# 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.

[Pg iii]

## 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[Pg iv] 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[Pg v] 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[Pg vi] 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.

[Pg vii]

## 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[Pg viii] 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[Pg ix] 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[Pg x] 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.

[Pg xi]

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[Pg xii] 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[Pg xiii] 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[Pg xiv] 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[Pg xv] 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.”

[Pg xvi]

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.

[Pg xvii]

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?”

[Pg xviii]

“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.

[Pg xix]

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.

[Pg xx]

[Pg xxi]

THE ALDINE SPELLER
PART II
THIRD YEAR

[Pg xxii]

[Pg 1]

1 | 2
world |  | hap py |  | should |  | cure
full |  | I am |  | would |  | sure
num ber |  | I’m |  | could |  | pure

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.

[Pg 2]

4 |  | 5 |  | 6 |  | 7
shoes |  | bat tle |  | ev er |  | leave
horse |  | cat tle |  | nev er |  | weave
rid er |  | rat tle |  | clev er |  | cleave
dai ly |  | tat tle |  | sev er |  | heave
its |  | coun try |  | post |  | shall

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

reach |  | teach |  | peach |  | trust
preach |  | beach |  | each |  | enter

[Pg 3]

10 |  | 11 |  | 12 |  | 13
drank |  | life |  | this |  | fox
thank |  | wife |  | hiss |  | ox
bank |  | knife |  | kiss |  | ox en
rank |  | strife |  | bliss |  | roof
plank |  | stone |  | miss |  | proof
sank |  | fol low |  | wire |  | case

Which is the hardest word in Lesson 11? Why?

14

be come |  | read |  | oar |  | pitch er
dropped |  | wa ter |  | roar |  | thirst y

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.

[Pg 4]

16 |  | 17 |  | 18 |  | 19
feel |  | great |  | felt |  | next
heel |  | a fraid |  | melt |  | size
peel |  | li on |  | belt |  | morn ing
kneel |  | off |  | knelt |  | safe
wheel |  | chase |  | spelt |  | heard

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.

[Pg 5]

22 |  | 23 |  | 24 |  | 25
bowl |  | scrape |  | first |  | dash
floor |  | clean |  | sec ond |  | lash
side |  | lean |  | third |  | flash
be side |  | bean |  | fourth |  | rash
a round |  | mean |  | fifth |  | sash
bot tom |  | like |  | moth er |  | cash

26

scratch |  | catch |  | match
patch |  | latch |  | hatch

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.

[Pg 6]

28 |  | 29 |  | 30 |  | 31
float |  | In di an |  | boy |  | pond
boat |  | flow er |  | joy |  | fond
coat |  | heart |  | toy |  | bond
goat |  | lil y |  | coy |  | blond
oats |  | gold en |  | Troy |  | which

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.

[Pg 7]

33 |  | 34 |  | 35 |  | 36
own |  | trace |  | cut |  | goose
known |  | place |  | but |  | geese
shown |  | race |  | hut |  | strange
grown |  | grace |  | nut |  | sor ry
thrown |  | face |  | rut |  | ev er y
blown |  | lace |  | shut |  | ev er y bod y
sown |  | space |  | oth er |  | ev er y thing
laid |  | thought |  | in side |  | an oth er

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.

[Pg 8]

38 |  | 39 |  | 40 |  | 41
pic ture |  | bough |  | ap ple |  | au tumn
bar rel |  | branch |  | bas ket |  | leaf
lad der |  | limb |  | han dle |  | sour
climb |  | slip pers |  | bus y |  | sug ar
gath er |  | toe |  | curls |  | ripe

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

Be sure you say basket correctly.

[Pg 9]

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.

43 |  | 44 |  | 45 |  | 46
roll |  | root |  | mo ment |  | week
toll |  | boot |  | min ute |  | peek
stroll |  | hoot |  | hour |  | seek
knoll |  | soot |  | month |  | cheek
south |  | dai ly |  | north |  | meek

47

to day |  | to night |  | to mor row |  | yes ter day
af ter noon | eve ning

[Pg 10]

48 |  | 49 |  | 50 |  | 51
steal |  | al most |  | bet ter |  | age
meal |  | beau ty |  | let ter |  | rage
deal |  | than |  | beg |  | cage
heal |  | work |  | leg |  | page
seal |  | ei ther |  | keg |  | stage
thus |  | nei ther |  | peg |  | wage

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.

[Pg 11]

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.

53 |  | 54 |  | 55
there | over there |  | any |  | been
their | their books |  | many |  | some
don’t | do not |  | which |  | once
can’t | can not |  | could |  | does
won’t | will not |  | would |  | sure
hear | I hear |  | should |  | where
here | Come here |  | hour |  | just

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?

[Pg 12]

56

but ter |  | pret ty |  | sun ny
but ter cups |  | com ing |  | oh

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.

58 |  | 59 |  | 60 |  | 61
aid |  | pea |  | faint |  | wear
maid |  | sea |  | paint |  | bear
paid |  | lea |  | saint |  | tear
laid |  | tea |  | dain ty |  | pear
sto ry |  | fix |  | out side |  | these

[Pg 13]

62 |  | 63 |  | 64 |  | 65
harm |  | fel low |  | ink |  | bunch
arm |  | yel low |  | think |  | lunch
charm |  | feath er |  | sink |  | does not
farm |  | weath er |  | pink |  | doesn’t
farm er |  | leath er |  | wink |  | help
your |  | move |  | drink |  | point

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

cart |  | tart |  | dart |  | art
part |  | start |  | chart |  | smart

[Pg 14]

68 |  | 69 |  | 70 |  | 71
po ta toes |  | God |  | noth ing |  | talk
lamb |  | food |  | an y thing |  | walk
mouth |  | mon ey |  | some thing |  | chalk
wolf |  | gives |  | some time |  | bun ny
heav y |  | giv en |  | some bod y |  | fun ny
ov er |  | soft |  | a like |  | gave

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.

[Pg 15]

73

la zy |  | sheep |  | wool |  | harm

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

through |  | a mong |  | Bil ly |  | that is
mead ow |  | pa per |  | know |  | that’s

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.

[Pg 16]

76

care ful |  | riv er |  | worth |  | house
care less |  | up set |  | what ev er |  | mouse

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

he ro |  | fruit |  | climb |  | hon ey
eas y |  | have |  | or |  | mon ey

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.

[Pg 17]

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.

80 |  | 81 |  | 82
task |  | laugh |  | care |  | hare
cask |  | laugh ing |  | dare |  | fare
flask |  | doc tor |  | bare |  | pare
mask |  | world |  | scare |  | stare
ask |  | smile |  | rare |  | snare
asked |  | mile |  | spare |  | glare
ask ing |  | while |  | share |  | square

[Pg 18]

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

work |  | friend |  | none |  | hap py
true |  |  |  |  |  | hap pi ness

Look carefully at the o in work and in none, the i in friend and in happiness.

85

Be true to your word, your work, and your friend.

—John Boyle O’Reilly.

Love all, do wrong to none.

—Shakespeare.

All who joy would win
Must share it—Happiness was born a twin.

—Byron.

[Pg 19]

86 |  | 87 |  | 88 |  | 89
al ways |  | east |  | spo ken |  | blue
be have |  | least |  | bro ken |  | due
whole |  | feast |  | a ble |  | cue
man ner ly |  | beast |  | ta ble |  | glue
du ty |  | yeast |  | fa ble |  | hue

There is only one l in always.

90

A child should always say what’s true,
And speak when he is spoken to,
And behave mannerly at table;
At least as far as he is able.

—Stevenson.

[Pg 20]

91 |  | 92 |  | 93 |  | 94
much |  | hard |  | haste |  | hole
re main |  | card |  | has ten |  | whole
of ten |  | yard |  | taste |  | stole
tar dy |  | guard |  | paste |  | pole
ar rive |  | lard |  | waste |  | sole
learn |  | hurt |  | it self |  | print

The letter t is not sounded in often, but don’t leave it out when you spell the word.

Look at u in guard.

Remember the w in whole.

95

Haste not, rest not.

—Goethe.

Too swift arrives as tardy as too late.

—Shakespeare.

Who hastens too much often remains behind.

—German.

Learn to creep before you run.

—Scottish.

[Pg 21]

96 |  | 97 |  | 98 |  | 99
e lev en |  | six teen |  | thir ty |  | cream
twelve |  | sev en teen |  | for ty |  | team
thir teen |  | eight een |  | fif ty |  | beam
four teen |  | nine teen |  | six ty |  | dream
fit teen |  | twen ty |  | hun dred |  | steam

100 | 101
Sun day |  | Sun. |  | Wednes day |  | Wed.
Mon day |  | Mon. |  | Thurs day |  | Thurs.
Tues day |  | Tues. |  | Sat ur day |  | Sat.
Fri day |  | Fri. |  | Jan u a ry |  | Jan.

Look at the d and the second e in Wednesday and the u in Saturday.

102 | 103
speak |  | leak |  | cane |  | pane
weak |  | peak |  | lane |  | vane
beak |  | freak |  | mane |  | crane

[Pg 22]

104 | 105
child |  | lov ing |  | end |  | tend
mild |  | giv ing |  | send |  | spend
wild |  | liv ing |  | lend |  | bend
woe |  | hap pi est |  | mend |  |

When ing is added to love, give, and life, e is dropped. What letter is changed in life?

106

BIRTHDAYS

Monday’s child is fair of face,
Tuesday’s child is full of grace,
Wednesday’s child is full of woe,
Thursday’s child has far to go,
Friday’s child is loving and giving,
Saturday’s child must work for a living;
But the happiest child of all, they say,
Is the child who is born on the week’s first day.

[Pg 23]

107 |  | 108
dish |  | pie
fin ger |  | please
thumb |  | such
stock ing |  | piece
bus y |  | sleeve

109

Such a busy girl!
She is peeling apples for a pie.
Please give me a piece of pie.

110 |  | 111 |  | 112 |  | 113
dress |  | wrist |  | skirt |  | neck
guess |  | mist |  | shirt |  | deck
bless |  | twist |  | dirt |  | peck
less |  | fist |  | flirt |  | check
press |  | young |  | suf fer |  | speck

[Pg 24]

| 114 |  |  |  | 115 |
Jan u a ry |  | Jan. |  | Sep tem ber |  | Sept.
Feb ru a ry |  | Feb. |  | Oc to ber |  | Oct.
A pril |  | Apr. |  | No vem ber |  | Nov.
Au gust |  | Aug. |  | De cem ber |  | Dec.

116

dance |  | do not |  | world is
mu sic |  | don’t |  | world’s
sulk |  |  |  |

117

THE WORLD’S MUSIC

The world’s a very happy place,
Where every child should dance and sing,
And always have a smiling face,
And never sulk at anything.

—Gabriel Setoun.

[Pg 25]

118 |  | 119 |  | 120 |  | 121
store |  | re turn |  | dog |  | change
wore |  | count |  | log |  | says
more |  | car ried |  | frog |  | mis take
shore |  | for get |  | hog |  | dol lars
or der |  | sign |  | form |  | pen ny

122

JACK’S ORDER BOOK

Every day Jack goes to the store for mother.
He writes her orders in a book.
He says it is a real order book.
He never forgets anything.

123

When he returns he counts his change.
He never makes a mistake.
He has carried many dollars and never lost a cent.
Every day mother signs the order book.

[Pg 26]

124 | 125 |  | 126
doz en |  | doz. |  | cheese |  | or ange
pound |  | lb. |  | fresh |  | ber ry
pounds |  | lbs. |  | loaf |  | ber ries
gal lon |  | gal. |  | loaves |  | oat meal
quart |  | qt. |  | flour |  | soap
pint |  | pt. |  | oil |  | add

TWO PAGES FROM JACK’S ORDER BOOK

127 |  | 128
Mon., June 7 |  | Fri., June 11
1 lb. cheese. |  | 1 bag flour
1 doz. fresh eggs |  | 3 gal. oil
1 loaf bread |  | 1 doz. oranges
1 qt. berries |  | 1 box oatmeal
1 pt. cream |  | 6 cakes soap
5 lbs. sugar |  | 3 loaves bread
1 lb. tea |  | 1 lb. candy

[Pg 27]

129

sea sons |  | fire
| sum mer |

Sing a song of seasons,
Something bright in all,—
Flowers in the summer,
Fires in the fall.

—Stevenson.

130

lip |  | nip |  | grip |  | chip
drip |  | tip |  | whip |  | hip
dip |  | slip |  | skip |  | ship

[Pg 28]

131

raise |  | dust |  | turn |  | churn
road |  | dust y |  | burn |  | e ven

132

THE FLY ON THE CART WHEEL

Once there was a fly on a cart wheel.
The wheel turned round and the dust from the road rose
in clouds.
“Oh,” cried the fly, “what a dust we raise!”
But the wheel did not even know that the fly was there.

—Æsop.

133 |  | 134 |  | 135 |  | 136
hun ter |  | dug |  | dull |  | mat ter
teeth |  | bug |  | hull |  | plat ter
tooth |  | rug |  | skull |  | scat ter
him self |  | tug |  | since |  | flat ter
whom |  | jug |  | hasn’t |  | chat ter

[Pg 29]

137

THE HUNTER AND THE LION

“Have you seen any tracks of a lion?” asked a hunter of a man whom he met.

“Oh, I can show you the lion himself,” said the man.

The hunter turned pale with fright. His teeth chattered.

“I don’t want to see the lion. I only want to see his tracks,” he cried.

—Æsop.

138 |  | 139 |  | 140 |  | 141
oak |  | pale |  | rush |  | dip per
cloak |  | tale |  | brush |  | slip per
croak |  | gale |  | crush |  | skip per
soak |  | sale |  | hush |  | drip ping
move |  | scale |  | mush |  | whip ping
tenth |  | whale |  | blush |  | tip ping

[Pg 30]

Review of Troublesome Words

142 |  | 143 |  | 144 |  | 145
friend |  | Tuesday |  | making |  | just
always |  | won’t |  | having |  | doctor
done |  | too |  | coming |  | know
heard |  | two |  | loving |  | minute
Wednesday |  | among |  | writing |  | blue
February |  | busy |  | buy |  | through
very |  | none |  | week |  | every

146 |  | 147 |  | 148 |  | 149
whole |  | shoes |  | piece |  | often
there |  | any |  | been |  | sugar
their |  | many |  | once |  | hour
don’t |  | which |  | does |  | says
here |  | could |  | sure |  | laid
can’t |  | should |  | where |  | break
world |  | would |  | climb |  | flour

[Pg 31]

The following 100 words have been found to be the “One Hundred Commonest Words in the English Language.” They are used and repeated so frequently in our writing that they constitute about one half of all the words we write. You have studied all of them. Can you spell each of them correctly?

the |  | will |  | my |  | had
and |  | as |  | this |  | has
of |  | have |  | his |  | very
to |  | not |  | which |  | were
I |  | with |  | dear |  | been
a |  | be |  | from |  | would
in |  | your |  | are |  | she
that |  | at |  | all |  | or
you |  | we |  | me |  | there
for |  | on |  | so |  | her
it |  | he |  | one |  | an
was |  | by |  | if |  | when
is |  | but |  | they |  | time[Pg 32]
go |  | please |  | letter |  | do
some |  | week |  | make |  | after
any |  | night |  | write |  | than
can |  | their |  | thing |  | sir
what |  | other |  | think |  | last
send |  | up |  | should |  | house
out |  | our |  | truly |  | just
them |  | good |  | now |  | over
him |  | say |  | its |  | then
more |  | could |  | two |  | work
about |  | who |  | take |  | day
no |  | may |  | thank |  | here

[Pg 33]

THIRD YEAR VOCABULARY

We have followed the king’s rules. We can spell all these words. Can you?

able |  | another |  | asking |  | beam
add |  | anything |  | August |  | bean
afraid |  | apple |  | autumn |  | bear
afternoon |  | April |  | bank |  | beast
age |  | arm |  | bare |  | beauty
aid |  | around |  | barrel |  | became
alike |  | arrive |  | basket |  | been
almost |  | art |  | battle |  | beg
always |  | ask |  | beach |  | behave
among |  | asked |  | beak |  | belt[Pg 34]
bend |  | branch |  | cart |  | clever
berries |  | broken |  | case |  | climb
berry |  | brush |  | cash |  | cloak
beside |  | bug |  | cask |  | coat
better |  | bunch |  | catch |  | coming
Billy |  | bunny |  | cattle |  | could
bless |  | burn |  | chalk |  | count
bliss |  | busy |  | change |  | country
blond |  | but |  | charm |  | crane
blown |  | butter |  | chart |  | crank
blue |  | buttercups |  | chase |  | cream
blush |  | cage |  | chatter |  | croak
boat |  | cane |  | check |  | crush
bond |  | can’t |  | cheek |  | cue
boot |  | card |  | cheese |  | cure
bottom |  | care |  | child |  | curls
bough |  | careful |  | chip |  | cut
bowl |  | careless |  | churn |  | daily
boy |  | carried |  | clean |  | dainty[Pg 35]
dance |  | dream |  | enter |  | fifteen
dare |  | dress |  | even |  | fifth
dart |  | drink |  | evening |  | fifty
dash |  | drip |  | ever |  | finger
deal |  | dripping |  | every |  | fire
December |  | dropped |  | everybody |  | first
deck |  | due |  | everything |  | fist
dip |  | dug |  | fable |  | fix
dipper |  | dull |  | face |  | flash
dirt |  | dust |  | faint |  | flask
dish |  | dusty |  | fare |  | flatter
doctor |  | duty |  | farm |  | flirt
does |  | each |  | farmer |  | float
doesn’t |  | east |  | feast |  | floor
dog |  | easy |  | feather |  | flour
dollar |  | eighteen |  | February |  | flower
don’t |  | either |  | feel |  | follow
dozen |  | eleven |  | fellow |  | fond
drank |  | end |  | felt |  | food[Pg 36]
form |  | given |  | hare |  | hiss
forget |  | giving |  | harm |  | hog
forty |  | glare |  | hasn’t |  | hole
fourteen |  | glue |  | haste |  | honey
fourth |  | goat |  | hasten |  | hoot
fox |  | God |  | hatch |  | horse
freak |  | golden |  | have |  | hour
fresh |  | goose |  | heal |  | house
Friday |  | grace |  | hear |  | hue
friend |  | great |  | heard |  | hull
frog |  | grip |  | heart |  | hundred
fruit |  | grown |  | heave |  | hunter
funny |  | guard |  | heavy |  | hurt
gale |  | guess |  | heel |  | hush
gallon |  | handle |  | help |  | hut
gather |  | happiest |  | here |  | I’m
gave |  | happiness |  | hero |  | Indian
geese |  | happy |  | himself |  | ink
give |  | hard |  | hip |  | inside[Pg 37]
its |  | lard |  | limb |  | meek
itself |  | lash |  | lion |  | melt
January |  | latch |  | lip |  | mend
joy |  | laugh |  | living |  | mild
jug |  | laughing |  | loaf |  | mile
just |  | leaf |  | loaves |  | minute
keg |  | leak |  | log |  | miss
kiss |  | lean |  | loving |  | mist
kneel |  | learn |  | lunch |  | mistake
knelt |  | least |  | maid |  | moment
knife |  | leather |  | mane |  | Monday
knoll |  | leave |  | mannerly |  | money
know |  | leg |  | many |  | month
known |  | lend |  | mask |  | more
lace |  | less |  | match |  | morning
ladder |  | letter |  | matter |  | mother
laid |  | life |  | meadow |  | mouse
lamb |  | lily |  | meal |  | mouth
lane |  | like |  | mean |  | move[Pg 38]
much |  | off |  | paper |  | pitcher
music |  | often |  | pare |  | place
neck |  | oh |  | part |  | platter
neither |  | oil |  | paste |  | please
never |  | once |  | patch |  | point
next |  | or |  | pea |  | pole
nineteen |  | orange |  | peach |  | pond
nip |  | order |  | pear |  | post
none |  | other |  | peak |  | potatoes
north |  | outside |  | peck |  | pound
nothing |  | over |  | peek |  | preach
November |  | own |  | peel |  | press
number |  | ox |  | peg |  | pretty
nut |  | oxen |  | penny |  | print
oak |  | page |  | picture |  | proof
oar |  | paid |  | pie |  | punch
oatmeal |  | paint |  | piece |  | pure
oats |  | pale |  | pink |  | quart
October |  | pane |  | pint |  | race[Pg 39]
rage |  | rush |  | September |  | size
raise |  | rut |  | seventeen |  | skip
rank |  | safe |  | seventy |  | skipper
rare |  | saint |  | sever |  | skirt
rash |  | sale |  | shall |  | skull
rattle |  | sash |  | share |  | sleeve
reach |  | Saturday |  | ship |  | slip
read |  | says |  | shirt |  | slippers
remain |  | scale |  | shoes |  | smart
return |  | scare |  | shore |  | smile
rider |  | scatter |  | should |  | snare
ripe |  | scrape |  | shown |  | soak
river |  | scratch |  | shut |  | soap
road |  | sea |  | side |  | soft
roar |  | seal |  | sign |  | sole
roll |  | seasons |  | since |  | some
roof |  | second |  | sink |  | somebody
root |  | seek |  | sixteen |  | something
rug |  | send |  | sixty |  | sometime[Pg 40]
sorry |  | stone |  | task |  | thirty
sour |  | store |  | taste |  | this
south |  | story |  | tea |  | through
sown |  | strange |  | teach |  | thrown
space |  | strife |  | team |  | thumb
spare |  | stroll |  | tear |  | Thursday
speak |  | such |  | teeth |  | thus
speck |  | suffer |  | tend |  | tip
spelt |  | sugar |  | tenth |  | tipping
spend |  | sulk |  | than |  | today
spoken |  | summer |  | thank |  | toe
square |  | Sunday |  | that’s |  | toll
stage |  | sunny |  | their |  | tomorrow
stare |  | sure |  | there |  | tonight
start |  | table |  | these |  | tooth
steal |  | tale |  | think |  | toy
steam |  | talk |  | third |  | trace
stocking |  | tardy |  | thirsty |  | Troy
stole |  | tart |  | thirteen |  | true[Pg 41]
trust |  | water |  | while |  | wore
Tuesday |  | weak |  | whip |  | work
tug |  | wear |  | whipping |  | world
turn |  | weather |  | whole |  | worth
twelve |  | weave |  | whom |  | wrist
twenty |  | Wednesday |  | wife |  | yard
twist |  | week |  | wild |  | yeast
upset |  | whale |  | wink |  | yellow
vane |  | whatever |  | wire |  | yesterday
wage |  | wheel |  | wolf |  | young
walk |  | where |  | woe |  | your
waste |  | which |  | won’t |  |

[Pg 42]

[Pg 43]

THE ALDINE SPELLER
PART II
FOURTH YEAR

[Pg 44]

[Pg 45]

1

A mer i ca
A mer i can
Pil grim
moun tain
free dom
lib er ty
it is
’tis

2

AMERICA

My country, ’tis of thee,
Sweet land of liberty,
Of thee I sing;
Land where my fathers died,
Land of the Pilgrims’ pride,
From every mountain-side
Let freedom ring.

—Samuel Francis Smith.

[Pg 46]

3

breath
breathes
soul
na tive
Breathes there a man with soul so dead,
Who never to himself hath said,
“This is my own, my native land”?

—Sir Walter Scott.

4 |  | 5 |
wolf |  | re ply |  | as sist |  | pit y |
wolves |  | re plied |  | poor |  | pit ied |
| crea ture |  |  |  | a lone |  |

See what happens to y in reply and pity when ed is added.

When es is added to wolf see what happens to f. In what other words does this happen?

6

One day a fox fell into a well. He howled aloud.
A wolf ran to see what the matter was.
“Poor creature,” said the wolf, “how I pity you!”
“Don’t pity me,” replied the fox. “Assist me.”

—Æsop.

[Pg 47]

7 |  | 8 |
e nough |  | con tent |  | trav el |  | pock et |
tough |  | rich |  | trav el er |  | emp ty |
rough |  | a muse |  | purse |  | re cov er |

9

health |  | wealth |  | rob ber |

Health is the best wealth.
Poor and content is rich, and rich enough.

—Shakespeare.

Better an empty purse than an empty head.

—German.

The traveler with empty pockets fears no robber.

10

be come |  | be gin |  | be gun |  | be fore |
be long |  | be gin ning |  | be low |  | be fore hand |

[Pg 48]

11 |  | 12 |  | 13 |
torn |  | stitch |  | trou ble |
tum ble |  | a cross |  | af ter ward |
a shamed |  | beg gar |  | loose |
nurse |  | pun ish |  | blis ter |
bruise |  | fault |  | her self |
comb |  | of fer |  | gar den |

Look thoughtfully at ui in bruise, au in fault, oo in loose, ou in trouble.

There is only one c in across.

Look at the picture, then write five sentences about it, using as many words as you can from Lessons 11, 12, and 13.

14

an ger |  | bos om |  | jus tice |  | win dow |
|  | sur round |  |  |  | foot |

When anger in the bosom lies,
Justice out the window flies.

[Pg 49]

15 |  | 16 |
sil ver |  | lady |  | fur |  | elm |
shad y |  | lad ies |  | cur |  | sir |
shad ow |  | sat in |  | church |  | birch |

The y in lady changes to i and es is added when we mean more than one lady—ladies.

Look at the u in church and the i in birch.

17

The silver birch is a dainty lady,
She wears a satin gown;
The elm tree makes the old churchyard shady,
She will not live in town.

—Edith Nesbit.

18

voice |  | breeze |  | touch
| vi o let |  | breath |

The rough voiced breeze that shook the trees
Was touched by a violet’s breath.

[Pg 50]

19 |  | 20 |  | 21 |  | 22
left |  | camp |  | nar row |  | fir
cit y |  | lamp |  | ma ple |  | grove
o’clock |  | damp |  | beech |  | drove
front |  | called |  | spruce |  | stove
path |  | field |  | for est |  | cove

Look at o in front, ie in field, and ple in maple.

Do not forget the apostrophe in o’clock.

23

We left the city at six o’clock.
The camp is in a grove of fir, maple, beech, and spruce trees.
Jack called the grove our forest.
In front of the camp is the river.
A narrow path leads across a field to its banks.

24

lum ber |  | tim ber |  | boards |  | car pen ter
| shin gle |  |  |  | sea shore |

[Pg 51]

25 |  | 26 |  | 27 |  | 28
build |  | inch |  | un der |  | re al ly
build ing |  | inch es |  | be neath |  | porch
built |  | firm |  | gi ant |  | dis tant
south |  | sol id |  | whose |  | dis tance
seems |  | fort |  | square |  | broad

29

The camp was built of native lumber.
The building was firm and solid as a fort.
The boards were over an inch thick.
It stood under a giant tree whose branches really seemed to touch the distant sky.
On the south side was a broad square porch.

30 |  | 31
ham mock |  | at tic |  | eaves |  | can dle
buck et |  | cel lar |  | lan tern |  | moon light
| shov el |  |  |  | cor ner |

Make a sentence telling how the camp was lighted at night.

[Pg 52]

32 |  | 33 |  | 34 |  | 35
di vide |  | break fast |  | pre pare |  | chance
la bor |  | din ner |  | fish |  | watch
e qual |  | sin ner |  | veg e ta ble |  | dan ger
e qual ly |  | win ner |  | cot tage |  | stran ger
en joy |  | pro vide |  | i dle |  | an y way

Look carefully at the second e in vegetable.

36

At camp the labor is divided. None are idle.
All enjoy an equal chance to help.
Jack prepares breakfast and dinner.
Frank provides fish and vegetables.
The dog watches that no danger comes near the cottage.

37 |  | 38
cab bage |  | squash |  | ba na na |  | rai sins
car rot |  | to ma to |  | cur rants |  | ol ive
rad ish |  | tur nip |  | grape |  | prune
| on ion |  |  |  | lem on |

[Pg 53]

39

kitch en |  | re move |  | ash es
| ov en |  | kin dle |

Remove the ashes.
Kindle the fire.
Have a hot oven.
Sweep the kitchen.

40 |  | 41 |  | 42 |  | 43
salt |  | sprin kle |  | juice |  | cher ry
so da |  | wrin kle |  | juic y |  | choc o late
stir |  | pud ding |  | fork |  | dough
spoon |  | bis cuit |  | pep per |  | dough nut
coal |  | ket tle |  | pour |  | jel ly

[Pg 54]

44 |  | 45
flow er |  | heav en
show er |  | si lent
bow er |  | de light
tow er |  | high
won der |  | mir ror

46

The moon, like a flower,
In heaven’s high bower,
With silent delight
Sits and smiles at the night.

FLOWER AND FAIRY WORDS

47 |  | 48 |  | 49 |  | 50
pur ple |  | na ture |  | ti ny |  | col or
pan sy |  | fan cy |  | fair y |  | scar let
li lac |  | blos som |  | fair ies |  | beau ti ful
com mon |  | bush |  | fa vor |  | laugh ter
wreath |  | lawn |  | mer ry |  | dan de li on

[Pg 55]

Review of Troublesome Words

51 |  | 52 |  | 53 |  | 54
used |  | loose |  | wear |  | built
color |  | lose |  | early |  | easy
break |  | enough |  | sugar |  | beginning
know |  | any |  | minute |  | wrote
tonight |  | shoes |  | tear |  | sure
laid |  | said |  | read |  | knew
would |  | once |  | does |  | heard
doctor |  | piece |  | just |  | writing
write |  | having |  | says |  | whole
often |  | guess |  | done |  | none

Each of the words on this page has some little “catch” in it. Try to find what is difficult in each word. Make a list of all you misspell. Keep this list on your desk or somewhere handy. Study whenever you get a chance. Don’t let these simple, everyday words master you. Master them.

[Pg 56]

55

o bey |  | com mand |  | busi ness |  | serve

Look at e in obey, i in business.

Only two syllables in business.

He that has learned how to obey will know how to command.

—Solon.

If you would have your business done, go; if not, send.

—Franklin.

He is best served who serves himself.

56 |  | 57
tru ly |  | po lite |  | re main |  | ac tion
ounce |  | ex am ple |  | re main der |  | ad vice

No e in truly; ai in remain; c in advice.

Better an ounce of example than a pound of advice.

Words pass away, but actions remain.

—Napoleon.

Truly polite, always polite.

[Pg 57]

58 |  | 59
lis ten |  | bud
rip ple |  | bud ding
flut ter |  | mud
blue bird |  | mud dy
to ward |  | fence

60

Listen a moment, I pray you;
What was that sound that I heard?
Wind in the budding branches,
The ripple of brooks, or a bird?
Hear it again, above us; and see a flutter of wings.
The bluebird knows it is April, and soars toward the sun and sings.

—Eben Rexford.

61

bob o link |  | pi geon |  | spar row |  | hawk
| hand some |  |  |  | won der ful |

[Pg 58]

62 |  | 63 |  | 64 |  | 65
bald |  | brief |  | aw ful |  | cir cle
ea gle |  | grief |  | se vere |  | home
ar row |  | com plete |  | ar rive |  | dome
mur der |  | cru el |  | man age |  | Rome
breast |  | wound |  | glance |  | bod y

Look at a in eagle and breast, ie in grief and brief, e in cruel, ou in wound.

66

THE EAGLE AND THE ARROW

A hunter once shot an eagle. Severely wounded, the bird managed to fly to his home. When he arrived he glanced at the cruel arrow in his breast. It was winged with one of his own feathers.

“Oh,” he cried, “to think I have been murdered by an arrow that I helped to make!”

—Æsop.

[Pg 59]

67 |  | 68 |  | 69 |  | 70
learn ing |  | in vite |  | har vest |  | boil
wis dom |  | in vi ta tion |  | this tle |  | soil
cloth |  | com pa ny |  | whis tle |  | toil
clothes |  | pea cock |  | ex pect |  | toi let
be gan |  | how ev er |  | in deed |  | suit

71

Learning is not wisdom any more than cloth is clothes.

—French.

How can a sparrow expect to be invited into the company of a peacock?

—Hans Andersen.

He that has a good harvest may be content with some thistles.

—Scottish.

72 |  | 73
calm |  | waist |  | debt |  | moan
palm |  | crumb |  | mourn |  | col umn

Find a silent letter in every word in Lessons 72 and 73.

[Pg 60]

74 |  | 75 |  | 76 |  | 77
ad mire |  | great ness |  | death |  | thank ful
ad mir ing |  | ab sent |  | at tempt |  | suc cess
grum ble |  | pres ent |  | half |  | suc ceed
grum bling |  | cow ard |  | halves |  | peo ple
lev el |  | thous and |  | be cause |  | thorn

E is omitted in admire and grumble when ing is added. What changes are made in the word half when we mean more than one half?

78

In admiring greatness we rise to its level.

He who killed a lion when absent, feared a mouse when present.

—French.

A coward dies a thousand deaths.

—German.

A bold attempt is half success.

—Danish.

Some people are always grumbling because roses have thorns. I am thankful that thorns have roses.

—Karr.

[Pg 61]

79

pal ace |  | hum ble |  | though |  | roam
| a mid |  | ’mid |  | pleas ure |

’Mid pleasures and palaces though we may roam,
Be it ever so humble, there’s no place like home.

—John Howard Payne.

Home is where love is.

80 |  | 81 |  | 82 |  | 83
wig wam |  | cup board |  | pi an o |  | cur tain
cab in |  | cham ber |  | book case |  | so fa
cas tle |  | par lor |  | al bum |  | vase
pan try |  | bed room |  | blot ter |  | Bi ble
clos et |  | bath room |  | car pet |  | quilt

[Pg 62]

84 |  | 85 |  | 86 |  | 87
ache |  | bus i ly |  | chi na |  | wipe
head ache |  | pleas ant |  | brit tle |  | fore noon
ly ing |  | qui et ly |  | warm |  | a pron
sur prise |  | quick ly |  | wash |  | tow el
lin en |  | daugh ters |  | soft |  | fin ish

When ly is added to busy, y is changed to i.

There are two s’s in surprise; one l in towel.

Look at ea in pleasant; o in apron; a in wash and warm.

Apron is pronounced a pern.

[Pg 63]

88 |  | 89
sauce |  | rib bon |  | va ca tion |  | be tween
sauc er |  | whis per |  | to geth er |  | scour
plen ty |  | bas in |  | grate ful |  | praise

90

MOTHER’S HELPERS

Mother has a headache this forenoon and is lying down. Her two daughters are working busily to give her a pleasant surprise.

“Work quietly and quickly, but carefully,” said Kate. “China is very brittle. I’ll wash the dishes in warm water. You wipe them with this soft linen towel. Between us we will soon finish.”

91 |  | 92 |  | 93 |  | 94
fam i ly |  | neph ew |  | neigh bor |  | mas ter
grand pa |  | cous in |  | vis it or |  | tax
grand ma |  | in fant |  | mem ber |  | ma chine
aunt |  | wo man |  | butch er |  | fur nace
un cle |  | wo men |  | gro cer |  | fu el

[Pg 64]

95 |  | 96 |  | 97 |  | 98
splen did |  | edge |  | ter ri ble |  | swept
might y |  | ledge |  | storm |  | slept
strength |  | wedge |  | ex plain |  | ten der
up root ed |  | pledge |  | in stead |  | slen der
straight |  | sledge |  | an swered |  | fen der

99

THE OAK AND THE REED

A mighty oak that had been uprooted by a terrible storm, lay on the bank of a river.

On the edge of the water grew a straight slender reed.

“What, are you still growing!” said the oak. “I was big and strong. You are little and weak.”

“I can explain,” answered the reed. “You fought the storm as it swept by. So you were uprooted for all your splendid strength. Instead of fighting the storm, I bent to it, and I still stand.”

—Æsop.

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

[Pg 65]

100

a gainst
de pends
worth
ton
al ways

A pound of pluck is worth a ton of luck.—

Garfield.

Luck is always against the man who depends upon it.

101

li ar
crip ple
truth
be lieve
pun ish ment

A liar is sooner caught than a cripple.

—Portuguese.

A liar’s punishment is in not being believed when he speaks the truth.

102

mod est
mod est y
sel dom
jew el
jew el ry
much

A modest dog seldom grows fat.

—Danish.

Modesty is a jewel, but one may wear too much jewelry.

Do noble things, not dream them, all day long.

—Kingsley.

[Pg 66]

103 |  | 104 |  | 105 |  | 106
jour ney |  | ves sel |  | en gine |  | sta ble
ca noe |  | car go |  | rail road |  | sta tion
fer ry |  | cam el |  | rail way |  | de pot
mo tor |  | bi cy cle |  | trol ley |  | ga rage
har bor |  | au to mo bile |  | bal loon |  | pier

107

choice |  | sort |  | mount
choose |  | pre fer |  | trip

108

far ther |  | pub lic |  | rath er |  | de sire
driv en |  | push |  | vis it |  | gone

What sort of travel do you prefer? You may have your choice. Mount your bicycle for a short trip. If you desire to go farther, there is the automobile or the public trolley. Or would you rather go by the railroad?

[Pg 67]

Travel Words |  | Geography Words
109 |  | 110 |  | 111 |  | 112
a gent |  | rap id |  | vil lage |  | globe
tick et |  | mo tion |  | cit ies |  | sphere
de part |  | cap tain |  | cap i tal |  | ho ri zon
de lay |  | of fi cer |  | con ti nent |  | lo cate
ho tel |  | con duct or |  | val ley |  | north ern

Look at tion in motion, the second o in conductor, ph in sphere, the ending in cities. There are several words on this page that you will misspell if you are not careful to pronounce them correctly.

113

wel come |  | serv ant |  | hun ger

Welcome is the best dish on the table.

—Scottish.

The master of the house is the servant of the guest.

—Persian.

Hunger is the best sauce.

[Pg 68]

114 |  | 115 |  | 116 |  | 117
show er y |  | dawn |  | troop er |  | slope
pow er |  | un less |  | hoop |  | rope
warn |  | yel low |  | loop |  | scope
in vade |  | with in |  | stoop |  | hope
bu gle |  | with out |  | pa rade |  | hope ful
held |  | their |  | pa rad ed |  | hop ing

118

THE DANDELIONS

Upon a showery night and still,
Without a sound of warning,
A trooper band surprised the hill,
And held it in the morning.
We were not waked by bugle-note,
No cheer our dreams invaded,
And yet at dawn their yellow coats
On the green slopes paraded.

—Helen Gray Cone.

[Pg 69]

119 |  | 120 |  | 121 |  | 122
sor ry |  | judge |  | for give ness |  | angry
sor row |  | judg ing |  | pa tient |  | dis tress
bor row |  | tongue |  | dis be lieve |  | dis tressed
e vil |  | par don |  | re port |  | tale-bearer
con duct |  | cheer ful |  | cour age |  | at ten tion

Look thoughtfully at tongue and patient; the o in courage and the tion in attention.

123

There are ten things for which no one has ever yet been sorry. These are—for doing good to all; for speaking evil of none; for hearing before judging; for thinking before speaking; for holding an angry tongue; for being kind to the distressed; for asking pardon for all wrongs; for being patient towards everybody; for stopping the ears to a tale-bearer; for disbelieving most of the ill reports.

[Pg 70]

124 |  | 125 |  | 126 |  | 127
Frank lin |  | per haps |  | sprout |  | wil low
wharf |  | no tice |  | cheap |  | bil low
Hol land |  | sin gle |  | leap |  | pil low
else |  | tu lip |  | heap |  | U ni ted
short |  | bulb |  | reap |  | States
near ly |  | close |  | bas ket |  | morn ing

128

While Franklin was walking on a wharf one morning, he saw some cheap willow baskets in which some tulip bulbs had been brought from Holland. Perhaps no one else would have noticed the single short green sprout on one of the willows. Franklin cut it off carefully and planted it. From this one sprout have grown most of the basket willows in the United States.

A man’s best things are nearest him,
Lie close about his feet.

[Pg 71]

WORDS OFTEN HEARD IN SCHOOL

129 |  | 130 |  | 131 |  | 132
pri ma ry |  | cor rect |  | ex act |  | his to ry
writ ten |  | schol ar |  | ex er cise |  | charge
prompt |  | er ror |  | jan i tor |  | en e my
re peat |  | ex cuse |  | your self |  | can non
ob serve |  | taught |  | col o ny |  | un der stand

133 |  | 134 |  | 135 |  | 136
neg lect |  | per fect |  | po em |  | a rith me tic
un ion |  | lan guage |  | au thor |  | di vide
at tack |  | cop y |  | sen tence |  | di vi sor
chap ter |  | com ma |  | ti tle |  | div i dend
liq uid |  | pe ri od |  | dic tate |  | sport

137 |  | 138 |  | 139 |  | 140
meas ure |  | curve |  | e rect |  | weigh
min u end |  | carve |  | cough |  | weight
bush el |  | up per |  | re cess |  | o mit
draw ing |  | up right |  | base |  | mod el
spel ling |  | re cite |  | base ball |  | an nu al

[Pg 72]

141 |  | 142 |  | 143 |  | 144
pic nic |  | cot ton |  | wool |  | dif fer ent
u su al |  | mus lin |  | wool en |  | dif fer ence
jol ly |  | col lar |  | sweat |  | swamp
ar ranged |  | neck tie |  | sweat er |  | par ty
car riage |  | blouse |  | pas ture |  | lem on ade
flan nel |  | o ver alls |  | or chard |  | co coa

145

THE PICNIC

Summer is the usual time for picnics, but mother arranged a jolly one for us last fall.

Instead of cotton or muslin dresses, the girls wore flannel ones. The boys left their collars and neckties at home,[Pg 73] and wore old blouses and overalls. We all wore woolen sweaters.

We did not go in carriages. We walked across the pasture, through the orchard to the grove on the other side of the swamp. Ours was a nutting party.

Our picnic was different from summer picnics in other ways. Instead of cold lemonade we had hot cocoa, and we ate our lunch in the sunniest place we could find, by a great rock. It was almost night when we reached home, and we all ran to the fire to warm our fingers and toes.

146

Make a sentence using the following words.

scat tered |  | crowd |  | de cid ed |  | search
| chest nuts |  |  |  | wal nuts |

147 |  | 148
sand wich |  | fudge |  | squir rel |  | club
pic kle |  | chick en |  | a corn |  | tur key
nap kin |  | hun gry |  | rab bit |  | crick et

[Pg 74]

149 |  | 150 |  | 151 |  | 152
false |  | hon est |  | prom ise |  | faith
false hood |  | hon est y |  | birth |  | faith ful
quar rel |  | no ble |  | knight |  | how ev er
val or |  | hon or |  | knight hood |  | loy al
for tune |  | hon or a ble |  | what ev er |  | loy al ty

153

He who is honest is noble,
Whatever his fortunes or birth.

—Alice Cary.

Stand by your promise, your honor, your faith, as loyally as the knights of old.

—George Herbert.

BRAVE GOOD
AND·TRUE

[Pg 75]

Here are some of the most commonly used, most commonly misspelled, words. You have studied every one of them. Are you sure that you can and do spell every one correctly?

piece |  | raise |  | busy |  | write
beginning |  | wrote |  | color |  | writing
though |  | enough |  | guess |  | here
coming |  | truly |  | says |  | hear
early |  | sugar |  | believe |  | done
instead |  | straight |  | knew |  | women
easy |  | could |  | February |  | always
through |  | much |  | Wednesday |  | where
every |  | minute |  | lose |  | been
half |  | Tuesday |  | loose |  | friend
none |  | wear |  | would |  | business
often |  | answer |  | once |  | money
cough |  | trouble |  | does |  | their
ache |  | among |  | heard |  | there
break |  | said |  | know |  | sure

[Pg 76]

Fourth Year Vocabulary

absent |  | amuse |  | attention |  | bedroom
ache |  | anger |  | attic |  | beech
acorn |  | angry |  | aunt |  | before
across |  | annual |  | author |  | beforehand
action |  | answered |  | automobile |  | beggar
admire |  | any |  | awful |  | begin
admiring |  | anyway |  | bald |  | beginning
advice |  | apron |  | balloon |  | begun
afterward |  | arithmetic |  | banana |  | believe
against |  | arranged |  | base |  | belong
agent |  | arrive |  | baseball |  | below
album |  | arrow |  | basket |  | beneath
alone |  | ashamed |  | basin |  | between
always |  | ashes |  | bathroom |  | Bible
America |  | assist |  | beautiful |  | bicycle
American |  | attack |  | because |  | billow
amid |  | attempt |  | become |  | birch[Pg 77]
birth |  | breathes |  | cabin |  | chance
biscuit |  | breeze |  | called |  | chapter
blister |  | brief |  | calm |  | charge
blossom |  | brittle |  | camel |  | cheap
blotter |  | broad |  | camp |  | cheerful
blouse |  | bruise |  | candle |  | cherry
bluebird |  | bucket |  | cannon |  | chestnuts
boards |  | bud |  | canoe |  | chicken
bobolink |  | bugle |  | capital |  | china
body |  | build |  | captain |  | chocolate
boil |  | building |  | cargo |  | choice
bookcase |  | built |  | carpenter |  | choose
borrow |  | bulb |  | carpet |  | church
bosom |  | bush |  | carriage |  | circle
bower |  | bushel |  | carrot |  | cities
break |  | busily |  | carve |  | city
breakfast |  | business |  | castle |  | close
breast |  | butcher |  | cellar |  | closet
breath |  | cabbage |  | chamber |  | cloth[Pg 78]
clothes |  | corner |  | curve |  | disbelieve
club |  | correct |  | damp |  | distance
coal |  | cottage |  | dandelion |  | distant
cocoa |  | cotton |  | danger |  | distress
collar |  | cough |  | daughter |  | distressed
colony |  | courage |  | dawn |  | divide
color |  | cousin |  | death |  | dividend
column |  | cove |  | debt |  | divisor
comb |  | coward |  | decided |  | doctor
comma |  | creature |  | delay |  | does
command |  | cricket |  | delight |  | dome
common |  | cripple |  | depart |  | done
company |  | crowd |  | depend |  | dough
complete |  | cruel |  | depot |  | doughnut
conduct |  | crumb |  | desire |  | drawing
conductor |  | cupboard |  | dictate |  | driven
content |  | cur |  | difference |  | drove
continent |  | currants |  | different |  | eagle
copy |  | curtain |  | dinner |  | early[Pg 79]
easy |  | expect |  | firm |  | garage
eaves |  | explain |  | fish |  | garden
edge |  | fairies |  | flannel |  | giant
elm |  | fairy |  | flower |  | glance
else |  | faith |  | flutter |  | globe
empty |  | faithful |  | foot |  | gone
enemy |  | false |  | forenoon |  | grandma
engine |  | falsehood |  | forest |  | grandpa
enjoy |  | family |  | forgiveness |  | grape
enough |  | fancy |  | fork |  | grateful
equal |  | farther |  | fort |  | greatness
equally |  | fault |  | fortune |  | grief
erect |  | favor |  | Franklin |  | grocer
error |  | fence |  | freedom |  | grove
evil |  | fender |  | front |  | grumble
exact |  | ferry |  | fudge |  | grumbling
example |  | field |  | fuel |  | guess
excuse |  | finish |  | fur |  | half
exercise |  | fir |  | furnace |  | halves[Pg 80]
hammock |  | honor |  | invite |  | know
handsome |  | honorable |  | janitor |  | labor
harbor |  | hoop |  | jelly |  | ladies
harvest |  | hope |  | jewel |  | lady
having |  | hopeful |  | jewelry |  | laid
hawk |  | horizon |  | jolly |  | lamp
headache |  | hotel |  | journey |  | language
health |  | however |  | judge |  | lantern
heap |  | humble |  | judging |  | laughter
heard |  | hunger |  | juice |  | lawn
heaven |  | hungry |  | juicy |  | leap
held |  | idle |  | just |  | learning
herself |  | inch |  | justice |  | ledge
high |  | inches |  | kettle |  | left
history |  | indeed |  | kindle |  | lemon
Holland |  | infant |  | kitchen |  | lemonade
home |  | instead |  | knew |  | level
honest |  | invade |  | knight |  | liar
honesty |  | invitation |  | knighthood |  | liberty[Pg 81]
lilac |  | mid |  | murder |  | offer
linen |  | mighty |  | muslin |  | officer
liquid |  | minuend |  | napkin |  | often
listen |  | minute |  | narrow |  | olive
locate |  | mirror |  | native |  | omit
loop |  | moan |  | nature |  | once
loose |  | model |  | nearly |  | onion
lose |  | modest |  | necktie |  | orchard
loyal |  | modesty |  | neglect |  | ounce
loyalty |  | moonlight |  | neighbor |  | oven
lumber |  | morning |  | nephew |  | overalls
lying |  | motion |  | noble |  | palace
machine |  | motor |  | none |  | palm
manage |  | mount |  | northern |  | pansy
maple |  | mountain |  | notice |  | pantry
master |  | mourn |  | nurse |  | parade
measure |  | much |  | obey |  | paraded
member |  | mud |  | observe |  | pardon
merry |  | muddy |  | o’clock |  | parlor[Pg 82]
party |  | pity |  | provide |  | rather
pasture |  | pleasant |  | prune |  | read
path |  | pleasure |  | public |  | really
patient |  | pledge |  | pudding |  | reap
peacock |  | plenty |  | punish |  | recess
people |  | pocket |  | punishment |  | recite
pepper |  | poem |  | purple |  | recover
perfect |  | polite |  | purse |  | remain
perhaps |  | poor |  | push |  | remainder
period |  | porch |  | quarrel |  | remove
piano |  | pour |  | quickly |  | repeat
pickle |  | power |  | quietly |  | replied
picnic |  | praise |  | quilt |  | reply
piece |  | prefer |  | rabbit |  | report
pier |  | prepare |  | radish |  | ribbon
pigeon |  | present |  | railroad |  | rich
pilgrim |  | primary |  | railway |  | ripple
pillow |  | promise |  | raisins |  | roam
pitied |  | prompt |  | rapid |  | robber[Pg 83]
Rome |  | sentence |  | slept |  | spruce
rope |  | servant |  | slope |  | square
rough |  | serve |  | soda |  | squash
said |  | severe |  | sofa |  | squirrel
salt |  | shadow |  | soft |  | stable
sandwich |  | shady |  | soil |  | station
satin |  | shingle |  | solid |  | stir
sauce |  | shoes |  | sorrow |  | stitch
saucer |  | short |  | sorry |  | stone
says |  | shovel |  | sort |  | stoop
scarlet |  | shower |  | soul |  | storm
scattered |  | showery |  | sparrow |  | stove
scholar |  | silent |  | spelling |  | straight
scope |  | silver |  | sphere |  | stranger
scour |  | single |  | splendid |  | strength
search |  | sinner |  | spoon |  | strict
seashore |  | sir |  | sport |  | succeed
seems |  | sledge |  | sprinkle |  | success
seldom |  | slender |  | sprout |  | sugar[Pg 84]
suit |  | thousand |  | travel |  | upper
sure |  | ticket |  | traveler |  | upright
surprise |  | timber |  | trip |  | uprooted
surround |  | tiny |  | trolley |  | used
swamp |  | ’tis |  | trooper |  | usual
sweat |  | title |  | trouble |  | vacation
sweater |  | together |  | truly |  | valley
swept |  | toil |  | truth |  | valor
tale-bearer |  | toilet |  | tulip |  | vase
taught |  | tomato |  | tumble |  | vegetable
tax |  | ton |  | turkey |  | vessel
tear |  | tongue |  | turnip |  | village
tender |  | tonight |  | uncle |  | violet
terrible |  | torn |  | under |  | visit
thankful |  | touch |  | understand |  | visitor
their |  | tough |  | union |  | voice
thistle |  | toward |  | unite |  | waist
thorn |  | towel |  | united |  | walnuts
though |  | tower |  | unless |  | warm[Pg 85]
warn |  | whisper |  | without |  | wound
wash |  | whistle |  | wolf |  | wreath
watch |  | whole |  | wolves |  | wrinkle
wealth |  | whose |  | woman |  | write
wear |  | wigwam |  | women |  | writing
wedge |  | willow |  | wonder |  | written
weigh |  | window |  | wonderful |  | wrote
weight |  | winner |  | wool |  | yellow
welcome |  | wipe |  | woolen |  | yourself
wharf |  | wisdom |  | worth |  |
whatever |  | within |  | would |  |

[Pg 86]

VAN REES
PRESS
NEW YORK

## Transcriber’s note

Minor punctuation errors have been changed without notice.