to be learned since their use is frequent4 ,illustration ---------------------------------------- -------------------------------- ,,transcriber',s ,,notes #a4 ,silently corrected typographical errors and variations in spelling4 #b4 ,archaic1 non-standard1 and uncertain spellings retained as printed4 #c4 ,enclosed italics font in underscores4