THE ALDINE SPELLER
PART TWO
FOR GRADES THREE AND FOUR

BY

CATHERINE T. BRYCE

ASSISTANT SUPERINTENDENT OF SCHOOLS MINNEAPOLIS, MINN.

AND

FRANK J. SHERMAN

FORMERLY SUPERINTENDENT OF SCHOOLS MONSON, MASS.

NEW YORK

NEWSON & COMPANY

Copyright, 1916, by
NEWSON & COMPANY.
All rights reserved.

PREFACE

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

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

2. Too much testing and too little teaching;

3. Finding errors rather than preventing them;

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

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

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

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

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

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

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

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

DIRECTIONS TO TEACHERS

Oral Spelling

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

Testing

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

Interest

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

Pupils’ Lists

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

Homophones

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

Order of Presentation

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

Enunciation

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

Proper Names

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

Phonetic Words

Many of the words in this book are grouped into phonetic lists. The object of this is strongly to impress the common part of these words upon the child. The repeated sight, sound, and spelling of this common combination of letters make it possible to learn the words in a list easily and in a short time. This common part is pronounced the same and spelled the same in all the words of a list. Have the children find this common part, pronounce it distinctly, and spell it. Then have each word in the list spelled orally, emphasizing the part that is not common. For example, in lesson 6, page [2], is a list of phonetic words.

1. Have the children give the part that is common to every word in the list—ever.

2. Have the children point to and pronounce this common part.

3. Have this common part spelled orally.

4. Have the children pronounce each word in the list, slightly separating and emphasizing the part that is different, as n—e-v-e-r, c-l—e-v-e-r.

5. Have each word spelled orally, emphasizing the uncommon part.

By giving or having the children give sentences using the words correctly, make sure that the meaning of every word is understood by the pupils.

Much of the spelling of phonetic lists may be done orally. After several groups have been studied, dictate words from them to be written by the children. For example, after lessons 5, 6, and 7 have been studied and spelled orally, dictate ten or twelve words selected from these groups for the children to write. Several groups may be studied and spelled orally in one spelling period, and words from these groups dictated and written during another period. The writing of a spelling lesson only tests the pupil’s power. Put most of your time and effort into teaching, into helping the pupils to acquire the power.

Words that are not Phonetic

Most so called non-phonetic words contain some particular letter, or combination of letters, that makes the spelling difficult. If this difficulty is clearly pointed out, it is half overcome. Find, with the pupils, the “catch” in each word; emphasize it by underlining, or by writing it in colored chalk, or by focusing the children’s attention on it in some way. Then have them concentrate their energy in mastering it.

Read with the children the story addressed to them at the beginning of their book, “[The King’s Rules].” Refer to the story frequently and encourage them to follow the rules daily. Study the notes on the spelling of difficult words throughout the book. See that the children not only apply the notes on the pages on which they occur, but look for other words that contain the same problems.

For seat work, after every word in a lesson has been correctly and distinctly pronounced, have the children decide what in each word calls for special attention. This they may do by copying the word and indicating in some way the difficulty as by underlining. Or they may make little notes based on those in their book.

Make your children keen to detect and overcome these special difficulties, and their interest will secure excellent results.

Review Words

From time to time pages of review words are given. These lists are made up of commonly used, often misspelled, words. Call the children’s attention over and over again to the difficulties in these words. Use some of them daily. Hold the children to the correct spelling of them in all written work. Make opportunities to use them. Keep a record in plain sight, showing the children’s progress in the mastery of these words. Make the mastery of these words a personal matter to yourself, even to the extent of considering your teaching a failure if every child in the third year does not form the habit of spelling correctly the words on page [30], and every child in the fourth year those on page [75]. Call attention to these pages at the beginning of the year, and arouse the children’s interest and ambition to master the words as early as possible.

Quotations

The sentences, proverbs, poems, myths, and various quotations are carefully selected for certain definite purposes:

1. They review the words that have been taught.

2. They give new words in their natural context—a much better way of fixing their meaning and making them a part of the child’s vocabulary than the use of definitions or short, unrelated sentences.

3. They are examples of good English and may serve as models for the children’s attempts at composition.

These quotations may be used in different ways:

1. Copying. Read the selection with the children that they may have an idea of the whole. Do not allow them to copy letter by letter, glancing from the book to the paper. At first they may study and copy single words, later they should read and copy phrases, clauses, and sentences.

The child’s copy should always be compared with the book and corrected. A special mark or word of praise should be given to the child who makes an exact copy.

2. Dictation. In dictating, read a complete sentence once for the children. Do not use the poems for dictation, as dictating them line by line often destroys the sense, and always the beauty, of the rhythm.

3. Memory. Children often spell words correctly when they are dictated and misspell the same words when they are trying to express their own thought. For this reason it is well to have the children write some of the selections from memory. It is a step between taking dictation and writing original compositions. The proverbs and rhymes are especially well adapted for memory work.

Reproduction

The short stories may be rewritten, using different words in place of certain indicated words, as suggested in lesson 99, page [64], or a free reproduction may be made.

Original Sentences

The words in each lesson have been grouped about a central thought. Have the children write original sentences or stories, using the words in a lesson, as in lesson 31, page [51].

Authors

The authors of the different selections, or their sources, are given in the child’s book. It is hoped he will thus become somewhat acquainted with their origin. But he should not be required or expected to memorize these names or sources.

Pictures

For seat work have the children make lists of words suggested by the pictures in their book.

The Vocabulary

The vocabulary, alphabetically arranged, will be found on pages [33] and [74]. Encourage the children to use this vocabulary to check up the words that they are positive they can spell correctly, and for reference to find any word they may wish to use in their written work. These lists of words may also be used for oral spelling matches or written reviews. Regularly and systematically test the pupils. Keep records, to which the children have ready access, showing their progress and efficiency. Have each child keep a list of the words he misspells, and keep on urging him and testing him, until he has mastered his particular “word demons.”

Summary

To sum up: Arouse a spelling interest; develop a spelling sense; teach the children how to study intelligently; review constantly; keep definite records of progress.

To the Girls and Boys:

THE KING’S RULES

(Said to be a true story)

Late one summer afternoon a boy sat at his desk trying to learn a spelling lesson. It was warm in the schoolroom and the boy’s head ached. His teacher had gone out for a moment and he was alone.

A shadow fell across his desk. The boy looked up and saw a stranger standing before him. He thought he had seen this man before. He felt that he was a great man.

“Why are you not out of doors playing with the other children?” asked the stranger.

“I am studying my spelling lesson,” answered the boy. “I have to stay in every night because I just can’t learn how to spell. I hate it!”

“Nonsense!” said the man. “I can tell you in one minute how to learn to spell.”

The boy laughed. “You must be a magician,” he said.

“No,” said the man, “I am not a magician, but I am the king. Boy, do you think your king would tell you anything that is not true?”

“No, Sire,” answered the boy, springing to his feet, for now he recognized the king from pictures he had seen.

“Then listen, my lad. Any one can become a good speller who follows these three rules:

“1. Listen carefully when the word is spoken.

“2. Say it correctly when you speak it.

“3. Look at the word thoughtfully to get an exact picture of it in your mind.

“If you will study every word in your lesson in this way, you will never again have to stay after school to learn your spelling lesson.”

“Thank you, Sire,” said the boy. “I will follow your three rules.”

Twenty-two years later the king received a present of a wonderful book. When he opened it, he found the following words written on the first page:

“This book is gratefully dedicated to
The King
By the boy whom he taught to spell.”

Yes, the boy followed the king’s rules. He learned how to spell and how to write, and now he was one of the greatest writers in the land.

Do you listen carefully while your teacher pronounces each word, or do you write what you think she says?

Do you say each word correctly, or do you say jest when you mean just, or comin’ when you mean coming?

Do you look carefully at each word until you have an exact picture of it in your mind?

Will you try to follow the king’s rules in the study of the spelling words in this book?

They will surely make your work better and easier.

THE ALDINE SPELLER
PART II
THIRD YEAR

When you spell world make the o very clear.

Be sure you do not put an h in sure.

3

HAPPY THOUGHT

The world is so full of a number of things,

I’m sure we should all be as happy as kings.

—Robert Louis Stevenson.

Shoes is a word to look at thoughtfully.

8

For want of a nail the shoe was lost.

For want of a shoe the horse was lost.

For want of a horse the rider was lost.

For want of a rider the battle was lost.

For want of a battle the country was lost.

9

Which is the hardest word in Lesson 11? Why?

14

15

THE CROW AND THE PITCHER

Did you ever read about the thirsty crow?

One day he found a pitcher with some water in it.

He could not reach the water.

He dropped stones into the pitcher.

The water rose to the top.

Then the crow drank his fill.

—Æsop.

20

THE FOX AND THE LION

Once a fox heard a lion roar.

He was afraid and ran off.

But the lion did not chase him.

21

Next morning the fox again met the lion.

He looked at its great size and was not afraid.

The lion roared, but the fox did not run.

This time he felt safe.

—Æsop.

26

27

Jack likes to scrape the cake bowl.

Mother sets it on the floor.

Jack sits down beside it.

First he scratches around the side.

Then he scrapes the bottom clean.

Why do Indian and Troy begin with capitals?

Don’t forget the e in heart.

Be very careful in spelling which.

32

THE FIRST WATERLILY

One night an Indian boy saw a star fall.

Next morning he found a new flower.

It had a golden star in its heart.

It floated on a still pond.

This was our first waterlily.

—Indian Myth.

37

THE GOLDEN EGGS

A man once owned a strange goose.

Every day she laid a golden egg.

The man thought she must be full of gold.

He killed the goose and cut her open.

But not a trace of gold could he find.

She was just like other geese.

Then how sorry the man felt!

—Æsop.

What letters are not sounded in climb, limb, autumn?

Be sure you say basket correctly.

42

GATHERING APPLES

It is autumn.

The apples are ripe.

The children are busy gathering them.

These are not sour apples.

They are as sweet as sugar.

47

There is only one l in almost.

Look at ei in either and neither.

52

Almost never wins.

—German.

A thing of beauty is a joy forever.

—John Keats.

Better beg than steal,
But better work than either.

—Russian.

He buys very dear who begs.

—Portuguese.

The following review words are often misspelled. Each has a little “catch” in it. Are you going to be caught by these little words? Use the king’s third rule. See what is hard in each word, then you can soon learn how to spell them all.

People who misspell which and where do not say the h in these words. Do you?

People who misspell just do not see the letters of the little word us in the middle. They do not say the word right. Do you?

Which words have silent letters?

56

57

Buttercups and daisies,

Oh the pretty flowers!

Coming in the springtime,

Tell of sunny hours.

—Mary Howitt.

When ing is added to come to make coming, the e is dropped.

Look at e in pretty.

Be sure to pronounce the you in your.

66

When about to put your words in ink,

It will do no harm to stop and think.

A grain does not fill a sack but it helps its fellows.

—Spanish.

A feather will point the wind.

—Danish.

67

72

Doing nothing is doing ill.

—Scottish.

Lambs don’t run into the mouth of the sleeping wolf.

—Danish.

God gives every bird its food, but does not throw it into the nest.

—J. G. Holland.

73

Potatoes don’t grow by the side of the pot.

—Dutch.

A lazy sheep thinks its wool heavy.

—Scottish.

Want of care does more harm than want of money.

—Benjamin Franklin.

74

Look carefully at ough in through, ea in meadow, and o in among.

75

This I know, I love to play,

Through the meadow, among the hay,

Up the water and over the lea,

That’s the way for Billy and me.

—James Hogg.

76

Look carefully at the o in worth.

77

Be careful in all things.

A little stone may upset a large cart.

—Italian.

A mouse can drink no more than its fill from a river.

—Chinese.

Whatever is worth doing at all is worth doing well.

—Chesterfield.

78

Look carefully at the i in fruit, the o in honey and money, and the b in climb.

Easy is a word often misspelled.

Remember the King’s third rule.

79

Who does the best he can is a hero.

—Josh Billings.

He who would have the fruit must climb the tree.

—Spanish.

No bees, no honey;

No work, no money.

It is as easy to grin as to growl.

—French.

83

Laugh at your ills,

And save doctor’s bills.

—Spanish.

Smile on the world and it will smile on you.

—Italian.

A light heart, a light task.

—French.

84