LIPPINCOTT'S
HORN-ASHBAUGH
SPELLER
FOR GRADES ONE TO EIGHT
BY
ERNEST HORN, Ph.D.
PROFESSOR OF EDUCATION AND DIRECTOR
OF THE UNIVERSITY ELEMENTARY SCHOOL
THE STATE UNIVERSITY OF IOWA
AND
ERNEST J. ASHBAUGH, Ph.D.
ASSOCIATE PROFESSOR OF EDUCATION AND CHIEF OF THE
BUREAU OF EDUCATIONAL TESTS AND MEASUREMENTS
THE STATE UNIVERSITY OF IOWA
PHILADELPHIA, LONDON, CHICAGO
J. B. LIPPINCOTT COMPANY
COPYRIGHT, 1920, BY J. B. LIPPINCOTT COMPANY
PRINTED BY J. B. LIPPINCOTT COMPANY
AT THE WASHINGTON SQUARE PRESS
PHILADELPHIA, U. S. A.
PREFACE
It is the intention of the authors to include sufficient discussion and directions to teachers so that this book may be taught with the highest possible degree of efficiency. Under general directions to teachers will be found a discussion of those points which concern all teachers regardless of grade. In addition, preceding the word list for each grade will be found supplementary directions to aid the teachers in facing the problems peculiar to that grade.
Special attention is called to the elaborate provision for making the pupil intelligent and responsible in his attack on his own spelling problems. This result is achieved by the testing plan which discovers to the pupil his deficiencies; by the standard scores which enable him to compare his accomplishment with that of other children; by the efficient method of study which is provided; and by the unusually rigorous follow-up work given in the review lessons. The authors therefore present this book to the pupils and teachers of the United States as a contribution to the solution of the problem of developing a nation of good spellers.
The Authors.
December, 1920.
CONTENTS
| PAGE | ||
| Preface | [iii] | |
| General Directions to Teachers | [vii]-[xiv] | |
| Directions to Pupils | [xiv]-[xvi] | |
| Directions to Teachers of Grade I | [2] | |
| Word List, Grade I | [3]-[5] | |
| Directions to Teachers of Grade II | [8] | |
| Word List, Grade II | [9]-[14] | |
| Directions to Teachers of Grade III | [16]-[17] | |
| Word List, Grade III | [19]-[27] | |
| Directions to Teachers of Grade IV | [30] | |
| Word List, Grade IV | [31]-[40] | |
| Directions to Teachers of Grade V | [42] | |
| Word List, Grade V | [43]-[52] | |
| Directions to Teachers of Grade VI | [54] | |
| Word List, Grade VI | [55]-[64] | |
| Directions to Teachers of Grade VII | [66] | |
| Word List, Grade VII | [67]-[78] | |
| Directions to Teachers of Grade VIII | [80] | |
| Word List, Grade VIII | [81]-[95] | |
| Dictation Exercises | [97]-[105] |
LIPPINCOTT'S
HORN-ASHBAUGH SPELLER
GENERAL DIRECTIONS TO TEACHERS.
How the Teaching of Spelling May be Improved.—The teaching of spelling may be improved in three ways: first, by selecting a better list of words for the pupil to study; second, by placing before the pupils of each grade the words that are most appropriate for them; and third, by introducing economical procedures in learning. The first is the problem of the course of study; the second, the problem of grading; and the third, the problem of method.
The Vocabulary.—To solve the first problem one must insure that the pupils will study all words they are likely to use in life outside the school. One must also insure that the pupils' time will not be wasted through their being required to learn words which they will never use. This problem has been solved for you by the authors of the text. The vocabulary of the lessons is taken from a compilation which Doctor Horn has made of ten scientific investigations of the words used in writing letters. These investigations, taken together, represent the careful analysis of over three-quarters of a million running words of correspondence. If you will analyze one letter, you will see what a very great amount of work these investigations have required. It seems very unlikely that any word commonly and frequently used should have been overlooked in all of these investigations.
These ten studies contain all of the information which is available at the present time concerning what words are likely to be used in writing letters. Accordingly, there is no word in this speller which has not been reported in one or more of these investigations. In addition, this vocabulary has been carefully compared with all of the other types of reading and writing vocabularies.
Among these are the studies of children's themes, such as those by Jones, by the teachers of New Orleans, Kansas City, and Richmond, Virginia; the various studies of adult reading vocabularies, such as those by Eldridge and Knowles, aggregating over 140,000 running words; the studies of the vocabulary of school readers, such as those by Packer, Housh, and Miller, aggregating over one-half million running words. No word has been taken from these studies which did not occur in the investigations of the vocabulary of personal and business letters. On the other hand, these studies showed quite clearly that the words found as the result of the analysis of three-quarters of a million running words of correspondence are really basic in any writing vocabulary.
If you will examine the book, you will see that most of the lessons are numbered with arabic numerals. These lessons contain a minimum list of 3998 words found to be used most frequently. You will notice, also, that beginning with grade three there are in each grade supplementary lessons, marked S-1, S-2, etc. These lessons include 580 additional words which are somewhat less frequently used. The supplementary lessons are distributed by grades, so that pupils who finish the minimum work for any grade will have additional lessons to study for the remainder of the year. However, before undertaking these supplementary lessons, the teacher should make sure that her pupils have learned thoroughly the minimum list which contains the important words.
Plan of Review.—The provision for the complete elimination of spelling errors is particularly efficient and thoroughgoing. Not only are those words which most commonly give difficulty arranged for, but the method of testing insures that each pupil will eliminate his own peculiar errors. No pains have been spared to obtain this thoroughness without wasting the pupils' time in mere routine review.
During the week in which each lesson is taught for the first time, each pupil is tested three times on every word in the lesson. He spends his time in concentrated attack on the words which have given him difficulty. One month later this lesson is given as a test, and the words missed by each pupil re-learned by him. At the end of the week this lesson is again given as a test.
In addition, at the beginning of each grade above the first, the words which have been previously taught, but which according to Doctor Ashbaugh's investigation still give difficulty, are thoroughly reviewed. Finally, in the seventh grade, the words which are most frequently missed by grammar grade pupils are given additional review.
It must be kept in mind that these reviews are not haphazard, nor are they a matter of guesswork. Each review list is made up on the basis of the most careful scientific study of persistent errors.
Grading.—The lessons in each grade are those which the pupils in that grade may most profitably study. The words have been graded in the following manner: On the basis of Doctor Horn's compilation of correspondence vocabularies, all of the 4578 words were ranked according to the frequency with which they are used in correspondence. On the basis of Doctor Ashbaugh's study of the difficulty of these words in the various grades, the words were arranged in order of ease of spelling. With these two sources of data, the lessons are arranged so that in general the easiest words and those most commonly and frequently used are placed in the lower grades. In addition, on the basis of scientific analysis of the vocabulary of first, second, and third readers, the authors determined which words occurred most often in these readers. The words included in the lessons for the first three grades are not only easy and fairly common, but are found also in popular readers of the grades in which they are placed. For example, the word "and" was found 23,773 times in the letters analyzed in the various investigations upon which the book is based; and it is misspelled by but four second grade children out of a hundred. It also occurs in every one of ten commonly used first readers. Since it is one of the very commonest words, is easy to spell, and is found in all first readers, it is placed in the first list in the book. In a similar way every lesson in the first three grades has been a matter of computation. The lessons in grades above the third have been made in the same careful fashion, except that occurrences in readers were not taken into consideration. It is clear that the lessons increase gradually in difficulty in each successive grade, and that a pupil who is forced to leave school at the end of grade six or seven will have learned the words which he is most likely to need in writing.
Standard Scores.—By means of standard errors at the close of each lesson, the pupils and teachers may compare results with those of other grades and with those obtained in the country at large. These standards were taken from the Ashbaugh Scale and from a supplementary study conducted by Doctor Ashbaugh and Doctor Horn to determine the standards for words not included in the original scale. It must be kept in mind that these standard errors are high, being the result of the present unfavorable conditions of the teaching of spelling in the country at large. They are used merely for the purpose of comparison. The ideal to keep before your class is that they should learn their lessons so that they will not misspell a single word, but this ideal is intensified by the use of the standard errors.
How to Teach the Lesson.—Four points must be kept in mind as more important than any others:
1. The teacher must test her pupils on each lesson before they begin to study.
2. Each pupil should study only the words which he misspelled on the test.
3. He must be taught an economical method of study.
4. He must see clearly what progress he is making.
Detailed suggestions for teaching the lessons are given in the paragraphs which follow. These suggestions are based upon the investigations reviewed by Doctor Horn in the Eighteenth Yearbook of the National Society for the Study of Education. The method has been tried out thoroughly in public school classrooms, and has proved uniformly successful. Teachers are urged to follow it as closely as possible. If, however, the teacher prefers another method of study, she may use it. The book may be used with any method.
Getting Started Right.—The first few lessons may well be spent in systematizing class procedure and teaching pupils how to study a spelling lesson. Begin by pointing out the importance of spelling. Give cases, if possible, where people have been discredited because of spelling errors in letters. Discuss with the class how the words in this book were selected, how the standard errors at the close of each lesson were secured, and how the method of study was determined. The pupils may now be introduced to the procedure which will be used in conducting the spelling class, and to the method of study.
Teaching Pupils How to Work.—Many teachers have found the following procedure very satisfactory. Have the pupils open their books at the first lesson for their grade. Explain to them that a great many men have spent much time and money in finding out the best way to learn to spell, and that the method which is to be used is based on what these men have recommended. Have the class read the directions to pupils given on pages [xiv]–[xvi]. After the directions have been read, have several pupils summarize them. When you have made sure that the class has the main points clearly in mind, the actual work of habituating the method may be begun. The first few lessons in each term should consist of practice in the method of study. This practice should be continued until you are satisfied that the pupils understand thoroughly how to go about their work. Remember that even though teachers in the preceding grades are using the method, there may be pupils in your grade who are new to the system, as well as some who have forgotten how to study. From the nature of the method, it is easy to detect any child who is not using it. Insist that the correct method be used from the outset. As soon as the pupils have learned the method of study, the regular work of learning the lessons may begin.
How the Lessons Should be Taught.—The lessons are planned to be completed in a week. A week's work, therefore, consists of twenty new words and twenty review words except in grade one, where the week's work consists of ten new words and ten review words. The following schedule is recommended.
Monday.—The first step in teaching a lesson is an exercise in pronunciation. Have the pupils open their books at the advanced lesson. Pronounce each word, enunciating the syllables very distinctly. Each word which in your judgment is not understood by the class should be used in a sentence. All homonyms should be so used. Have the pupils pronounce each word after you in concert, enunciating the syllables very distinctly. Insist on careful pronunciation on the part of every pupil.
This exercise precedes the spelling test because of the importance of pronunciation in the method of study, and because of the probability that this initial attention to the correct form of the word is desirable. Since the pupils undoubtedly learn something as a result of this exercise, they may be expected to make somewhat better scores than those given in the book. These scores are the results of tests given without such a preliminary exercise in pronunciation.
After all the words have been pronounced, have the pupils close their texts and prepare papers for a written test. This test will include the new lesson. It may be written on any sort of paper, the words being written in columns of twenty to correspond to the arrangement of the words in the book. Pronounce each word once only. Pupils should write the words without hesitation. No alterations in the first attempt at spelling the word should be allowed.
After the words have all been dictated, have the pupils exchange papers for the purpose of correcting. Be sure that each pupil understands that he is marking his neighbor's paper, so that errors which have been made may be corrected. Instruct the class to mark a word wrong if it is misspelled, if it cannot be read, or if any change in the first attempt at spelling has been made. Be sure that each pupil understands that, until he is able to write a word correctly the first time, he has not sufficiently learned it.
The words may be corrected on the basis of the teacher's oral spelling or by the book. Each word found to be misspelled should be marked wrong by placing after it an X.
When the papers have been returned to the owners, each pupil should write the correct form of the words which he has misspelled. The words missed on the test will constitute his task for the week.
Tuesday.—On Tuesday the pupils study, each working on his own errors and using the method recommended under directions to pupils. Pupils who made no errors on the test may be excused from this study period, but not from the succeeding test. It frequently happens that a pupil will spell a word correctly on one test and misspell it on a following test.
The teacher should closely supervise the pupils' study in order to insure that proper methods of learning are used. She may also help to direct the work of those who, having made no errors on the preceding test, have been allowed to undertake some other task. The class should not be tested on this day.
Wednesday.—Test on the new and on the review lesson. This review lesson should consist of a lesson taught one month before. Since the first four lessons in each grade are made up of words taught in the preceding grade, these may well be used for the first month as review lessons. The words may be corrected and the errors recorded as on Monday. Compare the number of errors made on this test with those made on the preceding test. This comparison will show the pupil what progress he has made. The remainder of the period may be spent in studying the words missed on this test.
Thursday.—Study as on Tuesday.
Friday.—Test on the new and on the review lesson, correct the papers as on Monday, and spend the rest of the period studying the errors made on this final test. Compare the number of errors made on this test with the number made on the first and second tests. The comparison gives the child a measure of accomplishment for the week. The teacher should check this day's papers in order to have an accurate record of the status of the pupils at the close of the week's work. Many teachers have found it helpful to keep a chart of progress on the blackboard.
Individual Instruction.—It is clear from the preceding directions that the method of learning and the class administration are intended to insure that each pupil will learn those words which give him difficulty, and that he will, at the same time, progress at his own rate. With the possible exception of the fact that only the commonly used words are taught, this is the most important provision in the book.
The Spelling Notebook.—It has been found to be very helpful to have each pupil keep a notebook in which to record words missed in the various spelling tests or in papers written in connection with other subjects. This notebook tends to make the pupil more conscientious with regard to his spelling. It also gives him a record of his errors so that when he has time for review work he can utilize it properly.
The Problem of Interest.—Teachers who have used the method which is here recommended have been unanimous in reporting not only that the pupils learned more rapidly, but also that they worked with greater enthusiasm. This increased interest is secured without any use of soft pedagogy. It comes from several sources. First, the pupils know that the words in the book are those most commonly needed in writing. Second, the pupils quickly see the advantage of centering their efforts on words which they have actually missed. Third, by means of standard scores they are enabled to compare their spelling ability with that of children in other parts of the country. Fourth, they can see what they are accomplishing. Fifth, these provisions make possible the joy which comes from doing vigorously and thoroughly a clean-cut task that needs to be done. These are the interests which appeal to sensible men and women in life outside the school, and they have proved sufficient for children. Many attempts have been made to substitute devices for these wholesome and fundamental interests. Such attempts not only fail in their purpose, but actually distract the child's mind from the work he has to do. Sugar-coating inevitably destroys the child's appetite for healthy vigorous work.
DIRECTIONS TO PUPILS
Why These Words Should be Studied.—One of the ways by which people judge the writer of a letter is by the presence or absence of spelling errors. Often a young man or young woman has failed to obtain a desirable position because of spelling errors in a letter of application. Even in the ordinary friendly letter, spelling errors make a bad impression. The words which you are to learn from this spelling book are the words which people most frequently use in writing letters. Thousands of letters were read, and each word found was recorded. This book, therefore, contains the words most commonly used in writing, and does not contain any word which has not been found in letters.
How to Learn the Words.—The first step in the study of each lesson will be an exercise in pronunciation. Your teacher will pronounce each word for you. Look at your book closely, noticing each syllable as she pronounces it. When the teacher asks you to pronounce the word after her, look at each syllable closely as you pronounce it.
The second step in learning the lesson is the test. Write each word as plainly as you can and without hesitation. The purpose of this test is to see whether or not there are any words in the lesson which you cannot spell. The words which you cannot spell will be your work in spelling for the week.
If your teacher asks you to exchange papers for the purpose of correcting them, be sure to do your work very carefully. If you fail to mark a word wrong that has been misspelled, the pupil whose paper you marked will not be able to know that the word should be studied, and so will suffer an injury. On the other hand, it will be very confusing if you mark a word wrong which is really correct. Mark any word wrong that you cannot easily read; also any word if a letter has been written over or a change made. Remember that the purpose of the test is to find out which words need to be studied. The grades of the pupil whose papers you correct are not affected in any way by your marking.
The Meaning of "The Standard Number of Errors."—The words in this book have been given to a great many children in each grade in a number of cities. In that way it was possible to find out the number of errors which children of each grade ordinarily make. If you will compare the number of errors which you make on the test with the number of errors at the bottom of your lesson, you will be able to see how your spelling compares with that of pupils in other parts of the country.
How to Learn to Spell a Word.—A great many men have spent much time and money in finding out for you the best way to learn to spell. The directions which follow are based on what these men have discovered.
1. The first thing to do in learning to spell a word is to pronounce it correctly. Pronounce the word, saying each syllable very distinctly, and looking closely at each syllable as you say it.
2. With closed eyes try to see the word in your book, syllable by syllable, as you pronounce it in a whisper. In pronouncing the words, be sure to say each syllable distinctly. After saying the word, keep trying to recall how the word looked in your book, and at the same time say the letters. Spell by syllables.
3. Open your eyes, and look at the word to see whether or not you had it right.
4. Look at the word again, saying the syllables very distinctly. If you did not have the word right on your first trial, say the letters this time as you look sharply at the syllables.
5. Try again with closed eyes to see the word as you spell the syllables in a whisper.
6. Look again at your book to see if you had the word right. Keep trying until you can spell each syllable correctly with closed eyes.
7. When you feel sure that you have learned the word, write it without looking at your book, and then compare your attempt with the book to see whether or not you wrote it correctly.
8. Now write the word three times, covering each trial with your hand before you write the word the next time, so that you cannot copy. If all of these trials are right, you may say that you have learned the word for the present. If you make a single mistake, begin with the first direction and go through each step again.
9. Study each word by this method. Take special pains to attend closely to each step in the method. Hard and careful work is what counts.
Take Pains with Your Spelling in all Writing.—Take pride in having your compositions and letters free from spelling errors. When you are in the slightest doubt as to how to spell a word, look it up in the dictionary before you write it. When you have found the word in the dictionary, learn it by the method by which you study your regular spelling lessons. In a similar way, if you do make a mistake in spelling in your compositions, learn the word which you misspelled by this same method.
Reviews.—Whenever you have a few minutes after having prepared some lesson, turn back to the errors which you have made on previous spelling tests and spend some time going over the words which you missed on those tests. Occasionally when you are at home, you will find it interesting to have your mother or father or some friend test you over all the words you have missed during the year. You should not be satisfied until you can spell every word correctly.
Notebook.—Keep a spelling notebook. Whether your teacher requires it or not, you will find it very much worth while to keep a spelling notebook. In this you should record all words missed on any test or in compositions which you write. If you find that you are frequently missing a word, write it in a special list and review it frequently.
FIRST GRADE
DIRECTIONS TO FIRST GRADE TEACHERS
The words in the lessons for first grade children are few in number and relatively easy. You will notice that most of them are phonetic. Each word has been found to be used in correspondence and in a majority of first grade readers. This list is therefore particularly appropriate for first grade children and may be easily learned by them. The authors recommend that this work be begun in the second half year.
Directions for Teaching.—Read again the general directions on pages [vii] to [xvi], inclusive. In general the method used in grade one is the same as that used in later grades. There are, however, certain important differences. You will notice, for example, that first grade lessons contain ten instead of twenty words. You will need also to give more attention for the first two or three weeks to initiating correct habits of study. Remember that teachers above grade one will build upon habits which you initiate.
The words in the first grade list are very simple, so that there should be no difficulty in learning to spell them. Neither should the children have any difficulty in understanding any of the one hundred fifty words.
Directions for Schools in Which the Pupils do Not Write in Grade One.—The pupils in such schools should be taught to study according to the first six directions given under How to Learn to Spell a Word, page [xv]. The tests in these cases will have to be oral tests. Otherwise, the methods recommended in the general directions may be used.
| 1 | 2 | 3 | 4 |
| is | be | but | that |
| and | can | dear | to-day |
| are | dog | did | up |
| day | good | do | was |
| he | my | go | an |
| in | see | his | as |
| it | she | little | big |
| me | you | look | come |
| all | book | not | for |
| at | boy | out | get |
| I. ( ) | I. ( ) | I. ( ) | I. ( ) |
| II. 1 | II. 1 | II. 2 | II. 2 |
| III. 0 | III. 1 | III. 1 | III. 1 |
| 5 | 6 | 7 | 8 |
| hand | old | way | gold |
| have | on | will | hat |
| if | one | your | her |
| into | over | away | home |
| land | run | by | how |
| last | say | cannot | ice |
| let | tell | doing | looking |
| like | the | down | love |
| man | this | eat | of |
| may | tree | give | play |
| I. ( ) | I. ( ) | I. ( ) | I. ( ) |
| II. 2 | II. 2 | II. 3 | II. 3 |
| III. 1 | III. 1 | III. 1 | III. 1 |
| I. ( ) | I. ( ) | I. ( ) | I. ( ) |
| II. 3 | II. 3 | II 4 | II. 4 |
| III. 1 | III. 2 | III. 2 | III. 2 |
| 13 | 14 | 15 | 16 |
| hard | must | school | all |
| has | night | send | be |
| hen | no | six | see |
| just | or | snow | not |
| live | pig | sun | may |
| made | playing | they | for |
| make | put | top | in |
| milk | red | what | do |
| mother | ring | wood | so |
| much | sat | ran | no |
| I. ( ) | I. ( ) | I. ( ) | I. ( ) |
| II. 4 | II. 4 | II. 4 | II. 1 |
| III. 2 | III. 2 | III. 2 | III. 1 |
SECOND GRADE
DIRECTIONS TO SECOND GRADE TEACHERS
The second grade list of words contains 340 new words in addition to the review lessons, which include 80 of the most difficult first grade words, and 60 of the homonyms which give the most trouble. The new words are all words frequently used, are words which second grade children can learn easily and, for the most part, are frequently found in the second readers most commonly used. You will find that the method outlined below will enable you to teach these words so that your classes will make very nearly a perfect score on them.
Directions for Teaching.—Read again the directions for teaching as given on pages [vii] to [xvi]. You will find it advisable to take some time at the beginning of the term to teach pupils how to study. You will still find it necessary to correct the papers yourself. You may follow the same schedule as that outlined in the general directions. Watch particularly for improper methods of study.
Second grade pupils should write their tests without hesitation and with fair speed. Explain to the pupils with great care that letters which are not made plainly will be counted wrong.
Remember that the lessons are arranged by weeks rather than by days. The work for each week consists of one advance column and one review column. The review column in each case is the fourth column preceding the advance work. That is, it is made up of a week's work one month old. For example, column 5 contains 20 new words to be learned in one week. During the same week, column 1 should be reviewed. The lesson for the first week consists of column 1, which is the advance lesson, and of column R 1, which is the review.
| I. ( ) | I. ( ) | I. ( ) | I. ( ) |
| II. 5 | II. 6 | II. 7 | II. 8 |
| III. 3 | III. 3 | III. 3 | III. 4 |
| I. ( ) | I. ( ) | I. ( ) | I. ( ) |
| II. 8 | II. 8 | II. 7 | II 6 |
| III. 4 | III. 4 | III. 3 | III. 3 |
| I. ( ) | I. ( ) | I. ( ) | I. ( ) |
| II. 8 | II. 8 | II. 9 | II. 10 |
| III. 4 | III. 4 | III. 5 | III. 5 |
| I. ( ) | I. ( ) | I. ( ) | I. ( ) |
| II. 10 | II. 10 | II. 10 | II. 10 |
| III. 5 | III. 5 | III. 5 | III. 5 |
| I. ( ) | I. ( ) | I. ( ) | I. ( ) |
| II. 12 | II. 12 | II. 12 | II. 12 |
| III. 6 | III. 7 | III. 7 | III. 7 |
| I. ( ) | I. ( ) | I. ( ) | I. ( ) |
| II. 12 | II. 6 | II. 9 | II. 12 |
| III. 7 | III. 3 | III. 5 | III. 7 |
THIRD GRADE
DIRECTIONS TO THIRD GRADE TEACHERS
The advance lessons, numbered 1 to 28 inclusive, contain a minimum list of 528 new words. The supplementary list contains 80 words, which although easy to spell are not so frequently used in writing letters as are the words of the minimum list. This supplementary list is meant for those schools which because of the long school term or for other reasons, finish the minimum list before the end of the term or year. The lessons marked R-1, R-2, R-3, R-4, are made up of the eighty words taught in preceding grades, but which still give considerable difficulty to third grade children. They should be thoroughly mastered.
Directions for Teacher.—For the first few lessons direct your attention to systematizing class procedure and to teaching pupils how to study effectively. Read carefully again the suggestions on pages [vii] to [xvi].
Pupils in the third grade should be able to make their own corrections so that time may now be saved by having the pupils exchange papers during the first two tests. The teacher should continue to correct the papers written on the final test. The following suggestions will be helpful in getting the coöperation of pupils. After the papers have been exchanged say, "In writing, it is important not only that you know how to spell, but also that you make your letters so that the person who reads your paper can tell easily what you have written. This is the reason that I have asked you to exchange papers. Many people write so that certain letters cannot be told from other letters. This is true of z, g, and y; o and a; t and l; n and u; h and k. When you correct papers and cannot tell which of two letters the writer intended, mark the word wrong. Also mark it wrong if a letter has been written over or a change made. Words should be learned so that they will be written correctly without hesitation the first time. Any word which has not been learned so that it may be written correctly the first time should be studied again.
["]Remember that the purpose of this test is to find out which words need further study. It does not affect your grades. You will do the pupil whose paper you have a favor by marking his errors so that he may correct them. Mark each error by placing after it a cross—so (x)."
Pupils should keep a special list of words which they have missed in their compositions. These words should be studied by the same method used in studying the regular spelling lesson. Such words will not be taken up, however, in the regular lessons.
Remember that the lessons are arranged by weeks rather than by days. The work for each week consists of one advance column and one review column. The review column in each case is the fourth column preceding the advance work. That is, it is made up of a week's work one month old. For example, column 5 contains 20 new words to be learned in one week. During the same week, column 1 should be reviewed. The lesson for the first week consists of column 1, which is the advance lesson, and of column R 1, which is the review.
| II. 6 | II. 7 | II. 7 | II. 8 |
| III. 3 | III. 3 | III. 3 | III. 4 |
| IV. 1 | IV. 1 | IV. 1 | IV. 2 |
| II. 4 | II. 8 | II. 8 | II. 9 |
| III. 2 | III. 4 | III. 4 | III. 5 |
| IV. 1 | IV. 2 | IV. 1 | IV. 2 |
| II. 9 | II. 10 | II. 11 | II. 11 |
| III. 5 | III. 5 | III. 6 | III. 6 |
| V. 2 | IV. 2 | IV. 3 | IV. 3 |
| II. 11 | II. 12 | II. 12 | II. 12 |
| II. 7 | III. 7 | III. 7 | III. 8 |
| IV. 3 | IV. 3 | IV. 3 | IV. 4 |
| II. 13 | II. 13 | II. 13 | II. 13 |
| III. 8 | III. 8 | III. 8 | III. 8 |
| IV. 4 | IV. 4 | IV. 4 | IV. 4 |
| II. 13 | II. 13 | II. 13 | II. 13 |
| III. 8 | III. 8 | III. 8 | III. 8 |
| IV. 4 | IV. 4 | IV. 4 | IV. 4 |
| II. 13 | II. 13 | II. 14 | II. 13 |
| III. 8 | III. 9 | III. 9 | III. 8 |
| IV. 4 | IV. 4 | IV. 4 | IV. 4 |
| II. 12 | II. 15 | II. 15 | II. 15 |
| III. 7 | III. 10 | III. 10 | III. 10 |
| IV. 3 | IV. 5 | IV. 5 | IV. 5 |
| II. 15 | II. 15 | II. 15 | II. 15 |
| III. 10 | III. 10 | III. 10 | III. 10 |
| IV. 5 | IV. 5 | IV. 5 | IV. 5 |
FOURTH GRADE
DIRECTIONS TO FOURTH GRADE TEACHERS
The advanced lessons numbered 1 to 32 inclusive contain 620 new words. The supplementary list containing 80 new words is meant for schools which because of the long term or for other reasons, finish the minimum list of words before the end of the year. The lessons marked R-1, R-2, R-3, R-4, are made up of the 80 words in the third grade list which are most commonly misspelled by fourth grade children. These 80 words should be thoroughly mastered. There are also reviewed 20 homonyms which commonly are confused by children of this grade.
Directions for Teaching.—Read the preface and study with particular care the suggestions given on pages [vii] to [xvi]. It would be well also to read the suggestions to first, second and third grade teachers. You will need to supervise the correction of papers by pupils very closely.
Remember that the lessons are arranged by weeks rather than by days. The work for each week consists of one advance column and one review column. The review column in each case is the fourth column preceding the advance work. That is, it is made up of a week's work one month old. For example, column 5 contains 20 new words to be learned in one week. During the same week, column 1 should be reviewed. The lesson for the first week consists of column 1, which is the advance lesson, and of column R 1, which is the review.
| III. 12 | III. 10 | III. 10 | III. 6 |
| IV. 6 | IV. 5 | IV. 5 | IV. 3 |
| V. 2 | V. 2 | V. 2 | V. 1 |
| III. 6 | III. 7 | III. 8 | III. 8 |
| IV. 3 | IV. 4 | IV. 4 | IV. 4 |
| V. 1 | V. 1 | V. 2 | V. 2 |
| III. 8 | III. 8 | III. 10 | III. 10 |
| IV. 4 | IV. 4 | IV. 5 | IV. 5 |
| V. 2 | V. 2 | V. 2 | V. 2 |
| III. 10 | III. 10 | III. 10 | III. 10 |
| IV. 5 | IV. 5 | IV. 5 | IV. 5 |
| V. 2 | V. 2 | V. 2 | V. 2 |
| III. 10 | III. 10 | III. 10 | III. 11 |
| IV. 5 | IV. 5 | IV. 5 | IV. 5 |
| V. 2 | V. 2 | V. 2 | V. 2 |
| III. 11 | III. 11 | III. 11 | III. 11 |
| IV. 5 | IV. 5 | IV. 6 | IV. 6 |
| V. 2 | V. 2 | V. 3 | V. 3 |
| III. 11 | III. 12 | III. 12 | III. 12 |
| IV. 7 | IV. 7 | IV. 7 | IV. 7 |
| V. 3 | V. 3 | V. 3 | V. 3 |
| III. 12 | III. 12 | III. 12 | III. 12 |
| IV. 7 | IV. 7 | IV. 7 | IV. 7 |
| V. 3 | V. 3 | V. 3 | V. 3 |
| III. 12 | III. 13 | III. 15 | III. 11 |
| IV. 7 | IV. 8 | IV. 9 | IV. 5 |
| V. 3 | V. 4 | V. 5 | V. 2 |
| III. 10 | III. 13 | III. 15 | III. 15 |
| IV. 5 | IV. 8 | IV. 9 | IV. 10 |
| V. 2 | V. 4 | V. 5 | V. 5 |
FIFTH GRADE
DIRECTIONS TO FIFTH GRADE TEACHERS
The minimum lessons for this grade are numbered from 1 to 32, and contain 620 new words of the minimum list. The lessons marked R-1, R-2, R-3, R-4, are made up of words from the fourth grade lessons which are most frequently misspelled by fifth grade children. In addition to these eighty review words, there is one review lesson containing homonyms. There are also two supplementary lessons made up of words which are new but which are not so commonly used as those in the minimum list. As in preceding grades, these supplementary lessons are introduced in order to afford additional work for classes which finish the regular lessons before the end of the year. There are also two lessons containing names of the months, days of the week, and certain abbreviations.
Directions for Teaching.—Read carefully the suggestions on pages [vii] to [xvi]. Read also the suggestions to teachers of the first four grades. See to it that your pupils attack their lessons in an aggressive manner. The pupils in grade five do considerable work in written composition, so it will be well to watch very closely the errors made in such work. Have the pupils learn all words misspelled in their written work, using the same method as in their regular spelling lessons.
Remember that the lessons are arranged by weeks rather than by days. The work for each week consists of one advance column and one review column. The review column in each case is the fourth column preceding the advance work. That is, it is made up of a week's work one month old. For example, column 5 contains 20 new words to be learned in one week. During the same week, column 1 should be reviewed. The lesson for the first week consists of column 1, which is the advance lesson, and of column R 1, which is the review.
| IV. 13 | IV. 8 | IV. 8 | IV. 7 |
| V. 8 | V. 4 | V. 4 | V. 3 |
| VI. 5 | VI. 2 | VI. 2 | VI. 2 |
| IV. 5 | IV. 7 | IV. 7 | IV. 8 |
| V. 2 | V. 3 | V. 3 | V. 4 |
| VI. 1 | VI. 2 | VI. 2 | VI. 2 |
| IV. 8 | IV. 8 | IV. 8 | IV. 8 |
| V. 4 | V. 4 | V. 4 | V. 4 |
| VI. 2 | VI. 2 | VI. 2 | VI. 2 |
| IV. 8 | IV. 8 | IV. 8 | IV. 8 |
| V. 4 | V. 4 | V. 4 | V. 4 |
| VI. 2 | VI. 2 | VI. 2 | VI. 2 |
| IV. 8 | IV. 8 | IV. 8 | IV. 8 |
| V. 4 | V. 4 | V. 4 | V. 4 |
| VI. 2 | VI. 2 | VI. 2 | VI. 2 |
| IV. 8 | IV. 8 | IV. 8 | IV. 10 |
| V. 4 | V. 4 | V. 4 | V. 5 |
| VI. 2 | VI. 2 | VI. 2 | VI. 3 |
| IV. 10 | IV. 10 | IV. 10 | IV. 10 |
| V. 5 | V. 5 | V. 5 | V. 5 |
| VI. 3 | VI. 3 | VI. 3 | VI. 3 |
| IV. 9 | IV. 10 | IV. 10 | IV. 10 |
| V. 5 | V. 5 | V. 5 | V. 5 |
| VI. 3 | VI. 3 | VI. 3 | VI. 3 |
| IV. 10 | IV. 10 | IV. 10 | IV. 5 |
| V. 5 | V. 5 | V. 5 | V. 2 |
| VI. 3 | VI. 3 | VI. 3 | VI. 1 |
| IV. 5 | IV. 9 | IV. 9 | IV. 9 |
| V. 2 | V. 6 | V. 6 | V. 6 |
| VI. 1 | VI. 3 | VI. 3 | VI. 3 |
SIXTH GRADE
DIRECTIONS TO SIXTH GRADE TEACHERS
The advance lessons numbered 1 to 32 inclusive contain 640 new words. The supplementary list containing 80 new words is meant for schools which, because of the long term or for other reasons, finish the minimum list of words before the end of the year. The lessons marked R-l, R-2, R-3, R-4, are made up of 80 words in the fifth grade list which are most commonly misspelled by sixth grade children.
Directions for Teaching.—Read the preface and study with particular care the suggestions given on pages [vii] to [xvi]. It would be well also to read the suggestions given to teachers of the first five grades. Give particular attention to the correction of all written work.
Remember that the lessons are arranged by weeks rather than by days. The work for each week consists of one advance column and one review column. The review column in each case is the fourth column preceding the advance work. That is, it is made up of a week's work one month old. For example, column 5 contains 20 new words to be learned in one week. During the same week, column 1 should be reviewed. The lesson for the first week consists of column 1, which is the advance lesson, and of column R 1, which is the review.
| V. 5 | V. 6 | V. 7 | V. 8 |
| VI. 3 | VI. 4 | VI. 4 | VI. 5 |
| VII. 1 | VII. 2 | VII. 2 | VII. 3 |
| V. 5 | V. 5 | V. 5 | V. 5 |
| VI. 3 | VI. 3 | VI. 3 | VI. 3 |
| VII. 1 | VII. 1 | VII. 1 | VII. 2 |
| V. 5 | V. 5 | V. 5 | V. 6 |
| VI. 3 | VI. 3 | VI. 3 | VI. 4 |
| VII. 2 | VII. 2 | VII. 2 | VII. 2 |
| V. 6 | V. 6 | V. 6 | V. 7 |
| VI. 4 | VI. 4 | VI. 4 | VI. 4 |
| VII. 2 | VII. 2 | VII. 2 | VII. 2 |
| V. 7 | V. 7 | V. 7 | V. 7 |
| VI. 4 | VI. 4 | VI. 4 | VI. 4 |
| VII. 2 | VII. 2 | VII. 2 | VII. 2 |
| V. 7 | V. 7 | V. 7 | V. 7 |
| VI. 4 | VI. 4 | VI. 4 | VI. 4 |
| VII. 2 | VII. 2 | VII. 2 | VII. 2 |
| V. 7 | V. 8 | V. 8 | V. 8 |
| VI. 4 | VI. 5 | VI. 5 | VI. 5 |
| VII. 2 | VII. 2 | VII. 2 | VII. 2 |
| V. 8 | V. 8 | V. 8 | V. 8 |
| VI. 5 | VI. 5 | VI. 5 | VI. 5 |
| VII. 2 | VII. 2 | VII. 2 | VII. 2 |
| V. 8 | V. 9 | V. 9 | V. ( ) |
| VI. 5 | VI. 6 | VI. 6 | VI. ( ) |
| VII. 2 | VII. 3 | VII. 3 | VII. ( ) |
| V. 9 | V. 11 | V. 11 | V. 8 |
| VI. 6 | VI. 8 | VI. 8 | VI. 5 |
| VII. 3 | VII. 5 | VII. 5 | VII. 2 |
SEVENTH GRADE
DIRECTIONS TO SEVENTH GRADE TEACHERS
The minimum lessons for this grade are numbered from 1 to 30 inclusive and contain 600 new words. The supplementary lessons contain 60 new words which are not so commonly used as those in the minimum lessons. As in preceding grades, these supplementary lessons are introduced in order to afford additional work for classes which finish the regular lessons before the end of the year. The lessons marked R-l, R-2, R-3, R-4, are made up of words from the sixth grade lessons which are most frequently misspelled by seventh grade children.
Directions for Teaching.—Read carefully the suggestions on pages [vii] to [xvi]. Read also the suggestions to teachers in the first six grades. As in grades four, five and six, the spelling errors found in pupils' compositions should be rigorously corrected.
Remember that the lessons are arranged by weeks rather than by days. The work for each week consists of one advance column and one review column. The review column in each case is the fourth column preceding the advance work. That is, it is made up of a week's work one month old. For example, column 5 contains 20 new words to be learned in one week. During the same week, column 1 should be reviewed. The lesson for the first week consists of column 1, which is the advance lesson, and of column R 1, which is the review.
| VI. 5 | VI. 5 | VI. 7 | VI. 8 |
| VII. 3 | VII. 3 | VII. 4 | VII. 5 |
| VIII. 2 | VIII. 2 | VIII. 2 | VIII. 3 |
| VI. 5 | VI. 5 | VI. 5 |
| VII. 3 | VII. 3 | VII. 3 |
| VIII. 2 | VIII. 2 | VIII. 2 |
| VI. 5 | VI. 7 | VI. 7 |
| VII. 3 | VII. 4 | VII. 4 |
| VIII. 2 | VIII. 2 | VIII. 2 |
| VI. 7 | VI. 7 | VI. 7 |
| VII. 4 | VII. 4 | VII. 4 |
| VIII. 2 | VIII. 2 | VIII. 2 |
| VI. 8 | VI. 8 | VI. 8 |
| VII. 5 | VII. 5 | VII. 5 |
| VIII. 3 | VIII. 3 | VIII. 3 |
| VI. 8 | VI. 8 | VI. 9 |
| VII. 5 | VII. 5 | VII. 6 |
| VIII. 3 | VIII. 3 | VIII. 4 |
| VI. 9 | VI. 10 | VI. 10 |
| VII. 6 | VII. 7 | VII. 7 |
| VIII. 4 | VIII. 4 | VIII. 4 |
| VI. 10 | VI. 10 | VI. 10 |
| VII. 7 | VII. 7 | VII. 7 |
| VIII. 4 | VIII. 4 | VIII. 5 |
| VI. 11 | VI. 11 | VI. 12 |
| VII. 8 | VII. 8 | VII. 9 |
| VIII. 5 | VIII. 5 | VIII. 6 |
| VI. 11 | VI. 11 | VI. 12 |
| VII. 8 | VII. 8 | VII. 8 |
| VIII. 5 | VIII. 5 | VIII. 5 |
| VI. 10 | VI. 9 | VI. 10 |
| VII. 7 | VII. 6 | VII. 7 |
| VIII. 4 | VIII. 3 | VIII. 4 |
| VI. 7 | VI. 7 | VI. 7 |
| VII. 4 | VII. 4 | VII. 4 |
| VIII. 2 | VIII. 2 | VIII. 2 |
EIGHTH GRADE
DIRECTIONS TO EIGHTH GRADE TEACHERS
The minimum lessons for this grade are numbered from 1 to 25 inclusive, and contain 500 new words. There are in addition 240 supplementary words which are new, but which are not so frequently used as those in the minimum list. The four lessons marked R-1, R-2, R-3, R-4, are made up of those words in the preceding grades which are most frequently missed by eighth grade students. The lesson marked "Special Review," contains the hardest words, of the two thousand most frequently used in correspondence.
In addition, there are four letters which should be given as dictation exercises. These letters contain a large number of words which are very likely to be misspelled, as shown by their frequency of use in correspondence and the percentage of error of eighth grade pupils who attempt to spell them.
Remember that the lessons are arranged by weeks rather than by days. The work for each week consists of one advance column and one review column. The review column in each case is the fourth column preceding the advance work. That is, it is made up of a week's work one month old. For example, column 5 contains 20 new words to be learned in one week. During the same week, column 1 should be reviewed. The lesson for the first week consists of column 1, which is the advance lesson, and of column R 1, which is the review.
| VI. 15 | VI. 13 | VI. 12 |
| VII. 12 | VII. 9 | VII. 8 |
| VIII. 9 | VIII. 6 | VIII. 5 |
| VI. 10 | VI. 7 | VI. 7 |
| VII. 7 | VII. 4 | VII. 4 |
| VIII. 4 | VIII. 2 | VIII. 2 |
| VI. 7 | VI. 7 | VI. 10 |
| VII. 4 | VII. 4 | VII. 7 |
| VIII. 2 | VIII. 2 | VIII. 4 |
| VI. 12 | VI. 12 | VI. 13 |
| VII. 8 | VII. 9 | VII. 10 |
| VIII. 5 | VIII. 6 | VIII. 7 |
| VI. 15 | VI. 13 | VI. 13 |
| VII. 10 | VII. 10 | VII. 10 |
| VIII. 6 | VIII. 7 | VIII. 7 |
| VI. 14 | VI. 14 | VI. 15 |
| VII. 10 | VII. 11 | VII. 12 |
| VIII. 7 | VIII. 8 | VIII. 8 |
| VI. 15 | VI. 12 | VI. 12 |
| VII. 13 | VII. 8 | VII. 8 |
| VIII. 9 | VIII. 5 | VIII. 5 |
| VI. 12 | VI. 13 | VI. 12 |
| VII. 8 | VII. 10 | VII. 9 |
| VIII. 5 | VIII. 7 | VIII. 6 |
| VI. ( ) | VI. ( ) |
| VII. ( ) | VII. ( ) |
| VIII. ( ) | VIII. ( ) |
| VI. ( ) | VI. ( ) |
| VII. ( ) | VII. ( ) |
| VIII. ( ) | VIII. ( ) |
| VI. ( ) | VI. (16) |
| VII. ( ) | VII. (13) |
| VIII. ( ) | VIII. (10) |
| VI. 9 | VI. 9 | VI. 12 |
| VII. 6 | VII. 6 | VII. 8 |
| VIII. 3 | VIII. 3 | VIII. 5 |
| VI. 12 | VI. 12 | VI. 12 |
| VII. 8 | VII. 8 | VII. 8 |
| VIII. 5 | VIII. 5 | VIII. 5 |
| VI. 13 | VI. 12 | VI. 12 |
| VII. 10 | VII. 8 | VII. 9 |
| VIII. 7 | VIII. 5 | VIII. 6 |
| VI. 9 | VI. 10 | VI. 12 |
| VII. 6 | VII. 7 | VII. 9 |
| VIII. 3 | VIII. 4 | VIII. 6 |
USE OF THE CONTRACTION
One of the first things to learn in writing letters is that the form and style of the letter must be suited to the message which the letter contains, and to the relationship which exists between the person who sends the letter and the one who is to receive it. The style of business letters must be clear, direct, and dignified. With certain exceptions, as in sales letters, such letters are usually made very impersonal. On the other hand, personal letters are quite properly regarded by many as a sort of conversation in writing. In writing to friends or to relatives one usually desires to be informal. One of the ways of achieving this informality is through the use of colloquial English and contractions. In the past, many teachers of English have cautioned students against the use of contractions in letters; but an examination of the correspondence of writers whose letters are regarded as models shows that most of these authors use contractions very freely. If you will read the letters of Henry Adams, Stevenson, Gray, Henry James, Lamb, Carroll, Walpole, Keats, Emily Dickinson, Thackeray, Dickens, and others, you will see that in writing to friends and members of their families they wrote much as they would have chatted with those to whom the letters were addressed.
In general, then, contractions are to be used only in informal or friendly correspondence. In letters to strangers and in most business correspondence they should be avoided. Perhaps the best guide to the proper use of contractions is to be found in the models of writers who are famous for their personal letters.
can't "You can't be too careful." (Lamb)
don't "... for, O, I don't know how long." (Stevenson)
doesn't "He doesn't agree with them all ..." (Stevenson)
won't "This sort of thing won't do." (H. James)
it's "... It's a glorious afternoon ..." (E. Dickinson)
I'm "I'm three parts through Burns; ..." (Stevenson)
I'll "I'll try to improve it ..." (Stevenson)
haven't "... I haven't yet had time to give ..." (H. James)
you'll "You'll never guess; ..." (Carroll)
isn't "It isn't like gold ..." (E. Dickinson)
I've "So I've been idle." (Stevenson)
we'll "We'll finish an education sometime ..." (E. Dickinson)
wouldn't "... but Stephen wouldn't allow it ..." (Stevenson)
didn't "... I didn't see him." (Fitzgerald)
I'd "Another shot and I'd have gone to kingdom come." (Stevenson)
you'd "... and I beg you'd believe me ..." (Gray)
hadn't "... if you hadn't seen her ..." (H. James)
hasn't "This ought to have made me gay, but it hasn't." (Stevenson)
couldn't "If it were easy to write a play, I couldn't ... think of it." (H. James)
wasn't "Wasn't it curious?" (Carroll)
DICTATION EXERCISES
The following letters contain a large number of words which occur with relatively high frequency in correspondence, and are quite likely to be misspelled by persons of eighth grade education. They should be dictated in short phrases of three to five words without repetition, pausing after each dictated phrase for the children to write. The rate should be such, however, that the dictation and writing will be completed in the time designated in the note preceding each letter. On the average this will be about one and one-half lines per minute. A little practice will enable the teacher to dictate at this rate without difficulty.
Pupils should be able to write these letters at the given speed without hesitation or error of spelling before they have completed the work of this grade.
This letter should be dictated in three sections. The first exercise extends to the end of the first paragraph, including the heading and salutation, and should be written in 8 minutes. The second exercise includes the second and third paragraphs and should be written in 9 minutes. The third exercise completes the letter and should be written in 6–½ minutes.
June 2, 1920.
Dear Mamma,
I suppose you feel that I have been very slow about writing, but I haven't had a minute for either letter writing or pleasure the past few days. I took my last test this forenoon—the terrible and much dreaded literature examination. It lasted from ten o'clock until noon, and though it was different from what I had expected I think I got along all right. I probably won't get an excellent grade, for I just had to make a guess at one answer I didn't know, but you can't imagine how happy I am to be all through. Tomorrow will be the last day of school and our superintendent is going to let us celebrate with a class party.
Aunt Lucy wants me to stay with her another month, but I am coming home Saturday, for I know I'll be eager to get back to the farm just as soon as we have good weather again. Last Sunday I accepted Edith's invitation to spend the day with her. She lives about thirty miles from Des Moines, and I enjoyed the drive over the country roads. I'm sure I'll never lose my love for the farm.
I must tell you, too, about Edith's brother, a lieutenant, who got his commission at the same time John did. He is personally acquainted with John's captain and knew several other men in that company. I was very much interested in his account of his army experiences.
I appreciated the check you enclosed in your last letter, for I needed some money for my new dress. I never realized before this year how much it costs to clothe a girl. I wish you were here to advise me what kind of material to get. I miss your judgment when I try to go shopping alone. Aunt Lucy's voile dress has given her a great deal of service, and so I think I'll decide on that material for my best summer dress.
Remember me to the boys when you write, and give my love to Grandmother. I do hope her rheumatism is better.
Affectionately,
Helen.
This letter should be dictated in two sections. The first exercise extends to the end of the first paragraph, including the heading and salutation, and should be written in 12 minutes. The second exercise completes the letter and should be written in 7 minutes.
Iowa Land and Loan Company,
706–712 Commerce Building,
Des Moines, Iowa.
Gentlemen,
We take this occasion to acknowledge the receipt of your letter of the 17th inst., and sincerely appreciate the interest which you have shown in our association. We must find a permanent location for our Chautauqua, and believe that we have found lots which will be satisfactory, especially since they are in a really pleasant locality, convenient to the college. Since it will be necessary to investigate this business opportunity immediately, we are referring the matter to a committee and we feel the analysis of the situation will be complete. The committee to which this matter is referred will probably recommend giving a mortgage but quite certainly will receive advice on this point from representative citizens. The money to carry on the investigation is in the First National Bank, the certificate of deposit being in the hands of the treasurer of the association.
If possible the members of the association would like to issue the bulletin which contains the course by the beginning of the season, whether the matter of permanent grounds is thoroughly investigated, or not. Experience has taught us, too, that the bulletins are received with more enthusiasm at an early date.
The truly awful accident of last year in which two people were killed when the tent fell will have its influence on our present campaign for a permanent building.
Kindly give this matter your attention at your earliest convenience.
Respectfully yours,
Henry Jones.
This letter should be dictated in two sections. The first exercise extends to the end of the second paragraph and should be written in 7 minutes. The second exercise completes the letter and should be written in 9 minutes.
March 26, 1920.
Dear Father,
You can see from the article which I enclose that we did not disappoint our principal, even though it has been impossible to practice during the past week. Under the circumstances it doesn't seem possible that we could have won, but maybe our success was due to having no practice before the game. Some of the teams seemed rather over-trained.
The coach changed me to right forward, although, as you know, I usually play at guard. I suppose there was a doubt in his mind as to whether I could guard the tall forwards on some of the teams.
Our team never played together better. We didn't have so great a variety of plays as some of the other teams, but relied almost entirely upon our short passing game. What I liked especially was that there wasn't a single poor official. One of the officials was the man who spoke last fall on our community health program.
I suppose the team will reach home Saturday night. I am sure that we ought not to stay here later than Saturday noon. The teams were entertained at the various fraternity houses and the men have been very much crowded to make room for us. We certainly appreciate the good treatment we have received from these men and from everyone.
Affectionately, your son,
Harry.
This letter should be dictated in three sections. The first exercise extends to the end of the second paragraph, including the heading and the salutation, and should be written in 9 minutes. The second exercise includes the rest of the letter and should be written in 12 minutes. Not more than one exercise should be given in one day.
December 3, 1920.
Mr. Frank A. Hardy, Managing Editor,
National Insurance Journal,
Boston, Massachusetts.
My dear Mr. Hardy,
I am glad to make an immediate reply to your inquiry of December 1, regarding Miss Henry's qualifications.
It is now eight years since Miss Henry first took a position with us. She began as mail clerk, working up rapidly through the ranks, until she became private secretary to Mr. Baldwin, President of the Central Insurance Company, in which capacity she has served for four years, becoming an important part of the institution. We have found her always courteous, thoroughly efficient in her work, and absolutely reliable.
She is well equipped for a position on an insurance publication because of her magazine writing, which she has been doing in connection with a course in journalism at the university this year. She has been most successful in this work and hopes to find time to do more of it during the summer term if her schedule will permit. It was only because of her great desire to continue her education that we were willing to accept her resignation, and we knew that this year's work at the university would mean a broader field for her in the future.
I am enclosing a record of Miss Henry's work, on the usual form kept for each employee, showing the approximate progress she made during her eight years with us and her increased value to the company, and I am also sending under separate cover Miss Henry's photograph, as you suggested.
Hoping I may hear from you further if there is any additional information you require, I am
Very sincerely yours,
John Smith.
SUPPLEMENT WHICH CONTAINS CERTAIN
RULES AND DEFINITIONS OFTEN TAUGHT
AS A PART OF THE COURSE OF STUDY
IN SPELLING
As a part of the course of study in spelling, there is occasionally found a provision for word study and for teaching certain rules and definitions. The following supplement is added as a guide in schools which make such a requirement. Ordinarily such topics as derivation of words, root prefixes, suffixes, homonyms, antonyms, synonyms, and hyphens are taught, either as a part of composition or as a part of dictionary exercises.
The value of teaching spelling rules is still somewhat a matter of controversy, although the weight of experimental evidence seems to indicate that children do not profit from a study of the rules in spelling, as much as they profit from the same amount of time spent in the direct study of the important words covered by these rules. However, since some city and state courses of study require the teaching of the rules, it seems advisable to put the more important rules in this supplement.
An effort has been made to state these rules in the simplest manner possible, within the limits of accuracy. Great care has been taken, also, to tabulate, for each rule, the words frequently used in correspondence, which are exceptions.
The teacher should understand clearly that it is not the intention of the authors to have these rules take the place of the direct teaching of any word. Rather they are to be regarded as supplementary exercises. It is doubtful whether much attention should be given to rules before grade seven.
DERIVATION OF WORDS
Often one word is built up from several words or syllables. The most important part of such a built-up word is called the root, or base. This root or base had an original meaning which is usually clear, especially in purely English words, as in-side, happi-ness, etc. Many built-up or derivative words are from other languages. A few examples may help to illustrate:
1. international—Latin inter (between) plus nation (nation) plus al (pertaining to)—between nations, pertaining to intercourse between nations.
The root is "nation."
2. extraordinary—Latin extra (on the outside, out of) plus ordinarius (ordinary)—out of the ordinary, unusual.
The root is "ordinar."
3. provide—Latin pro (before) plus vid (to look or see)—to look before or ahead, to look out for in advance.
The root is "vid."
4. convention—Latin con (together) plus ven (to come) plus tion (act of)—act of coming together—meeting.
The root is "ven."
Many roots or bases are taken directly from the English:
1. out-come—act of coming out—that which comes out of something else—result.
2. in-side—inner side or surface.
3. cheer-ful—full of cheer.
4. happi-ness—state of being happy.
In studying these words, you may have noticed that something besides the root or base is needed to make the meaning clear. The other two parts which help to make up words are called prefixes and suffixes. These will be taken up separately.
PREFIXES
A prefix is a word or syllable placed before another word, and so completely joined to it that it changes the meaning of the basic word.
Note to Teacher:—Have the pupils select in the lessons of your grade, words which have similar prefixes.
As you can see in the list below, the final consonant of a prefix has often been changed to make the pronunciation easier, but does not disappear when added to the stem. Thus, ad-cord became ac-cord, ad-fect became af-fect, etc.
| Prefix | Definition | Illustration |
| ab (abs, a) | from, away | abandon |
| ad (ac, af, ag, al, an, ap, ar, as, at) | to | accommodate |
| ante | before | antecedent |
| circum | about, around | circumstance |
| com (co, col, con, cor) | with, together | compare, concert |
| de | from, down, away | desert, debate |
| dis (dif, de) | apart, not | disobey |
| ex (e, ef) | out, out of, away from, off, beyond | expect |
| extra | out of | extraordinary |
| in (ill, im, ir) | in, into, not, without | inside |
| inter | among, between, mutually | interurban |
| non | not | nonsense |
| per | through, by, for | perhaps |
| post | behind, after | postpone |
| pre | before | prevent |
| pro | forward, before, instead | provide |
| re | back, again, against | return |
| se | aside, apart, without | separate |
| sub (suc, suf, sug, sup, sur) | under, below, near | subject, succeed |
| super | over, above, beyond | superintendent |
| trans (tran, tra) | across, over, beyond, through | transfer, travel |
SUFFIXES
A suffix is a syllable or word which is added to the end of another word to change the meaning of the basic word.
Note to Teacher:—As the suffix is often closely connected with the root of the word, not much stress will be laid on learning suffixes by themselves. A few of the more common ones will be noted.
HOMONYMS
A homonym is a word pronounced exactly like another, but differing from it in meaning. A few homonyms are spelled in the same way, as "weed," a garment, and "weed," a plant. Only a small group of the more common type will be given here.
Note to Teacher:—It has been deemed advisable to omit giving an extensive list of homonyms here. You may refer the pupils to the lists of homonyms which occur in the regular spelling lessons of the first five grades. For example, the following lists are among those which contain homonyms:—16 in grade I; 18, 19, 20, in grade II; 12 words in 28 of grade III; 32 in grade IV; etc.
| Word | Definition | Sentence |
| 1. flour | a fine meal of ground wheat | Mother uses flour in baking |
| or other grain | bread. | |
| flower | a blossom | The rose is a beautiful flower. |
| 2. no | not, not any | I have no work to do. |
| know | to understand | Do you know your lesson? |
| 3. son | a male child; the male offspring | |
| of a parent, father or mother | John is my son. | |
| sun | the heavenly body which produces | The sun rises in the east. |
| the light of day |
SYNONYMS
Synonyms are words that have almost the same meaning. If you were to look up the simple words "cut" and "ask" you would find the following synonyms:
For "cut"—carve, lance, bite, dissect, snip, saw, slice, slit, slash, etc.
For "ask"—beg, crave, entreat, beseech, implore, move, plead, solicit, etc. No two of these synonyms mean exactly the same thing, but they express different shades of the same meaning.
Practice Exercises: Find as many synonyms as you can for the following words:
best
decide
effort
deceive
imagine
dark
time
form
pleasure
public
Any lesson in the book may be used for an exercise in discovering synonyms.
ANTONYMS
Words of opposite meaning are called antonyms. For example, black—white; big—little; and open—closed, are so named.
Practice Exercises: Try to think of antonyms for the following words:
cold
come
dull
inside
fat
front
good
high
in
large
up
long
new
poor
slow
spring
sweet
tall
wet
winter
THE HYPHEN
Authorities differ in regard to the use of the hyphen. However, there are two rules which always hold good: (1). The hyphen is used to separate compound adjectives; (2). The hyphen is used to show, at the end of a line, that a word has been divided. (Such a word must be divided between syllables.) In other cases, when you cannot decide whether or not to use a hyphen, consult the dictionary used in your school. It is much less frequently used than formerly.
RULES FOR SPELLING
I. Formation of Possessives
1. The following list is made up of words in the singular number. To form the possessive, add an apostrophe and "s."
horse's head
man's coat
girl's dress
boy's shoes
soldier's uniform
child's laugh
sheep's wool
sister's hat
2. The following list is made up of plural nouns that do not end in "s." To form the possessive, add an apostrophe and "s."
children's clothes
men's shirts
women's praise
gentlemen's plans
3. The following list is made up of plural nouns ending in "s."
To form the possessive, add only an apostrophe.
miles' walk
girls' clothing
years' word
pupils' attention
II. Treatment of the final consonant before a suffix
1. The following list contains words of one syllable. Notice that each word ends in a consonant, and that in every word there is a single short vowel preceding it. In all such words, the final consonant is doubled before adding a suffix beginning with a vowel.
big—bigg (er) (est)
drop—dropp(ed) (ing)
stop—stopp(ed) (ing)
plan—plann(ed) (ing)
begin—beginn(er) (ing)
2. The following list contains verbs of more than one syllable. Each verb is accented on the last syllable, and ends in a single consonant preceded by a single short vowel. In such verbs, the final consonant is doubled before a suffix beginning with a vowel.
beginn(ing)
referr(ed) (ing)
occurr(ed)
forgott(en)
remitt(ance)
III. Adding suffixes to words ending in "e"
1. A word ending in silent "e" drops the "e" before a vowel, as:
come—coming
hope—hoping
serve—serving
appreciate—appreciating
vote—voting
2. When a suffix beginning with a consonant is added to a word ending in "e," the "e" is kept.
announce—announce-ment
hope—hope-ful
late—late-ly
care—care-less
lone—lone-some
3. "E" is retained to keep the soft sound of "c" and "g" before "a" and "o" as in notice—notice-able, and advantage—advantage-ous.
Exceptions:
Of the words commonly used in writing letters the following exceptions are to be made:
a. When a suffix beginning with a consonant is added to a word ending in "e":
(1) Only three words drop "e" before adding "ment": judgment, acknowledgment, argument.
(2) Only one word drops "e" before adding "ful": awful.
(3) Only three words drop "e" before adding "ly":
true—truly
due—duly
whole—wholly
b. When the last syllable of a word ends in "le," "ly" does not make a new syllable, as: probable—-probably, possible—possibly, simple—simply.
(When "ly" is added to words ending in "l," both "l's" are retained, as: practical—practically, careful—carefully.)
IV. Treatment of the final "y"
1. To form the plural of a noun ending in "y" preceded by a consonant, change the "y" to "i" and add "es."
lady—ladies
quantity—quantities
quality—qualities
2. When a verb ends in "y" preceded by a consonant, change the "y" to "i" and add "es" to form the third person singular of the verb. To form the past tense of the verb, change the "y" to "i" and add "ed."
fry—fries
cry—cries
bury—buried
carry—carried
3. When a word ends in "y" preceded by a vowel, form the plural by adding "s."
turkey—turkeys
chimney—chimneys
valley—valleys
4. When "y" is preceded by a consonant, change it to "i" before a suffix which does not begin with "i," as in business, readily, happiness, etc.
Retain "y" in such words as: hurrying, crying, flying, etc.
V. Treatment and use of the apostrophe
1. Put the apostrophe in the place of the absent letter or letters: aren't, don't, didn't, can't, I'll, etc.
2. Possessives of personal pronouns have no apostrophe, as: its, hers, ours, yours, etc.
VI. Irregular Plurals
Some words ending in "f" or "fe" form their plurals by changing the "f" or "fe" to "v" and adding "es."
half—halves
knife—knives
life—lives
leaf—leaves
calf—calves
wife—wives
VII. Confusion of "ei" and "ie"
Note to Teacher:—Experimental evidence does not seem to show that this rule is very effective, but if it is taught, the following presentation is recommended.
Whenever "i" and "e" occur together in one syllable, and are pronounced as "[=e]" or "[)e]," it is always "i" before "e" except after "c" (see). When sounded like "[=a]" it is always "e" before "i." Some have used the following jingle to help fix the rule:
"i" before "e"
Except after "c"
Or when sounded like "a"
As in neighbor or weigh.
Four of the words most commonly used in writing letters are exceptions to these rules: neither, leisure, foreign, height.
Transcriber's Note
- Punctuation errors have been corrected.
- All misprinted reference pages throughout the book have been corrected (vii-xvi).
- Pg [17] Added missing "opening quotation" before "Remember" in "Remember that the purpose of this test ..."
- Pg [97] Removed ")" after "I didn't see him.")" and added "(" before "Fitzgerald"
- Pg [97] Corrected spelling of "kindom" to "kingdom" in "... gone to kindom come"
- Pg [103] Corrected spelling of "expecially" to "especially" in "... expecially since they are in ..."
- Pg [109] Corrected spelling of "occassionally" to "occasionally" in "... there is occassionally found ..."