"Tf^ C iXil^fT'T^ T"l Digitized by the Internet Archive in 2008 with funding from IVIicrosoft Corporation http://www.archive.org/details/automaticspellerOOfunkrich Automatic Speller By NETTIE SAWYER FUNK For nine years Supervisor of Primary Education, Seattle, Washington Author of ^'The Little Kingdom Readers,'^ ''Five Messages to Primary Teachers" RAND McNALLY & COMPANY . CHICAGO NEW YORK Copyright, 191 5 By Nettie Sawyer Funk ^6ii^ ew Monday feel fur wild high trunk starve Tuesday just feel steep wild clock trunk Wednesday goes just year steep draw clock Thursday sum goes bear year hope Friday draw tune sum fair bear built hope FOURTH WEEK New Words Review Monday load tune with fair mind built Tuesday hide load pull with path • mind Wednesday told hide live pull brush path Thursday feed told west live meat brush Friday Review the new words of the previous four weeks, noting and carrying forward to subsequent reviews such words as pupils misspell. To teachers: See note, page vii. THE AUTOMATIC SPELLER GRADE FIFTH WEEK New Words Review 2B SIXTH WEEK New Words Review Monday Monday even feed can't west twelve meat when know bring coal . string meant Tuesday Tuesday lock even float can't write twelve tight stamp spread when know bring Wednesday Wednesday find lock move float crumbs write claim clean thumb tight stamp spread Thursday Thursday mice find meal move wish crumbs jump bare ^ those claim clean thumb Friday Friday coal mice string meal meant wish drink noise young jump bare those THE AUTOMATIC SPELLER GRADE 2B SEVENTH WEEK New Words Review Monday sold drink both noise dress young Tuesday lamb sold fade both slept dress Wednesday skin lamb cent fade time slept Thursday night skin match cent bread time Friday pure night print match three bread EIGHTH WEEK New Words Review Monday knee pure drive print cheese three Tuesday this knee pray drive grain cheese 1 Wednesday pour this boat pray think grain Thursday pole pour also boat thing think Friday Review the new words of the previous four weeks, noting and carrying forward to subsequent reviews such words as pupils misspell. THE AUTOMATIC SPELLER GRADE 2B NINTH WEEK TENTH WEEK New Words Review New Words Review Monday Monday tick pole roar rock spoke also chain mate bright thing leaves juice Tiiesday Tiiesday roll tick iron roar gray spoke gold chain brave bright went leaves Wednesday Wednesday bowl roll child iron brain gray week gold knelt brave knife went Thursday Thursday } help bowl here child tiny brain feast week along knelt spend knife Friday Friday rock help nice here mate tiny rode feast juice along cheek spend THE AUTOMATIC SPELLER GRADE 2B ELEVENTH WEEK New Words Review Monday soap nice chest rode speak cheek Tuesday most soap light chest sleep speak Wednesday blue most hear light front sleep Thursday head blue waist hear please front Friday play head joke waist thick please TWELFTH WEEK New Words Review Monday show play needs joke catch thick Tuesday dear show paid needs sheep catch Wednesday neat dear sent paid team sheep Thursday each neat wave sent badge team Friday Review the new words of the previous four weeks, noting and carrying forward to subsequent reviews such words as pupils misspelL THE AUTOMATIC SPELLER GRADE 2B THIRTEENTH WEEK New Words Review FOURTEENTH WEEK New Words Review Monday Monday use each came rain made wave paint shake table badge teach waste Tuesday Tuesday next use cage came face made leak paint right ' table road teach Wednesday Wednesday leaf next door cage these face glad leak offer right weak road Thursday Thursday doll leaf size door teeth these side glad candy offer read weak Friday Friday rain doll keep size shake teeth lady side waste candy make read THE AUTOMATIC SPELLER GRADE 2B FIFTEENTH WEEK New Words Review Monday agree keep scold lady before make Tuesday tea agree gate scold place before Wednesday east tea blow gate baby place Thursday kind east judge blow coming baby Friday have kind sight judge shown coming SIXTEENTH WEEK New Words Review Monday blind have reach sight shine shown Tuesday eat blind take reach mail ' ' shine Wednesday seed eat shame take puppy mail Thursday day seed you shame dead puppy Friday Review the new words of the previous four weeks, noting and carrying forward to subsequent reviews misspelled words. Devote two weeks to review of new words, pages 1-9. THE AUTOMATIC SPELLER GRADE 2 A FIRST WEEK New Words Review Monday who day where you monkey dead Tuesday are who flock where cloud monkey Wednesday put are knew flock blood cloud Thursday grew put green knew chance blood Friday push grew sharp green north chance SECOND WEEK New Words Review Monday all push few sharp to-day north Tuesday how all food • few using to-day Wednesday flew how loud food south using Thursday book flew what loud churn south Friday hour book small what horse churn For suggested methods, see pages vii to ix. lO THE AUTOMATIC SPELLER GRADE 2 A THIRD WEEK FOURTH WEEK New Words Review New Words Review Monday Monday eyes hour turn soon tooth small were ground sleigh horse drown myself Tuesday Tuesday 1 chair eyes any turn short tocfth open were taking sleigh down drown Wednesday June chair good short honey ' taking Thursday fir June owl good flour honey Wednesday took any town open shout down Thursday visit took birds town hidden shout Friday Friday soon fir grpund owl myself flour To teachers: See note, page vii. Review the new words of the previous four weeks, noting and carrying forward to subsequent reviews such words as pupils misspell. THE AUTOMATIC SPELLER GRADE 2 A II FIFTH WEEK New Words Review Monday lost visit which birds branch . hidden Tuesday boy lost two which look branch Wednesday drew boy some two house look Thursday black drew chalk some weigh house Friday unless black letter chalk Tuesday weigh SIXTH WEEK New Words Review Monday sister unless grandma letter Wednesday Tuesday Tuesday full sister July grandma having Wednesday Wednesday work full much July straw having Thursday start work burnt much mouth straw Friday star start wool burnt brown mouth 12 THE AUTOMATIC SPELLER GRADE 2 A SEVENTH WEEK EIGHTH WEEK New Words Review New Words Review Monday Monday spool star four from found wool stair count square brown woods stood Tuesday Tuesday why spool fork four love found spoon stair brook square Wednesday own why foot love burst brook Thursday word own sweet foot storm burst Friday from word count sweet stood storm broom woods Wednesday aunt fork spoil spoon moon broom Thursday hurt aunt come spoil month moon Friday Review the new words of the previous four weeks, noting and carrying forward to subsequent reviews such words as pupils misspell. THE AUTOMATIC SPELLER 13 GRADE 2 A NINTH WEEK TENTH WEEK New Words Review New Words Review Monday Monday story hurt figure finger butter come twenty sparrow summer month blanket November Tuesday Tuesday away story fifty figure cotton butter study twenty Friday summer music blanket Wednesday Wednesday forget away copy fifty winter cotton cradle • study money Friday mother music Thursday Thursday number forget greedy copy mistake winter window cradle Monday money morning mother Friday finger number sparrow mistake November Monday Friday mitten greedy hungry window August morning 14 THE AUTOMATIC SPELLER GRADE ; 2A ELEVENTH WEEK TWELFTH WEEK New Words Review New Words Review Monday Monday merry mitten do was asleep hungry school done orange August absent roost Tuesday Tuesday April merry saw do apple asleep warm school chicken orange point absent Wednesday Wednesday gone April , eight saw little apple farms warm birthday chicken basket point Thursday Thursday noon gone one eight proud little term farms pretty birthday walk basket Friday Friday was noon done proud roost pretty Review the new words of the previous four weeks, noting and carrying forward to subsequent reviews such words as pupils misspell. THE AUTOMATIC SPELLER 15 GRADE 2 A THIRTEENTH WEEK FOURTEENTH WEEK New Words Review New Words Review Monday Monday shall one talk call round term pear their has n*t walk large garden Tuesday Tuesday join shall air talk after round paper pear seven has n*t kitten large Wednesday Wednesday your join poor air they after better paper lesson seven shadow kitten Thursday Thursday been your girl poor once they pony better roJDin lesson thirsty shadow Friday Friday call been says girl their once father pony garden robin March thirsty i6 THE AUTOMATIC SPELLER GRADE 2 A FIFTEENTH WEEK New Words Review Monday very says plow father happy March Tuesday under very losing plow rabbit happy Wednesday many under every losing Saturday rabbit Thursday carry many throw every Thursday Saturday Friday wash carry room throw February Thursday SIXTEENTH WEEK New Words Review Monday care wash heart room eleven February Tuesday want care river heart there eleven Wednesday said want earn river about there Thursday new said verse earn January about Friday Review the new words of the previous four weeks, noting and carrying forward to subsequent reviews misspelled words. Devote two weeks to review of new words, pages 9-17. THE AUTOMATIC SPELLER 17 GRADE 3B: FIRST WEEK 3 B — New Words 2 A — Review 2 B — Review buy term lamb price some mate your self ^ want came Monday — Describe words for pupils to find, pronounce, and spell, while looking at them in book. Example, the word that means "the cost of something." that new iron GOV er flour free en joy burnt feed Tuesday — Have lesson on board. Have pupils look while teacher erases a word; then, at signal, "Spell," have pupils pronounce and spell the word in concert. flies knew west cried town shame farm er small waste Wednesday — Pronounce the marked words of one syllable, having pupils listen with closed eyes and give the vowel sound heard in each vvord pronounced. none says tea change four h^lp blue bird to-day w^nt Thursday — Have pupils copy the most difficult words. Underline the most difficult letter or group of letters in each; think of some way to remember it. don't put leaf nearly lesson meat gold en mother spend Frtdoy— Have pupils study each word thus: Glance at it, getting its picture as teacher directs; hold picture in mind; spell word as called upon. To teachers: See ^^ Supervised Study, '^ pag^ ix. deer girl writ ing book Sep tern ber start i8 THE AUTOMATIC SPELLER GRADE 3B: SECOND WEEK 3B — New Words 2 A — Review 2B — Review task been rain berry little seed forgive come ' P^PPY Monday — Pronounce each word, having class pronounce it immediately after you and name its letters in concert while lookmg at the word. mail week shak5 Tuesday — Have pupils copy the words they can spell with least study; then copy the remaining words and spend their time on them. alike are paid peace one sleep sev en ty mitten stamp Wednesday— H&W& pupils copy words, if any, having more than one syllable ; decide upon accented syllables; place accent marks; then study each word. wrong good east beauty carry pray clearer better dr^ss Thursday — Have pupils look at the book and think the letters of each word in the lesson as the teacher very slowly and distinctly pronounces it. pu pil gone play min ute apple knee stranger thirsty chain Friday — Have pupils study thus: Look at a word and get its picture; close eyes and hold picture in mind; open eyes and write word. To teachers: See ''Independent Study,'* page xiii. THE AUTOMATIC SPELLER 19 GRADE 3 B : THIRD WEEK 3B — New Words 2 A — Review 2 B — Review frost food goes forty walk hide never robin mice Monday — Have pupils pronounce, very distinctly, such words in the lesson as they can; listen as teacher pronounces the others, and pronounce each after her. sew birds rode col or brown broke ex cuse morning along Tuesday — After class has studied this lesson, call upon certain pupils to spell words as you pronounce, while the rest of class look at words. wear who bear sixty count hope nee die January 16ck Wednesday — Have pupils find words, if any, where vowel sounds are formed by a combination of two letters; name letters, and give their sound. fence love size heav y aunt doll bought taking - print Thursday — Have pupils copy this lesson, writing the hardest word first, the next hardest second, and so on; then study all the hard words. cloak full near ho tel were note flow er sleigh live Friday — Have pupils study thus: Look at a word and get its picture, as teacher directs; look away and hold picture in mind; write word. To teachers: See " The Test," page xiv. GRADE 3B: FOURTH WEEK sB — New Words 2 A — Review least why ninth what per feet mouth 20 THE AUTOMATIC SPELLER 2 B — Review day sheep frame Monday — Have pupils find and pronounce all words having long vowel sounds; all having short vowel sounds; all having neither long nor short vowel sounds. read y own feel wa ter once told pound father stay Tuesday — Have pupils note markings and sounds of vowels in third column; copy any words in other columns having same vowel sounds, and mark vowels. un til house gray third weigh baby queen August blind Wednesday — After pupils have studied lesson, have them close eyes and see what picture they have of each word as teacher slowly pronounces the lesson. pole gold child rAursday— Have pupils look at hardest letter or group of letters in each hard word; get mental picture; close eyes, hold picture; open eyes, compare picture with copy. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Write a list of words you have misspelled during the last month, and study until you can spell them for your teacher or for a pupil she selects. When studying lesson follow plan your teacher used in directing your study. Always write the lesson. As you study a word, try to hold a mental picture of it in mind a little while before writing it on paper. Carry to future reviews words misspelled in each monthly review. To teachers: See "Correction of Errors," page xvi. hair lost learn horse Christ mas study THE AUTOMATIC SPELLER 21 GRADE ; 3B: FIFTH WEEK 3 B — New Words 2 A — Review 2 B — Review first cloud meet empty figure read good-by having made inch two sea son they com pa ny room Monday — Describe words for pupils to find, pronounce, and spell, while looking at them in book. Exam-pie, the word that means "at the beginning." rock leak dead Tuesday — Have lesson on board. Have pupils look while teacher erases a word; then, at signal, "Spell," have pupils pronounce and spell the word in concert. he ro verse cent freeze warm meant an oth er March young Wednesday — Pronounce the marked words of one syllable, having pupils listen with closed eyes and give the vowel sotmd heard in each word pronounced. geese after here hurry straw kn^lt dinner square catch Thursday — Have pupils copy the most difficult words. Underline the most difficult letter or group of letters in each; think of some way to remember it. wren saw place fair y hurt clock pock et where reach Friday — Have pupils study each word thus: Glance at it, getting its picture as teacher directs; hold picture in mind; spell word as called upon. To teachers: See *' Phonetic Words,'" page xxiv. 22 THE AUTOMATIC SPELLER GRADE 3B: SIXTH WEEK 3B — New Words 2 A — Review 2 B — Review bridge soon fur tur key woods fair sec ond November tune Monday — Pronounce each word, having class pronounce it immediately after you and name its letters in concert while looking at the word. on ly south of asked sharp ' give pardon Tuesday can't Tuesday — Have pupils copy the words they can spell with least study; then copy the remaining words and spend their time on them. close fork pure be low April steep fol low unless trunk Wednesday — Have pupils copy words, if any, having more than one syllable; decide upon accented syllables; place accent marks; then study each word. fifth ^ wool too cat tie hungry ' judge al ways chicken badge Thursday — Have pupils look at the book and think the letters of each word in the lesson as the teacher very slowly and distinctly pronounces it. breeze any path mak ing chair needs present every brain Friday — Have pupils study thus: Look at a word and get its picture; close eyes and hold picture in mind; open eyes and write word. To teachers: See **A Dozen Don'ts," page xviii. THE AUTOMATIC SPELLER 23 GRADE 3B: SEVENTH WEEK 3 B — New Words 2 A — Review 2 B — Review break talk noise touch birthday teach dol lar Wednesday thumb Monday — Have pupils pronounce, very distinctly, such words in the lesson as they can; listen as teacher pronounces the others, and pronounce each after her. could took neat world large wish bro ken about br^ad Tuesday — After class has studied this lesson, call upon certain pupils to spell words as you pronounce, while the others of class look at words. cloth nine ty brought said dear very next Thursday thick Wednesday — Have pupils find words, if any, where vowel sounds are formed by a combination of two letters; name letters, and give their sound. toes their even quite which spread white eleven crumbs Thursday — Have pupils copy this lesson, writing the hardest word first, the next hardest second, and so on; then study all the hard words. voice call nice choose work torn af ter noon open move Friday — Have pupils study thus: Look at a word and get its picture, as teacher directs; look away and hold picture in mind; write word. To teachers: See ''Phonic Chart,'' page xxxi. GRADE 3B: EIGHTH WEEK 2 A — Review 2 B — Review much mind drown three school speak 24 THE AUTOMATIC SPELLER 3B — New Words Hnen clothes sev enth Monday — Have pupils find and pronounce all words having long vowel sounds; all having short vowel sounds; all having neither long nor short vowel sounds. would fir also strong was weak eight y Friday drirjk Tuesday — Have pupils note markings and sounds of vowels in third column; copy words, if any, in other columns having same vowel sounds, and mark vowels. truth friend In di an Wednesday — After pupils have studied lesson, have them close eyes and see what picture they have of each word as teacher slowly pronounces the lesson. porch wash bear oth er chalk clean laugh storm match Thursday — Have pupils look at hardest letter or group of letters in each hard word; get mental picture; close eyes, holding picture; open eyes, and compare picture with copy. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Write a list of words you have misspelled during the last month, and study until you can spell them for your teacher or for a pupil she selects. When studying, place your paper, after writing the lesson, so you cannot see and copy your words when writing the list again. After each day's lesson copy into a notebook all words misspelled. Take notebook home every Friday, and ask your parents to help you study and hear you spell the words in it. star gate heart lady Saturday team THE AUTOMATIC SPELLER 25 GRADE 3B: NINTH WEEK 3B — New Words 2 A — Review 2 B — Review tried seven meal wheat has n't Wlt^ rea son Monday such Monday — Describe words for pupils to find, pronounce, and spell, while looking at them in book. Example, the word that means "something that grows." threw north skin » throat brook time knight found table Tuesday — Have lesson on board. Have pupils look while teacher erases a word; then, at signal, "Spell," have pupils pronounce and spell the word in concert. fruit tooth just piece letter take thir ty summer drive Wednesday — Pronounce the marked words of one syllable, having pupils listen with closed eyes and give the vowel sound heard in each word pronounced. whose gen tie kitch en Thursday — Have pupils copy most difficult words of lesson. Underline the most difficult letter or group of letters in each; think of some way to remember it. nois y earn cage should using wait thought orange spoke Friday — Have pupils study each word thus: Glance at it, getting its picture as teacher directs; hold picture in mind; epell word as called upon. To teachers: See ^^ Words Frequently Misspelled When Writing,^* page xxii. stair pull music offer February wrote GRADE 3B: TENTH WEEK 2 A— Review 2 B — ^Review foot joke word high there both broad air thread throw De cem ber broom 26 THE AUTOMATIC SPELLER 3B — New Words tired nap kin comma Monday — Pronounce each word, having class pronounce it immediately after you and name its letters in concert while looking at the word. most light when Tuesday — Have pupils copy the words they can spell without study; then copy the remaining words and spend their time on them. tow el July hear nothing finger right Ian tern kitten wave Wednesday — Have pupils copy words, if any, having more than one syllable; decide upon accented syllables; place accent marks; then study each word. eas y do float fourth join knife doz en point tMrjk Thursday — Have pupils look at the book and think the letters of each word in the lesson as the teacher very slowly and distinctly pronounces it. great burst this quick stood floor of ten rabbit teeth Friday — Have pupils study thus: Look at a word and get its picture; close eyes and hold picture in mind; open eyes and write word. To pupils: See '^Things for Pupils to Remember,'* page V. THE AUTOMATIC SPELLER 27 GRADE 3B: ELEVENTH WEEK 3 B — New Words 2 A — Review 2 B — Review build boy loaf church visit brave spoil use money boat grandma starve coun try absent brush Monday — ^Have pupils pronounce, very distinctly, such words in the lesson as they can; listen as teacher pronounces the others, and pronounce each after her. smile for est chil dren Tuesday — After class has studied this lesson, call upon certain pupils to spell words as you pronounce, while the rest of class look at words. shore turn sum heard grew coal broth er river thing Wednesday — Have pupils find words, if any, where vowel sounds are formed by a combination of two letters; name letters, and give their sound. earth sister door quart farms these care f ul happy candy Thursday — Have pupils copy this lesson, writing the hardest word first, the next hardest second, and so on; then study all the hard words. fade chest front Friday — Have pupils study thus: Look at a word and get its picture, as teacher directs; look away and hold picture in mind; write word. caught hour re mem ber short San ta Claus story 3B — New Words- 2 A — Revi blew look crowd spoon a bove asleep 28 THE AUTOMATIC SPELLER GRADE 3B: TWELFTH WEEK 2 B — Review each blow coming Monday — Have pupils find and pronounce all words having long vowel sounds; all having short vowel sounds; all having neither long nor short vowel sounds. fable churn blue smooth honey show tea cup number cheese Tuesday — Have pupils note markings and sounds of vowels in third column; copy any words in other columns having same vowel sounds, and mark vowels. spring plow grow stream down shine thir teen ground leaves Wednesday — After pupils have studied lesson, have them close eyes and see what picture they have of each word as teacher slowly pronounces the lesson. since sweet slept tenth losing • grain return pretty street Thursday — Have pupils look at hardest letter or group of letters in each hard word; get mental picture ; close eyes, holding picture ; open eyes, and compare picture with copy. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Write a list of words you have misspelled during the last month, and study until you can spell them for your teacher or for a pupil she selects. Once a week, oftener if necessary, turn to phonic chart on page xxxi and spend a few minutes by yourself following directions there given for phonic drill. If you find this drill difficult, you should devote extra time to it. Carry to future reviews words misspelled in each monthly review. 2 A — Review 2 B— Review done Side cradle road branch before THE AUTOMATIC SPELLER 29 GRADE 3B: THIRTEENTH WEEK 3B — New Words a cross car pet mid die Monday — Describe words for pupils to find, pronounce, and spell, while looking at them in book. Example, the word that means "a part of a tree." love ly eyes sent trav el from roar be long myself sight Tuesday — Have lesson on board. Have pupils look while teacher erases a word; then, at signal, "Spell," have pupils pronounce and spell the word in concert. might loud eat cot tage pony draw ad di tion blood tight Wednesday — Pronounce the marked words of one syllable, having pupils listen with closed eyes and give the vowel sound heard in each word pronounced. pair poor then among under waist thim ble proud those Thursday — Have pupils copy the most difficult words of the lesson. Underline the most difficult letter or group of letters in each; think of some way to remember it. grown care write wagon your night bios som window cheek Friday — Have pupils study each word thus: Glance at it, getting its picture as teacher directs; hold picture in piind; spell word as called upon. 30 THE AUTOMATIC SPELLER GRADE 3B: FOURTEENTH WEEK 3B — New Words 2 A — Review 2 B — Review eith er few tick f am i ly June face hun dred chance load Afonda3'— Pronounce each word, having class pronounce it immediately after you and name its letters in concert while looking at the word. bus y drew suit rap id many field di vide blanket shown Tuesday — Have pupils copy the words they can spell with least study; then copy the remaining words and spend their time on them. does fifty sold re view greedy b5wl sen tence hidden juice Wednesday — Have pupils copy words, if any, having more than one syllable; decide upon accented syllables; place accent marks; then study each word. whole pear year pen cil copy home hon est merry bring Thursday — Have pupils look at the book and think the letters of each word in the lesson as the teacher very slowly and distinctly pronounces it. sixth cor ner mul ti ply Friday — Have pupils study thus : Look at a word and get its picture ; close eyes and hold picture in mind; open eyes and write word. push comb mistake climb sparrow bright THE AUTOMATIC SPELLER 31 GRADE 3B : FIFTEENTH WEEK 3 B — New Words 2 A — Review 2 B — Review city basket find tongue twenty soap peo pie shadow make Monday — Have pupils pronounce, very distinctly, such words in the lesson as they can; listen as teacher pronounces the others, and pronounce each after her. sure month cold afraid butter glad gro cer y cotton agree Tuesday — After class has studied this lesson, call upon certain pupils to spell words as you pronounce, while the rest of class look at words. hab it owl kind quar ter moon hold dif f er ence spool jump Wednesday — Have pupils find words, if any, where vowel sounds are formed by a combination of two letters; name letters, and give their sound. early vel vet iif teen Thursday — Have pupils copy this lesson, writing the hardest word first, the next hardest second, and so on; then study all the hard words. whom how have wool en eight please au timm round twelve Friday — Have pupils study thus: Look at a word and get its picture, as teacher directs; look away and hold picture in mind; write word. shall feast shout more monkey paint 32 THE AUTOMATIC SPELLER GRADE 3B: ; SIXTEENTH WEEK 3B — New Words 2 A — Review 2 B — Review obey flew roll board noon wild an i mal roost claim Monday — Have pupils find and pronounce all words having long vowel sounds; all having short vowel sounds; all having neither long nor short vowel sounds. niece away head circle flock keep to geth er black scold Tuesday — Have pupils note markings and sounds of vowels in third column; copy any words in other columns having same vowel sounds, and mark vowels. weath er all you sub tract green pour yes ter day forget tiny Wednesday — After pupils have studied lesson, have them close eyes and see what picture they have of each word as teacher slowly pronounces the lesson. or chard paper know pleas ant winter built di vi sion garden string Thursday — Have pupils look at hardest letter or group of letters in each hard word; get mental picture; close eyes, holding picture; open eyes, and compare picture with copy. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Half- Yearly Review To teachers: Devote two weeks to review of words in left-hand columns, pages 17 to 33. First week, assign lessons thus: Monday to Thursday, new words, pages 17 to 24 inclusive. Friday, words missed four preceding days. Second week, assign lessons thus: Monday to Thursday, new words, pages 25 to 32 inclusive. Friday, words missed four preceding days. To teachers: See note, page xxi. 3 A — New Words 3 B — Reviev health buy be cause change rain bow writing THE AUTOMATIC SPELLER 33 GRADE 3 A: FIRST WEEK 2 A — Review want food come Monday — Describe words for pupils to find, pronounce, and spell, while looking at them in book. Example, the word that means "what we eat." sug ar that why straight nearly term con'cert minute been Tuesday — Have lesson on board. Have pupils look while teacher erases a word; then, at signal, "Spell," have pupils pronounce and spell the word in concert. cheer cried walk cous in peace what ex plain yourself some Wednesday — Pronounce the words of one syllable, having pupils listen with closed eyes and give the vowel sound heard in each word pronounced. guide flies little cir cus clearer robin sau cer bluebird month Thursday — Have pupils copy the most difficult words. Underline the most difficxilt letter or group of letters in each; think of some way to remember it. eighth none new through golden look sub trac tion beauty birds Friday — Have pupils study each word thus: Glance at it, getting its picture as teacher directs; hold picture in mind; spell word as called upon. To teachers: See ^* Supervised Study, ^* page ix. 34 THE AUTOMATIC SPELLER GRADE 3 A: SECOND WEEK 3 A— New Words 3 B— Review 2 A— Review Easter don't girl around pupil ' own beneath forgive start Monday — Pronounce each word, having class pronounce it immediately after you and name its letters in concert while looking at the word. cou pie task once improve heavy burnt ques tion stranger brown Tuesday — Have pupils copy the words they can spell with least study; then copy the remaining words and spend their time on them. fertile deer flour hy phen enjoy father prod uct seventy morning Wednesday — Have pupils copy words, if any, having more than one syllable; decide upon accented syllables; place accent marks; then study each word. growth cover are sup per wrong who four teen September knew Thursday — Have pupils look at the book and think the letters of each word in the lesson as the teacher very slowly and distinctly pronounces it. one town house Friday — Have pupils study thus: Look at a word and get its picture; close eyes and hold picture in mind; open eyes and write word. To teachers: See "Independent Study,** page xiii. an swer alike meas ure berry Ian guage farmer THE AUTOMATIC SPELLER 35 GRADE 3 A: THIRD WEEK 3 A — New Words 3 B — Review 2 A — Review daily frost small jour ney cloak count ex am pie Christmas weigh Monday — Have pupils pronounce, very distinctly, such words in the lesson as they can; listen as teacher pronounces the others, and pronounce each after her. du ty least mitten wom en fence August ex press bought . January Tuesday — After class has studied this lesson, call upon certain pupils to spell words as you pronounce, while the rest of class look at words. e qual wear says cor rect flower love be lieve perfect good Wednesday — Have pupils find words, if any, where vowel sounds are formed by a combination of two letters; name letters, and give the sound. lost four carry Thursday — Have pupils copy this lesson, writing the hardest word first, the next hardest second, and so on; then study all the hard words. horse to-day taking Friday — Have pupils study thus: Look at a word and get its picture, as teacher directs; look away and hold picture in mind; write word. To teachers: See '^The Test," page xiv. tear until vi let sixty grown-up ready sword hotel re cess excuse a rith me tic pound GRADE 3 A: FOURTH WEEK 3 B — Review 2 A — Review third aunt price stiidy water better 36 THE AUTOMATIC SPELLER 3 A — New Words sign lose fac to ry Monday — Have pupils find and pronounce all words having long vowel sounds; all having short vowel sounds; all having neither long nor short vowel sounds. hymn ninth put mo tion queen were wom an never gone Tuesday — Have pupils note sounds of vowels in third column; copy any words in other columns having vowels they can mark. gi ant sew full ma chine hair thirsty mes sage forty lesson Wednesday — After pupils have studied lesson, have them close eyes and see what picture they have of each word as teacher slowly pronounces the lesson. thief learn apple guess color sleigh pic ture needle mother Thursday— Y{a.we pupils look at hardest letter or group of letters in each hard word; get mental picture ; close eyes; hold picture; open eyes, and compare picture with copy. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Write a Hst of words you have misspelled during the last month, and study until you can spell them for your teacher or for a pupil she selects. Occasionally, after studying a lesson, test yourself before recitation as follows: Look at book, copy first letter of each word; close book, and complete each word in writing. Keep a copy of, and study, every word you misspell in daily spelling lessons and in written compositions. Carry to future reviews words misspelled in each monthly review. To teachers: See ** Correction of Errors'' page xvi. THE AUTOMATIC SPELLER 37 GRADE 3 A: FIFTH WEEK 3 A — New Words 3 B — Review 2 A — Review for ward only cloud hoi i day touch woods mer chant white Tuesday Monday — Describe words for pupils to find, pronounce, and spell, while looking at them in book. Example, the word that means "a day of the week." mayor par ent pitch er voice call season they pardon Thursday Tuesday — Have lesson on board. Have pupils look while teacher erases a word; then, at signal, "Spell," have pupils pronounce and spell the word in concert. a pron asked wool clean ly present much quo tient afternoon March Wednesday — Pronounce the marked words of one syllable, having pupils listen with closed eyes and give the vowel sound heard in each word pronounced. ves sel close where prom ise break square va ca tion choose Friday Thursday — Have pupils copy the most difficult words. Underline the most difficult letter or group of letters in each; think of some way to remember it. dou ble linen chair Cray on below storm several good-by Wednesday Friday — Have pupils study each word thus: Glance at it, getting its picture as teacher directs; hold picture in mind; spell word as called upon. To teachers: See "Phonetic Words,'' page xxiv. 38 ' THE AUTOMATIC SPELLER GRADE 3 A: SIXTH WEEK 3 A — New Words 3 B — Review 2 A — Review rime broken their used pocket having swal low seventh November Monday — Pronounce each word, having class pronounce it immediately after you and name its letters in concert while looking at the word. chief wren work al most follow warm beau ti ful clothes April Tuesday — Have pupils copy the words they can spell with least study; then copy the remaining words and spend their time on them. curl bridge about force eighty school ex er cise always hurjgry Wednesday — Have pupils copy words, if any, having more than one syllable; decide upon accented syllables; place accent marks; then study each word. pic nic strong star o 'clock ninety said school mate turkey every Thursday — Have pupils look at the book and think the letters of each word in the lesson as the teacher very slowly and distinctly pronounces it. six teen would took scis sors second very daugh ter making Saturday Friday — Have pupils study thus: Look at a word and get its picture; close eyes and hold picture in mind; open eyes and write word. To teachers: See "A Dozen Don'ts/' page xviii. THE AUTOMATIC SPELLER 39 3 A — New Words choice li bra ry gen tie man Monday — Have pupils pronounce, very distinctly, such words in the lesson as they can; listen as teacher pronounces the others, and pronounce each after her. GRADE 3 A: SEVENTH WEEK 3 B — Review 2 A — Review truth fork world south freeze figure order friend open bush el empty room po ta toes dinner which Tuesday — After class has studied this lesson, call upon certain pupils to spell words as you pronounce, while the rest of class look at words. ought quite was mar gin hurry straw wel come Indian chicken Wednesday — Have pupils find words, if any, where vowel sounds are formed by a combination of two letters; name letters, and give their sound. glove geese saw ocean dollar talk Thanks giv ing brought heart Thursday — Have pupils copy this lesson, writing the hardest word first, the next hardest second, and so on; then study all the hard words. rough toes soon owner fairy wash al read y breeze large Friday — Have pupils study thus: Look at a word and get its picture, as teacher directs; look away and hold picture in mind; write word. To teachers: See "Phonic Chart,'* page xxxi. 40 THE AUTOMATIC SPELLER GRADE 3 A: EIGHTH WEEK 3 A — New Words 3B — Review 2 A — Review poul try first two truth ful could sharp at ten tion company eleven Monday — Have pupils find and pronounce all words having long vowel sounds; all having short vowel sounds; all having neither long nor short vowel sounds. part ner inch verse evening other chalk sur prise cattle drown Tuesday — Have pupils note sounds of vowels in third column; copy any words in other columns having vowels they can mark. screw fifth any voy age hero after com mon cloth unless Wednesday — After pupils have studied lesson, have them close eyes and see what picture they have of each word as teacher slowly pronounces the lesson. col lar laugh fir shov el porch h^irt be tween another birthday Thursday— }laive pupils look at hardest letter or group of letters in each hard word; get mental picture; close eyes; hold picture; open eyes, and compare picture with copy. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Write a list of words you have misspelled during the last month, and study until you can spell them for your teacher or for a pupil she selects. When spelling orally, always pronounce words before spelling them, not after; pause between syllables in spelling words of more than one syllable. After studying spelling lessons you must remember them until the next day, when you are tested on them. What do you do with words misspelled in tests? See page xvi for "Correction. of Errors." In passing spelling blanks and pencils before tests, be quick but quiet. THE AUTOMATIC SPELLER 41 GRADE 3 A: NINTH WEEK 3 A — New Words 3 B — Review 2 A — Review bugle reason hasn't cis tern brother grew mead ow children throw erase earth knock forest our selves wheat Monday — Describe words for pupils to find, pronounce, and spell, while looking at them in book. Example, the word that means "something covered with grass." ea gle tried north cream smile happy mod est quart kitten Tuesday — Have lesson on board. Have pupils look while teacher erases a word; then, at signal, "Spell," have pupils pronounce and spell the word in concert. plow burst summer Wednesday — Pronounce the marked words of one syllable, having pupils listen with closed eyes and give the vowel sound heard in each word pronounced, twice heard word vil lage threw stood janitor careful story Thursday — Have pupils copy the most difficult words. Underline the most difficult letter or group of letters in each; think of some way to remember it. la bor shore earn worm throat churn mis take caught absent Friday— Hsive pupils study each word thus: Glance at it, getting its picture as teacher directs; hold picture in mind; spell word as called upon. To teachers: See ''Words Frequently Misspelled When Writing,'" page xxii. 42 in itL /iu iuivi/±i lu c^rrLi^L. GRADE 3 A: TENTH WEEK LLl^ 3 A — New Words 3 B — Review 2 A — Review edge often turn doc tor knight seven to-mor row remember broom piece do quick sister Santa Claus found Af onday— Pronounce each word, having class pronounce it immediately after you and name its letters in concert while looking at the word. guard nurse dream Tuesday — Have pupils copy the words they can spell with least study; then copy the remaining words and spend their time on them. youth above book steam thirty music re store country rabbit Wednesday — Have pupils copy words, if any, having more than one syllable; decide upon accented syllables; place accent marks; then study each word. beach blew down sure ly fruit spoil wood en build using Thursday — Have pupils look at the book and think the letters of each word in the lesson as the teacher very slowly and distinctly pronounces it. true taste crowd there gentle sweet church honey a gam ly— ctui To pupils: See '^Things for Pupils to Remember," page v. Friday — Have pupils study thus: Look at a word and get its picture; close eyes and hold picture in mind; open eyes and write word. THE AUTOMATIC SPELLER 43 GRADE 3 A: ELEVENTH WEEK 3 A — New Words 3 B — Review 2 A — Review quilt fable July shoes towel river qui et kitchen Monday Monday — Have pupils pronounce, very distinctly, such words in the lesson as they can; listen as teacher pronounces the others, and pronounce each after her. raise whose join slow ly fourth hour splen did smooth monev easy boy noisy stair teacup spoon Tuesday — After class has studied this lesson, call upon certain pupils to spell words as you pronounce, while the rest of class look at words. sleeves re main mar bles Wednesday — Have pupils find words, if any, where vowel sounds are formed by a combination of two letters; name letters, and give their sound. train ' dozen tooth sail or spring ground fu ture thought number Thursday — Have pupils copy this lesson, writing the hardest word first, the next hardest second, and so on; then study all the hard words. toi let great air no tice should pretty thou sand stream orange Friday — Have pupils study thus: Look at a word and get its picture, as teacher directs; look away and hold picture in mind; write word. 44 THE AUTOMATIC SPELLER GRADE 3 A: TWELFTH WEEK 3 A — New Words 3 B — Review 2 A — ^Review off thread brd6k while comma faiins Us ten thirteen firjger Monday — Have pupils find and pronounce all words having long vowel sounds; all having short vowel sounds; all having neither long nor short vowel sounds. po em since visit sound broad point neck tie napkin letter Tuesday — Have pupils note markings and sounds of vowels in third column; copy any words in other columns having same vowel sounds, and mark vowels. un cle tired short of fice tenth asleep watch lantern February Wednesday — After pupils have studied lesson, have them close eyes and see what picture they have of each word as teacher slowly pronounces the lesson. cure return foot worst nothing • losing rein deer December grandma Thursday— RsiVe pupils look at hardest letter or group of letters in each hard word; get mental picture; close eyes; hold picture; open eyes, and compare picture with copy. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Write a list of words you have misspelled during the last month, and study until you can spell them for your teacher or for a pupil she selects. By this tinie you know the four kinds of spelling exercises: Super- vised study, in which the teacher directs pupils; independent study by pupils, during which each tries to do his best thinking; the test, which is a short, brisk exercise; and correction of errors. Carry to future reviews words misspelled in each monthly review. 3 B — Review 2 A — Review sure done across many difference spool THE AUTOMATIC SPELLER 45 GRADE 3 A: THIRTEENTH WEEK 3 A — New Words prove alarm nar row Monday — Describe words for pupils to find, pronounce, and spell, while looking at them in book. Example, the word that means "more than a few." birth carpet how praise ^ fifteen from met al grocery hidden Tuesday — Have lesson on board. Have pupils look while teacher erases a word; then, at signal, "Spell," have pupils pronounce and spell the word in concert. flew push blood Wednesday — Pronounce the words of one syllable, having pupils listen with closed eyes and give the vowel sound heard in each word pronounced. care flock basket Thursday — Have pupils copy the most difficult words. Underline the most difficult letter or group of letters in each; think of some way to remember it. half lovely June sud den woolen paper to-night quarter butter Frtday— Have pupils study each word thus: Glance at it, getting its picture as teacher directs; hold picture in mind; spell word as called uoon. pause early motto afraid farm house middle en gine habit writ ten belong door way velvet 46 THE AUTOMATIC SPELLER GRADE 3 A: FOURTEENTH WEEK 3 A — New Words 3 B — Review 2 A — Review style sixth shout rib bon whom cradle to ma to travel blarjket Monday — Pronounce each word, having class pronounce it immediately after you and name its letters in concert while looking at the word. sor ry might pear se cret corner eight sad die autumn myself Tuesday — Have pupils copy the words they can spell with least study; then copy the remaining words and spend their time on them. wrist city all claws obey roost eel lar cottage mistake Wednesday — Have pupils copy words, if any, having more than one syllable; decide upon accented syllables; place accent marks; then study each word. buck et tongue poor col umn animal your ink stand addition shadow Thursday — Have pupils look at the book and think the letters of each word in the lesson as the teacher very slowly and distinctly pronounces it. glance board owl gath er people chance home ward among garden Friday — Have pupils study thus: Look at a word and get its picture; close eyes and hoM picture in mind; open eyes and write word. THE AUTOMATIC SPELLER 47 GRADE 3 A: FIFTEENTH WEEK 3 A — New Words 3 B — Review 2 A — Review folks pair fifty alone does branch fur nish niece ' mogkey Monday — Have pupils pronounce, very distinctly, such words in the lesson as they can; listen as teacher pronounces the others, and pronounce each after her. po lite pencil loud rail road thimble copy break fast together round Tuesday — After class has studied this lesson, call upon certain pupils to spell words as you pronounce, while the rest of class look at words. dwarf circle away ad vance wagon proud court house honest sparrow Wednesday — Have pupils find words, if any, where vowel sounds are formed by a combination of two letters; name letters, and give their sound. fair ly whole green can die blossom mouth bon fires yesterday window Thursday — Have pupils copy this lesson, writing the hardest word first, the next hardest second, and so on; then study all the hard words. cen ter grown drew fail ure subtract moon er rand multiply winter Friday — Have pupils study thus: Look at a word and get its picture, as teacher directs; look away and hold picture in mind; write word. 48 THE AUTOMATIC SPELLER GRADE 3 A: SIXTEENTH WEEK 3 A — New Worbs 3 B— Review 2 A— Review si lent divide eyes prompt family shall liberty weather greedy Monday — Have pupils find and pronounce all words having long vowel sounds; all having short vowel sounds; all having neither long nor short vowel sounds. gallon busy noon pe ri od orchard pony anchor hundred merry Tuesday — Have pupils note markings and sounds of vowels in third column; copy any words in other columns having same vowel sounds, and mark vowels. ex tra either black naught review under serv ant division twenty Wednesday — After pupils have studied lesson, have them close eyes and see what picture they have of each word as teacher slowly pronounces the lesson. else rapid few cof fee sentence forget bag gage pleasant cotton Thursday — Have pupils look at hardest letter or group of letters in each hard word; get mental picture; close eyes; hold picture; open eyes, and compare picture with copy. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Learn to complete the test and the correction of errors in daily spelling lessons in five minutes. Half- Yearly Review To teachers: Devote two weeks to review of words in left-hand columns, pages 33 to 49. First week, assign lessons thus: Monday to Thursday, new words, pages 33 to 40 inclusive. Friday, words missed four preceding days. Second week, assign lessons thus: Monday to Thursday, new words, pages 41 to 48 inclusive. Friday, words missed four preceding days. To teachers: See note, page xxi. THE AUTOMATIC SPELLER 49 GRADE 4B: FIRST WEEK 4B — New Words 3 A — Review 3 B — Review in stead couple alike east ern correct cloak hon es ty because enjoy Monday — Describe words for pupils to find, pronounce, and spell, while looking at them in book. Example, the word that means "more than one." med i cine guess moun tain sugar knowl edge fertile least cried beauty Tuesday — Have lesson on board. Have pupils look while teacher erases a word; then, at signal, "Spell," have pupils pronounce and spell the word in concert. re ceive e nough for tune Wednesday — Pronounce the words of one syllable, having pupils listen with closed eyes and give the vowel sound heard in each word pronounced. cheer none growth water grown-up minute dur ing circus hiir res cue recess forty wheth er through color Thursday — Have pupils copy the most difficult words. Underline the most difficult letter or group of letters in each; think of some way to remember it. doubt duty needle breathe Easter forgive his to ry measure writing Friday — Have pupils study each word thus: Glance at it, getting its picture as teacher directs; hold picture in mind; spell word as called upon. To teachers: See ^^ Supervised Study, ^^ page ix. 50 THE AUTOMATIC SPELLER GRADE 4B: SECOND WEEK 4B — New Words 3 A — Review 3 B — Review globe hymn buy depot message bought pas sen ger example seventy Afo«day-;— Pronounce each word, having class pronounce it immediately after you and name its letters in concert while looking at the word. i die lose wrong reins improve farmer to ward rainbow perfect Tuesday — Have pupils copy the words they can spell with least study; then copy the remaining words and spend their time on them. ci pher law yer for eign equal never giant pound concert change Wednesday — Have pupils copy words, if any, having more than one syllable; decide upon accented syllables; place accent marks; then suudy each word. is land tear don't let tuce cousin queen fre'quent hyphen excuse Thursday — Have pupils look at the book and think the letters of each word in the lesson as the teacher very slowly and distinctly pronounces it. trou ble guide task in crease' sword learn tem per ate fourteen * sixty Friday — Have pupils study thus: Look at a word and get its picture; close eyes and hold picture in mind; open eyes and write word. To teachers: See ''Independent Study,'* page xiii. THE AUTOMATIC SPELLER 51 GRADE 4B: THIRD WEEK 4 B — New Words 3 A — Review 3 B — Review brief answer deer kernel beneath heavy neither * subtraction yourself Monday — Have pupils pronounce, very distinctly, such words in the lesson as they can; listen as teacher pronounces the others, and pronounce each after her. freight thief that har bor daily hotel ditch es women clearer Tuesday — After class has studied this lesson, call upon certain pupils to spell words as you pronounce, while the rest of class look at words. pupil ready bluebird Wednesday — Have pupils find words, if any, where vowel sounds are formed by a combination of two letters; name letters, and give their sound. stitch whis tie stud ied Thursday — Have pupils copy this lesson, writing the hardest word first, the next hardest second, and so on; then study all the hard words. fierce violet sew buck le product berry cour age straight Christmas Friday — Have pupils study thus: Look at a wor: and get its picture, as teacher directs-; look away and hold picture in mind; write word. To teachers: See *^The Test,'' page xiv. rai sm sign sel dom health pleas ure woman believe third picture frost question nearly 52 THE AUTOMATIC SPELLER GRADE 4B: FOURTH WEEK 4 B — New Words 3 A — Review 3 B — Review ca noe supper price attempt explain ^ fence en gi neer arithmetic September Monday — Have pupils find and pronounce all words having long vowel sounds; all having short vowel sounds; all having neither long nor short vowel sounds. dense eighth cover oys ter saucer peace south ern language flower Tuesday — Have pupils note markings and sounds of vowels in third column; copy any words in other columns having same vowel sounds, and mark vowels. pi geon around flies pres i dent express ninth whole sale machine stranger Wednesday — After pupils have studied lesson, have them close eyes and see what picture they have of each word as teacher slowly pronounces the lesson. grief motion wear sand wich factory until di rec tion journey . golden Thursday — Have pupils look at hardest letter or group of letters in each hard word; get mental picture; close eyes; hold picture; open eyes, and compare picture with copy. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Write a list of words you have misspelled during the last month, and study until you can spell them for your teacher or for a pupil she selects. When studying lesson follow plan your teacher used in directing your study. yl/way5 write the lesson. As you study a word, try to hold a mental pictare of it in mind a little while before writing it on paper. Carry to future reviews words misspelled in each monthly review. To teachers: See *' Correction of Errors," page xvi. THE AUTOMATIC SPELLER ^3 GRADE 4B: FIFTH WEEK 4B — New Words 3 A — Review 3B — Review den tist chief bridge pas ture collar friend A mer i ca merchant brought Monday — Describe words for pupils to find, pronounce, and spell, while looking at them in book. Example, the word that means ' ' something we wear. ' ' search ought geese pi an o almost truth bar gain holiday touch Tuesday — Have lesson on board. Have pupils look while teacher erases a word; then, at signal, "Spell," have pupils pronounce and spell the word in concert. source shovel porch cap i tal margin break ge og ra phy forward - hurry Wednesday — Pronounce the marked words of one syllable, having pxipils listen with closed eyes and give the vowel sound heard in each word pronounced. tim id between voice clev er welcome follow val ley beautiful company Thursday — Have pupils copy the most difficult words. Underline the most difficult letter or group of letters in each; think of some way to remember it. vapor sponge a gainst Friday — Have pupils study each word thus: Glance at it, getting its picture as teacher directs; hold picture in mind; spell word as called upon. To teachers: See ^^ Phonetic Words," page xxiv. curl white mayor below Thanksgiving season 54 THE AUTOMATIC SPELLER GRADE 4B: SIXTH WEEK 4B — New Words 3 A — Review 3 B — Review ac tion o'clock cloth CO coon already turkey mo ment quotient Indian vessel fairy vacation would daughter dollar Monday — Pronounce each word, having class pronounce it immediately after you •and name its letters in concert while looking at the word. prayer pas tor breath Tuesday — Have pupils copy the words they can spell with least study; then copy the remaining words and spend their time on them. au thor ocean linen de stroy pitcher dinner con trol exercise present Wednesday — Have pupils copy words, if any, having more than one syllable; decide upon accented syllables; place accent marks; then study each word. coarse force inch sig nal glove always po lice parent afternoon Thursday — Have pupils look at the book and think the letters of each word in the lesson as the teacher very slowly and distinctly pronounces it. boast rough toes quar rel apron close shepherd picnic gd6d-by Friday — Have pupils study thus: Look at a word and get its picture; close eyes and hold picture in mind; open eyes and write word. To teachers: See ''The Use oj the Dictionary," page xviii. THE AUTOMATIC SPELLER 55 GRADE 4B: SEVENTH WEEK 4 B — New Words 3 A — Review 3 B — Review bluffs owner laugh es cape cleanly broken sum mit schoolmate second Monday — Have pupils pronounce, very distinctly, such words in the lesson as they can; listen as teacher pronounces the others, and pronounce each after her. ce dar sixteen could a muse scissors strong dis turb promise pocket Tuesday — After class has studied this lesson, call upon certain pupils to spell words as you pronounce, while the rest of class look at words. dai sy rime freeze sa cred order making squir rel double seventh Wednesday — Have pupils find words, if any, where vowel sounds are formed by a combination of two letters; name letters, and give their sound. gorge several hero si lence swallow fifth be yond common choose Thursday — Have pupils copy this lesson, writing the hardest word first, the next- hardest second, and so on; then study all the hard words. par eel crayon quite ad dress voyage asked im por tant potatoes empty Friday — Have pupils study thus: Look at a word and get its picture, as teacher directs; look away and hold picture in mind; write word. To teachers: See "A Dozen Don'ts," Page xviii. 56 THE AUTOMATIC SPELLER 4B — New Words basin ex cept cap tain Monday — Have pupils find and pronounce all words having long vowel sounds; all having short vowel sounds; all having neither long nor short vowel sounds. GRADE 4B: EIGHTH WEEK 3 A — Review 3 B — Review used only screw other bushel world weary library wren cli mate evening breeze ship wreck attention eighty Tuesday — Have pupUs note markings and sounds of vowels in third column; copy any words in other columns having same vowel sounds, and mark vowels. CO zy surprise cattle jin gle truthful clothes car riage gentleman pardon Wednesday — After pupils have studied lesson, have them close eyes and see what picture they have of each word as teacher slowly pronounces the lesson. ca na ry choice first curtain partner ninety chim ney poultry another Thursday— YLsiVQ pupils look at hardest letter or group of letters in each hard word ; get mental picture; close eyes; hold picture; open eyes, and compare picture with copy. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Write a list of words you have misspelled during the last month, and study until you can spell them for your teacher or for a pupil she selects. When studying, place your paper, after writing the lesson, so you cannot see and copy your words when writing the list again. After each day's lesson copy into a notebook all words misspelled. Take notebook home every Friday, and ask parents to help you study and hear yoxi spell the words in it. queer quilt mus cle erase sep a rate uncle THE AUTOMATIC SPELLER 57 GRADE 4B: NINTH WEEK 4B — New Words 3 A — Review 3B — Review slice toilet easy use f ul again quick um brel la meadow thought Monday — Describe words for pupils to find, pronounce, and spell, while looking at them in book. Example, the word that means "something we carry." noisy caught country Tuesday — Have lesson on board. Have pupils look while teacher erases a word; then, at signal, "Spell," have pupils pronounce and spell the word in concert. yoke raise piece tar dy worst since stir rup ourselves children Wednesday — Pronounce the marked words of one syllable, having pupils listen with closed eyes and give the vowel sound heard in each word pronounced. rinse off tenth wel fare notice heard av e nue janitor comma Thursday — Have pupils copy the most difficult words. Underline the most difficult letter or group of letters in each; think of some way to remember it. knob cure blew taught watch reason hand ful wooden lantern Friday — Have pupils study each word thus: Glance at it, getting its picture as teacher directs; hold picture in mind; spell word as called upon. To teachers: See *' Phonic Chart,'' page xxxi. GRADE 4B: TENTH WEEK 3 A — Review 3 B — Review bugle fable listen should dream careful 58 THE AUTOMATIC SPELLER 4B — New Words check ter ri bly kind ness Monday — Pronounce each word, having class pronounce it immediately after you and name its letters in concert while looking at the word. ti dy knock dozen sin gle sound thirty leath er sleeves remember Tuesday — Have pupils copy the words they can spell with least study; then copy the remaining words and spend their time on them. army office build bot tom village napkin up ward mistake thirteen Wednesday — Have pupils copy words, if any, having more than one syllable; decide upon accented syllables; place accent marks; then study each word. sta ble guard crowd forehead restore knight whirl pool necktie nothing Thursday — Have pupils look at the book and think the letters of each word in the lesson as the teacher very slowly and distinctly pronounces it. tru ly train tried cough doctor shore hos pi tal marbles broad Friday — Have pupils study thus: Look at a word and get its picture; close eyes and hold picture in mind; open eyes and write word. To teachers: See ''Words Frequently Misspelled When Writing,'' page xxii. THE AUTOMATIC SPELLER 59 GRADE 4B: ELEVENTH WEEK 4B — New Words 3 A — Review 3 B — Review trade cistern fruit sil ver reindeer earth con sent to-morrow smooth Monday — Have pupils pronounce, very distinctly, such words in the lesson as they can; listen as teacher pronounces the others, and pronounce each after her. cheap nurse great cen tral remain tired vin e gar modest Santa Claus Tuesday — After class has studied this lesson, call upon certain pupils to spell words as you pronounce, while the rest of class look at words. con'duct- labor smile cat er pil lar steam towel cou ra geous future throat Wednesday — Have pupils find words, if any, where vowel sounds are formed by a combination of two letters; name letters, and give their sound. sir up taste wheat shoot worm return mois ture thousand stream Thursday — Have pupils copy this lesson, writing the hardest word first, the next hardest second, and so on; then study all the hard words. but ton edge whose scam per youth thread chest nut splendid brother Friday — Have pupils study thus: Look at a word and get its picture, as teacher directs; look away and hold picture in mind; write word. To pupils: See "Things for Pupils to Remember,'' page v. won der true men tion eagle veg e ta ble while 60 THE AUTOMATIC SPELLER GRADE 4B: TWELFTH WEEK 4B— New Words 3 A— Review 3 B— Review news cream fourth block surely gentle ex pect slowly teacup Monday — Have pupils find and pronounce all words having long vowel sounds; all having short vowel sounds; all having neither long nor short vowel sounds. above spring December Tuesday — Have pupils note markings and sounds of vowels in third column; copy any words in other columns having same vowel sounds, and mark vowels. often church kitchen Wednesday — After pupils have studied lesson, have them close eyes and see what picture they have of each word as teacher slowly pronounces the lesson. cho rus shoes threw cer tain beach quart re quest sailor forest Thursday— 'Ra.ve pupils look at hardest letter or group of letters in each hard word; get mental picture; close eyes; hold picture; open eyes, and compare picture with copy. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Write a list of the words you have misspelled during the last month, and study until you can spell them for your teacher or for a pupil she selects. Once a week, oftener if necessary, turn to phonic chart on page xxxi and spend a few minutes by yourself following directions there given for phonic drill. If you find this drill difficult, you should devote extra time to it. Carry to future reviews words misspelled in each monthly review. sue ceed poem po si tion twice trib u ta ry quiet THE AUTOMATIC SPELLER 6i GRADE 4B: THIRTEENTH WEEK 4B — New Words 3 A — Review 3B — Review deaf alarm habit pa rade period travel man ner candle review Monday — Describe words for pupils to find, pronounce, and spell, while looking at them in book. Example, the word that means "something we like to do." gem polite does a ble motto across fame naught fifteen Tuesday — Have lesson on board. Have pupils look while teacher erases a word ; then, at signal, "Spell," have pupils pronounce and spell the word in concert. knot alone obey el bow pause sixth con tain gallon might Wednesday — Pronounce the marked words of one syllable, having pupils listen with closed eyes and give the vowel sound heard in each word pronounced. wharf else lovely arc tic claws corner fi nal ly homeward woolen Thursday — Have pupils copy the most difficult words. Underline the most difficult letter or group of letters in each; think of some way to remember it. plow half whom hatch et failure among back ward sudden autumn Frtdfly— Have pupils study each word thus: Glance at it, getting its picture as teacher directs; hold picture in mind; spell word as called upon. 62 THE AUTOMATIC SPELLER GRADE 4B: FOURTEENTH WEEK 4B — New Words 3 A — Review 3B — Review dairy silent sure ban ner narrow family man age advance sentence Monday — Pronounce each word, having class pronounce it immediately after you and name its letters in concert while looking at the word. bar ber servant early pub lie railroad pencil hap pi ness farmhouse cottage Tuesday — Have pupils copy the words they can spell with least study; then copy the remaining words and spend their time on them. whale coffee carpet barrel furnish weather day break written together Wednesday — Have pupils copy words, if any, having more than one syllable; decide upon accented syllables; place accent marks; then study each word. plain style niece fin ish baggage either base ment inkstand yesterday Thursday — Have pupils look at the book and think the letters of each word in the lesson as the teacher very slowly and distinctly pronounces it. pair orchard pleasant Friday — Have pupils study thus: Look at a word and get its picture; close eyes and hold picture in mind; open eyes and write word. sal a ry cellar lee ture center band age saddle THE AUTOMATIC SPELLER 63 GRADE 4B: FIFTEENTH WEEK 4B — New Words 3 A — Review 3B — Review deck extra busy worth prove quarter balloon bonfires addition Monday — Have pupils pronounce, very distinctly, such words in the lesson as they can; listen as teacher pronounces the others, and pronounce each after her. debt folks honest cam el praise grocery pri vate anchor hundred Tuesday — After class has studied this lesson, call upon certain pupils to spell words as you pronounce, while the rest of class look at words. faith glance tongue crawl engine animal effort liberty thimble Wednesday — Have pupils find words, if any, where vowel sounds are formed by a combination of two letters; name letters, and give their sound. a corn errand ' circle per son colimm people back bone tomato middle Thursday — Have pupils copy this lesson, writing the hardest word first, the next hardest second, and so on; then study all the hard words. dain ty wrist rapid supply ribbon division cab bage courthouse subtract Friday — Have pupils study thus: Look at a word and get its picture, as teacher directs; look away and hold picture in mind; write word. 64 THE AUTOMATIC SPELLER GRADE 4B: SIXTEENTH WEEK 4B — New Words 3 A — Review 3B — Review range birth grown ket tie secret divide state ment prompt afraid Monday — Have pupils find and pronounce all words having long vowel sounds; all having short vowel sounds; all having neither long nor short vowel sounds. de sire sorry whole ear li est fairly blossom day light metal difference Tuesday — Have pupils note markings and sounds of vowels in third column; copy words, if any, in other columns having same vowel sounds, and mark vowels. dawn dwarf wagon al low gather v^lv^t re port doorway multiply Wednesday — After pupils have studied lesson, have them close eyes and see what picture they have of each word as teacher slowly pronounces the lesson. a board bucket • city will ing to-night board an y thing breakfast belong Thursday— Yisive pupils look at hardest letter or group of letters in each hard word; get mental picture; close eyes; hold picture; open eyes, and compare picture with copy. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand colvimn of this and the preceding three pages. Half-Yearly Review To teachers: Devote two weeks to review of words in left-hand columns, pages 49 to 65. First week, assign lessons thus: Monday to Thursday, new words, pages 49 to 56 mclusive. Friday, words missed four preceding days. _ Second week, assign lessons thus: Monday to Thursday, new words, pages 57 to 64 inclusive. Friday, words missed four preceding days. To teachers: See note, page xxi. THE AUTOMATIC SPELLER 65 GRADE 4 A: FIRST WEEK 4 A — New Words 4 B — Review 3 A — Review deal oyster sugar acre rescue believe shelves pleasure language freight circus toward sword wholesale fertile Monday — Describe words for pupils to find, pronounce, and spell, while looking at them in book. Example, the word that means "something sweet." fa vor globe cousin wit ty seldom answer ad vise direction factory Tuesday — Have lesson on board. Have pupils look while teacher erases a word: then, at signal, "Spell," have pupils pronounce and spell the word in concert. error exact f ac ing Wednesday — Pronounce the marked words of one syllable, having pupils listen with closed eyes and give the vowel sound heard in each word pronounced. ea ger stitch recess de feat kernel eighth ap point mountain example Thursday — Have pupils copy the most difficult words. Underline the most difficult letter or group of letters in each; think of some way to remember it. ease bait ben e fit Friday — Hav, pupils study each word thus: Glance at it, getting its picture as teacher direct;^; hold picture in mind; spell word as called upon. To teachers: See '^Supervised Study," page ix. grief Easter lawyer measure receive grown-up 66 THE AUTOMATIC SPELLER GRADE 4 A: SECOND WEEK 4 A — New Words 4 B — Review 3 A — Review trial trouble hymn throne history express sol dier president beneath Afo«v^W9RD3 jjB— Review 4 A — Review ref uge cashier blade con ceit instruct enemy prep a ra tion parallel hammock Monday — "Cashier" has a suffix. Tell what it is, and spell root. Have you had a word with the same suffix? cal i CO florist unfair sen try conceal though de clare physician neighbor Tuesday — Copy words you need to study. Underline hardest letter or group of letters in each; think of some way to remember it. o blige pa tron gla cier Wednesday — Look up in the dictionary the meaning of two words in this lesson. Write a sentence containing these words. com ic assist wizard falsehood knead . irrigate par tic u lar obedient strength Thursday — Find any syllables whose vowel sounds are formed by a combination of two letters; think the sounds of these letters. gim let type satisfy ab surd prosper nephew bound a ry volcano excellmt Friday — Has "boundary" a suffix or a prefix? If so, pronounce and spell the suffix or prefix. Spell the whole word. To teachers: See ''How to Direct the Study of Spelling,'' page xx. salad echo volume crimson minister twiKght THE AUTOMATIC SPELLER 103 GRADE 5 A: SEVENTH WEEK 5 A — New Words sB — Review 4 A — Review cavity yolk gypsy of fared junior further ex plode regular comfort Monday — Copy this lesson, writing the hardest word first, next hard- est second, and so on. Study the hard words. gen ius limit zero ar ter y stanza occur pre mi um elegant mischief muslin tally decrease station introduce prairie Tuesday — Study thus: Look at a word; get its picture; close eyes; hold picture in mind; open eyes; write the word. ca det avoid for feit Wednesday — Form three derivatives, using the word "forfeit" as the root. Spell these derivatives. Consult dictionary, if necessary. choir similar garment Thursday — Copy all accented syllables having long vowel sounds; short vowel sounds; neither long nor short vowel sounds. bea con pier per suade ruin me chan ic comet rogue ruffle attic cy press justice polar ter ri ble diligent pantry Friday — There is a word in this lesson to which the suffix "ish" may be added. Find it and write the derivative. To teachers: See ^^ Words Freqtiently Misspelled When Writing," page xxii. 1 04 THE AUTOMATIC SPELLER GRADE 5 A: EIGHTH WEEK 5 A — New Words sB — Review 4 A — Review Strug gle swamp pledge dec i mal nervous borrow em per or recognize Monday — Is "borrow" a root word or a form, and spell, several derivatives from derivative? it. heedless If a root word, im pulse mortal witch ging ham wisdom fringe treas ures f rag:rance immense Tuesday — Study hardest letter or group of letters in each hard word; get picture of it; close eyes; hold picture; open eyes; compare picture with copy. f au cet sheriff bail mo las ses feature onion val u a ble almanac general Wednesday^^'WaXmLhle'' is a derivative. If we add to "value," the suffix "less," instead of "able," how is the meaning changed? kin die diary minor kennel collect prepare in flu ence ignorant laughter Thursday — Arrange these words alphabetically with reference to the first letters; also, with reference to the first two letters. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Write a list of the words you have misspelled during the last month, and study until you can spell them for your teacher or for a pupil she selects. When spelling orally, always pronounce words before spelling them, not after, pausing between syllables in words of more than one syllable. After studying spelling lessons you must remember them imtil the next day, when you are tested on them. What do you do with words misspelled in tests? See page xvi for "Correction of Errors." In passing spelling blanks and pencils before tests, be quick but quiet. To pupils: See " Things for Pupils to Remember,'" page v. THE AUTOMATIC SPELLER 105 GRADE 5 A: NINTH WEEK 5 A — New Words 5 B — Review 4 A — Review cargo squall brood fif ti eth citizen ■ dismiss poul tice medical stomach Monday — Copy the words you can spell without study; then eopy the remaining words and spend your time on them. con cem . sketch fasten be seech fragrant bashful u ni form announce ' discover Tuesday — Write another word having the same suffix as the one found in "fasten." This should not be diffictdt. ice berg humble agxioz/s cam er a proverb arrange thorough sausage earthquake Wednesday — Copy the words having more than one syllable, sep- arating syllables, and placing accent marks. Consult dictionary. huge worse fruitful se vere flavor compass of f ense impatient mucilage Thursday — Think the pronunciation of each accented s^^lable in the lesson; then think the vowel sound in each. din gy buoy sincere ar ti cle mystery currmt kin dred fountain accident Friday — "Mystery" is a root word. Form, and spell, a derivative from it. Tell how you formed this derivative. To teachers: See " The Use of the Dictionary," page xviii. io6 THE AUTOMATIC SPELLER GRADE 5 A: TENTH WEEK 5 A — New Words 5B — Review 4 A — Review bur den zone gable no ta ry cement f amo7is bril liant interrupt calmddr Monday — Copy the words you need to study. Underline the hardest letter or group of letters in each; think of some way to remember it. title nugget ^rect skein quarry cause virtue ' opinion cleanliness Tuesday — "Cleanliness" is a derivative word. Pronounce and spell the root. Form another derivative from the same root. Spell it. ar gue accuse freedom re cent dreary conquer oc cu pant remedy elephant Wednesday — Find a word on page 100 that means about the same as "dreary." Any similarity in formation of these words? pul let caution prow- mis sion deceive biscuit em er aid opposite charity Thursday — Look up in the dictionary the meaning of two words in this lesson. Write a sentence containing these words. u ten sil jewel bureau faith f ul custom ^quatJr in stance conflict courtesy Friday — Find any syllables whose vowel sounds are formed by a combination of two letters; think the sounds of these letters. THE AUTOMATIC SPELLER 107 GRADE 5 A: ELEVENTH WEEK 5 A — New Words sB — Review 4 A — Review roy al sprain appetite hon or hostile cupboard en tire grateful elsewhere Monday — Is "entire" a root word or a derivative? If a root, form a derivative and spell it. heir reign ar)kle fright ened postal exhibit in vi ta tion appearance expens( Tuesday — Copy this lesson, v^^riting the hardest word first, next hardest second, and so on. Study the hard words. million - profit feeble com mit breadth business pro nounce continue certainly Wednesday — In "commit," "t" is the final consonant. When suffix "ed" is added, is final consonant doubled? Consult dictionary, if necessary. re gret j^^y blizzard char ter approve complete convent comrade creamery Thursday — Study thus: Look at a word; get its picture; close eyes; hold picture in mind; open eyes; write the word. cable unite factor ul ster auction difficult swel ter guardian carpmter Friday —Copy all accented syllables having long vowel sounds; short vowel sovinds; neither long nor short vowel sounds. loS THE AUTOMATIC SPELLER GRADE 5 A: TWELFTH WEEK sK — New Words 5 B — Review 4 A — R.EVtEW li a ble result panel war rant torrid cushion tri umph punctual acquainted Monday — Can you find words in this lesson to which you might add the suffix "ant"? Consult dictionary, if necessary. mere ly record bicycle stew ard surround edticate char coal excursion examine Tuesday — Study hardest letter or group of letters in each hard word ; get picture of it; close eyes; hold picture; open eyes; compare picture with copy. havoc belief ' squaw or i gin afford awkward tran som proceed doughnut Wednesday — Note markings and sounds of vowels in third column. Copy words, if any, in other columns having same vowel sounds. ravel tailor apply rem nant purpose absmce cam phor sensible hardware Thursday — ^When the suffix "ed" is added to the word "apply," is the spelling of this word changed? See dictionary. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Write a list of the words you have misspelled during the last month, and study until you can spell them for your teacher or for a pupil she selects. Ey this time you know the four kinds of spelling exercises: Super- vised study, in which the teacher directs pupils; independent study by pupils, during which each tries to do his best thinking; the test of the lesson, which is a short, brisk exercise; and the correction of errors. Carry to future reviews words misspelled in each monthly review. THE AUTOMATIC SPELLER ^9 GRADE 5 A: THIRTEENTH WEEK 5 A — New Words 5B — Review 4 A — Review for ti f y view worthy man tel nimble shallow vict uals astonish lemonade Monday — Copy the vv-ords you can spell without study; then copy the remaining words and spend your time on them. re ceipt seize aisle her o ine divisible castle pre vi ous chairman menily Tuesday — Is "heroine" a root word or a derivative? If a derivative, spell the root. treaty tassel credit cur few liquid rejoice punc ture contrary isthmz^s Wednesday — Copy the words having more ^than one syllable, sep- arating s^dlables, and placing accent marks. Use dictionary when necessary. lag gard frigid r^Hef dis guise imitate yeast sen si ble athletic noble Thursday — Think the pronunciation of each accented syllable in the lesson; then think the vowel sound in each. Stat ue visitor service im plore circular properly rec i ta tion immediate brakeman Friday — "Visitor" is derived from "visit." "Visit" is the root ■word, and "visitor" the derivative. "Visitor" has the suffix "or." no THE AUTOMATIC SPELLER GRADE 5 A: FOURTEENTH WEEK 5 A — New Words 5 B — Review 4 A — Review pol i cy . pedal eraser en treat really trough in ju ri ous height purchase Monday — Copy the words you need to study. Underline ^he hardest letter or group of letters in each; think of some way to remember it. re ceive weapon total fa mil iar nuisance niem6ry stead i ly disappoint pumpkin Tuesday — "Steadily" is a derivative word in which the suffix "ly'* is found. Spell the root word. hearth hardy clover ad journ student Pacific symp tom poverty vineyard Wednesday — Look up in the dictionary the meaning of two words in this lesson. Write a sentence containing these words. au ger axle plague cu cum ber palace tornado com po si tion photograph envelope Thursday — Find any s^dlables whose vowel sounds are formed by a combination of two letters; think the sounds of these letters. tu tor morsel quail se ri ous numeral poetry har mo ny acquaintance peddler Friday — Can you remember what is told concerning the word "poetry" in a previous lesson? If not, refer to page 95. THE AUTOMATIC SPELLER III 5 A — New Words de serve flour ish scar ci ty GRADE 5 A: FIFTEENTH WEEK 5 B — Review 4 A — Review rural perish affair Dutch vertical furnittire Monday — Copy this lesson, writing the hardest word first, next hardest second, and so on. Study the hard words. item system value ses sion disease wreck be gin ning nobody pattern Tuesday — Study thus: Look at a word; get its picture; close eyes; hold picture in mind; open eyes; write the word. can eel essay crutch col ny annual nostril iunc tion mineral hurricane Wednesday — Copy all accented syllables having long vowel sounds; short vowel sounds; neither long nor short vowel sounds. level al cove can vas wealth diagram hardship speech patient surgeon Thursday — Can you find a word in this lesson from which a derivative may be formed by adding the suffix "y"? mirth sur plus chal lenge operate distance permission group vdlise commence Friday — "Permission" is a derivative word. What is the root? What letter in the root is omitted in the derivative? 112 THE AUTOMATIC SPELLER 5 A — New Words au burn nour ish whith er GRADE sA: SIXTEENTH WEEK 5 B — ^Review urchin display caravan 4 A — Review tunnel plateau laundry Monday — Study hardest letter or group of letters in each hard word ; get picture of it; close eyes; hold picture; open eyes; compare picture with copy. fulfill oblong multiplication pierce vil lain a cad e my Tuesday — Is "multiplication" a root word or a derivative? If a derivative, spell the root. bruise vacant druggist ounce ac tu al suburb drowsy firm relatives blockade tres pass companion Wednesday — Find three words in this lesson to which the suffix "ly" may be added. Write these words, adding suffix. weird ho sier y stag nant adult gleam behavior frolic process alphabet Thursday — Arrange these words alphabetically with reference to the first letters; also, with reference to the first two letters. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Half- Yearly Review To teachers: For two weeks review words in left-hand columns, pages 97 to 113. First week, assign lessons thus: Monday to Thursday, new words, pages 97 to 104 inclusive. Friday, words missed four preceding days. Second week, assign lessons thus: Monday to Thursday, new words, pages 105 to 112 inclusive. Friday, words missed four preceding days. To teachers: See note, page xxi. THE AUTOMATIC SPELLER 113 GRADE 6B: FIRST WEEK 6B— New Words S A — Review 5 B — Review ex'port keen quote ad mi ral violin respect un known shingle entertain Monday — "Unknown" is derived from "know." "Know" is the root word, and "unknown" the derivative. "Unknown" has the prefix "un." proof image vary troop delight foliige width worship necess&ry Tuesday — Copy the words you can spell without study; then copy the remaining words and spend your time on them. ob'ject court safety mel o dy decent dangerozis knuck le perform machinery Wednesday — Copy the words having more than one syllable, sep- arating syllables, and placing accent marks. Use dictionary when necessarv. fuel suggest depart guilt method journal cho sen fireplace spectacle Thursday — "Chosen" is derived from "choose." "Choose" is the root word and "chosen" the derivative. '"Chosen" has the suffix 'en. booth excite bleak en large geyser century de liv er instant committee Friday — Think the pronunciation of each accented syllable in the lesson ; then think the vowel sound in each. To pupils: See " Directions for the Study of Spelling," page xx. 114 THE AUTOMATIC SPELLER GRADE 6B: SECOND WEEK 6B — New Words 5 A — Review sB — ^Review lo cal turnip mlttial in quire section accent de pos it glimpse helpful Monday — Using "local" as the root word, form and spell a derivative by adding a suffix beginning with a vowel. See vowels, page xxxii. re cite resign joist « trol ley grieve c5ntest or phan movable imagine Tuesday — In "contest," "test" is the root word and "con" the pre- fix, meaning "against." Form, and spell, another derivative from this. Victor wholly governor Wednesday — Copy words you need to study. Underline hardest letter or group of letters in each; think of some way to remember it. na val tonic swollen tal low scour religion length en riddle vaccinate Thursday — Look up in the dictionary the meaning of two words in this lesson. Write a sentence containing these words. f u ri ous panic creature in te ger squad " dividend e lee trie cyclone advantage Friday — Find any syllables whose vowel sounds are formed by a combination of two letters; think the sounds of these letters. To teachers: See "How to Direct the Stiidy of Spelling," page xx. se cure abode vis i ble notify trans f er' savage THE AUTOMATIC SPELLER 115 GRADE 6B: THIRD WEEK 6B — New Words S A — Review 5 B — Revcttw neg lect pilot union threat en magic pursue mod er ate stocking s6ci6ty Monday — Synonyms are words of like meaning, spell a synonym for the word "neglect"? Can you give and power ostrich ascend syl la ble abroad famine prob a bly < infancy librarian Tuesday — Copy this hardest second, and so lesson, writing the hardest on. Study the hard words. word first, next u sual keel solemn firm ly trifle ancient bal CO ny modern parasol Wednesday — Adding "ly" to "usual," we have "usually"; placing "un" before "usual," we have "unusual." Is meaning changed in either case? es tate dis'cord fan ci f ul resolve cleanse emblem vow^l progress generous Thursday — Study thus: Look at a word; get its picture; close eyes; hold picture in mind; open eyes; write the word. scale in stant ly un cer tain relic sieve bouquet jelly fraud hesitate Friday — Copy all accented syllables having long vowel sounds; short vowel sounds; neither long nor short vowel sounds. To teachers: See ''Phonic Chart,'" page xxxii. ii6 THE AUTOMATIC SPELLER . . GRADE 6B: FOURTH WEEK 6B — New Words sA — Review 5B — Review thrift canal select verdict adapt clumsy shoul der mixture terntbry Monday — ^What is a synonym? Antonyms are words of opposite meaning. Find a word in this lesson that has an antonym. ere ate problem officer fran tic juvenile attract del i cate suddenly intelligmt Tuesday — Write two derivatives, adding to the root "attract," two suffixes, each beginning with the vowel "i." Consult the dictionary. go pher legal dental f es ti val northern curioz^s em pha sis conqueror positive Wednesday — Study hardest letter or group of letters in each hard word; get picture of it; close eyes; hold picture; open eyes; compare picture with copy. tor rent germ fluid ve hi cle garbage invalid seen er y element mtlsician Thursday — Arrange words alphabetically with reference to first let- ter; csrrange them alphabetically with reference to first two letters. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Write a list of the words you have misspelled during the last month, and study until you can spell them for your teacher or for a pupil she selects. Improve your abiHty to use the dictionary by (i) reviewing the alphabet occasionally; (2) telling the location of certain letters in the alphabet, as, "d" is nearer the first of the alphabet than "k," "t" is nearer the close than "p"; (3) reviewing diacritical markings occa- sionally; (4) looking up the meaning of one word daily. Carry to future reviews words misspelled in each monthly review. To teachers: See "Phonetic Words," page xxiv. THE AUTOMATIC SPELLER 117 GRADE 6B: FIFTH WEEK 6B — New Words 5 A — Review 5B — Review knack genius feature mas sive cypress volcano oc ca sion landscape intr6duce Monday — "Volcano" is singular in form and means only one. Spell the plural form, meaning more than one, of "volcano." sheriti fashion wrapper Tuesday — Copy the words you can spell without study; then copy the remaining words and spend your time on them. plu ral calico re ward refuge tan dem offered yacht oblige text in spire abrupt justice ven ture decimal cashier Wednesday — Copy the words having more than one syllable, sep- arating syllables, and placing accent marks. Use dictionary when necessary. fab ric wage scene wedge cadet prosper e qual ly treasures parallel Thursday — Do you remember what synonyms and antonyms are? If not, refer to pages 115 and 116. Write an antonym for "prosper." art ist gimlet type di gest' tavern limpire cus tom er molasses vollime Friday — Think the pronunciation of each accented syllable in the lesson; then think the vowel sound in each. To pupils: See ''Directions for the Study of Spelling,'' page a ii8 THE AUTOMATIC SPELLER GRADE 6B: SIXTH WEEK ^B — New "WoRos 5 A — Review 5B — Re view frag ile artery ind^x scratch scholar didry grum ble struggle junior Monday — Copy words you need to study. Underline hardest letter or group of letters in each; think of some w^y to remember it. zeph yr sentry assist skill ful beacon instriict va ri e ty conceit physician Tuesday — The written form of some words may be shortened by using an abbreviation. Write the abbreviation for "physician." neigh explode ruffle ur gent natural conceal splen dor falsehood decrease Wednesday — Look up in the dictionary the meaning of two words in this lesson. Write a sentence containing these words. orator . stupid collect pres ence absurd legend stu di ous terrible 6bedient Thursday — Find any syllables whose vowel sounds are formed by a combination of two letters; think the sounds of these letters. trop ic garage rum scheme kennel knead prop er ty impulse agreeable Friday — Write a derivative, adding to the root word "ruin," a suffix beginning with a vowel other than "i" or "e." To leachers: See ''How to Direct the Study of Spelling," page xx. THE AUTOMATIC SPELLER ng GRADE 6B: SEVENTH WEEK 6B — New Words 5 A — Review 5B — Review ci der cavity saldd awn ing marine stanza dis a gree emperor minister Monday — Copy this lesson, writing the hardest word first, next hardest second, and so on. Study the hard words. eel er y kindle comet eagerly glacier swamp au di ence preparation regular Tuesday — Study thus: Look at a word; get its picture; close eyes; hold picture in mind; open eyes; write the word. spe cial mechanic score sus tain mammoth elegant in ser tion particular ignorant Wednesday — Write an antonym for "ignorant"; also a synonym. Spell an antonym and a synonym for another word in the lesson. tal ent avoid pier leop ard finery diligmt ten e ment influence fragrance Thursday — Copy all accented syllables having long vowel sounds; short vowel sounds; neither long nor short vowel sounds. mo lest tempt yolk out rage faucet limit tel e phone boundary florist Friday — ^What did you learn on page 117 about the plural of "vol- cano"? Write the plvu^al of "boundary." See page vi. To teachers: See " Words Frequently Misspelled When Writing," page xxii. I20 THE AUTOMATIC SPELLER GRADE 6B: EIGHTH WEEK 6B — Mew Words 5 A — Review 5B — Review plaid forfeit muslm reg is ter premium mortal u ni verse impossible almanac Monday — ^Write a derivative adding to the root "mortal," a suffix beginning with a consonant. Is meaning of root changed? per il patron license hy drant declare nervoz^s judg ment gingham recc>gnize Tuesday — Is "judgment" a root word or a derivative? If a deriva- tive, spell the root. SO cial • comic shield or di na ry rogue wisdom pro vi sion abundance independent Wednesday — Study hardest letter or group of letters in each hard word; get picture of it; close eyes; hold picture; open eyes; compare picture with copy. tar get energy accept pen sion valuable scream na tion al persuade continent Thursday — Note markings and sounds of vowels in third column. Copy words, if any, in other columns having same vowel sounds. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Write a list of the words you have misspelled during the last month, and study until you can spell them for your teacher or for a pupil she selects. Define a "root" word; a "derivative" word; a "suffix"; a "pre- fix. " Do you always know a derivative word when you see one? At the close of each day's lesson copy into a notebook the words you have misspelled. Take notebook home every Friday, and ask your parents to help you study and hear you spell the words in it. To pupils: See " Things for Pupils to Remember,'' page v. THE AUTOMATIC SPELLER 121 6B — New Words f ac ul ty ves ti bule can di date GRADE 6B: NINTH WEEK S A— Review s B— Review concern torrid warrant fragrant frightened guardian Monday — Copy the words you can. spell without study; then copy the remaining words and spend your time on them. cap tive brav er y dis ap pear virtue beseech pronounce dreary sausAge interrupt Tuesday — "Disappear" is derived from "appear"; "appear" is the root and "disappear" the derivative. "Disappear" has the prefix "dis," Tell its meaning. rati cable zone mi li tia argue auction town ship camera sensible Wednesday — Copy syllables, and placing words of more than one syllable, separating ' accent marks. Use dictionary when necessar>^ prey pullet sketch qual i ty article record op po nent steward purjct^al Thursday — Think the pronunciation of each the lesson; then think the vowel sound in each. accented syllable in vig or burden tailor ii nance utensil flavor nu mer ous transom appearance Friday — Write an antonym for "numerous '; a synonym. What is an antonym? A synonym? See pages 115 and 116. To teachers: See '^The Use of the Dictionary,'^ pog^ xviii. 122 THE AUTOMATIC SPELLER GRADE 6B: TENTH WEEK 6B — New Words 5 A — Review 5B — Revibw canon cargo accuse el e vate entire deceive drainage invitation 6pinion Monday — Copy words you need to study. Underline hardest letter or group of letters in each; think of some way to remember it. ge'ni al skein belief in spec tor convent custom hu man i ty uniform continue Tuesday — Is "humanity" a root word or a derivative? If a deriva- tive, spell the root word. stanch ulster hostile u nique severe proceed vice roy occupant excursion Wednesday — Look up in the dictionary the meaning of two words in this lesson. Write a sentence containing these words. quaint heir humble transit kindred purpose re al ize triumph announce Thursday — Find any syllables whose vowel sounds are formed by a combination of two letters; think the sounds of these letters. lei sure merely jur}' ob sctire notary worse no ta ble instance medical Friday — Form a derivative, adding to the root "leisure," a stiffiK beginning with a consonant. Spell the derivative. THE AUTOMATIC SPELLER 123 GRADE 6B: ELEVENTH WEEK 6B — New Words 5 A — Review S B — Review loi ter fiftieth reign vague million result sur face charter postal Monday — Copy this lesson, writing the hardest word first, next hardest second, and so on. Study the hard words. tid al title squall ga zette iceberg remMy mar i ner swelter szirround Tuesday — In writing the plural form of "remedy," how should you spell it? What does "plural form" mean? See page vi. oath sa li va fa tigue Wednesday — Study thus: Look at a word; get its picture; close eyes; hold picture in mind; open eyes; write the word. liable breadth offense grateful mission fountain pen al ty dingy afford so lu tion origin quany^ prec i pice faithful cement Thursday — Form two other derivatives, adding to the word "faith- ful," suffixes beginning with consonants. Spell these two derivatives. caution conflict 6pp6site Friday — Copy all accented syllables having long vowel sounds; short vowel sounds; neither long nor short vowel sounds. con sume ravel tap es try honor stam pede havoc regret buoy recent jewel thorough tlnite 124 THE AUTOMATIC SPELLER GRADE 6B: TWELFTH WEEK 6B — New Words 5 A — Review 5B — Review di am e ter commit nugget me rid i an poultice proverb par a graph remnant comrade Monday — Study hardest letter or group of letters in each hard word; get picture of it; close eyes; hold picture; open eyes; compare picture; with copy. o a sis ed i tor ten dril Tuesday — Has "editor" a suffix or a prefix? If so, pronounce and spell the suffix or prefix. Spell the root word. can o py huge profit sulphur emerald sprain peasant charcoal mystery Wednesday — Write a synonym for the word "profit"; an antonym. Think of some other word with its synonym and antonym. ru mor royal citizen sus pect brilliant approve sig na ture camphor impatient r Thursday — Note markings and sounds of vowels in third column. Copy words, if any, in other columns having same vowel sounds. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Write a list of the words you have misspelled during the last month, and study until you can spell them for your teacher or for a pupil she selects. Once a week, oftener if necessary, turn to the phonic chart on page xxxii, and spend a few minutes following directions there given for phonic drill. If you find this drill difficult, you should devote extra time to it. Carry to future reviews words misspelled in each- monthly review. THE AUTOMATIC SPELLER 125 GRADE 6B: THIRTEENTH WEEK 6B — New WoRiis SA — Review 5B — Review typ i cal auburn wealth pa tience disguise poverty safeguard scarcity permission Monday — Copy the words you can spell without study; then copy the remaining words and spend your time on them. en vi ous implore hardy de sir ous adjourn nobody ac cu rate ^ beginning phot6graph Tuesday — "Desirous" is a derivative. Has it a prefix or a suffix? Spell its root. Form another derivative from this root. flu ent villain tassel brev i ty receive height cal cu late previous visitor Wednesday — Copy the words having more than one syllable, sep- arating syllables, and placing accent marks. Use dictionary when necessary. ag ile treaty view cha rade junction oblong ap plaud challenge hardship Thursday — Think the pronunciation of each accented syllable in the lesson; then think the vowel sound in each. f ath om actual axle brig and serious display cat a ract stagnant immediate Frtday — Write a derivative, adding to "fathom," a suffix beginning with a consonant. Does suffix change meaning of word? 126 THE AUTOMATIC SPELLER GRADE 6B: FOURTEENTH WEEK 6B — New Words SA — Review 5B — Review gen der item pedal am bi tious deserve urchin prov i dence laggard campanion Monday — Copy words you need to study. Underline hardest letter or group of letters in each ; think of some v^^ay to remember it. re lieve f er vent a ban don surplus whither injurious rural annilal acquaintance Tuesday — Form a derivative by adding to "annual" a suffix begin-"* ning with s consonant. Spell the derivative. stee pie sten cil blem ish mantel familiar trespass drowsy weapon vertical Wednesday — Is "familiar" a root word or a derivative? If a root word, form and spell a derivative. coast al pierce student mir a cle canvas operate schoon er heroine disappoint Thursday — Look up in the dictionary the meaning of two words in this lesson. Write a sentence containing these words. nov ice tutor really ra di ant curfew gleam dis turb ance composition diagram Friday — Find any syllables whose vowel sounds are formed by a combination of two letters; think the sounds of these letters. THE AUTOMATIC SPELLER 127 GRADE 6B: FIFTEENTH WEEK 6B — New Words 5 A — Review sB — Review grammar flourish seize oint ment symptom imitate attractive recitation contrary Monday — Copy this lesson, writing the hardest word first, next hardest second, and so on. Study the hard words. al ien entreat liquid ro mance nourish behavior dis cour age harmon}^ chairman Tuesday — Study thus: Look at a word; get its picture; close eyes; hold picture in mind; open eyes; write the word. Span iel cancel adult te di ous fortify affair o rig i nal steadily mineral Wednesday — Copy all accented syllables having long vowel sounds; short vowel soimds; neither long nor short vowel sounds. tab leau ounce suburb clas si f y alcove distance en cour age , receipt multiplication Thursday — ^Write as many derivatives as you can, using the root word of "encourage" with other prefixes or suffixes. Watch spelling. bulk auger nimble quire mirth disease prom i nent puncture circtlldr Friday — Can you write a synonym and an antonym for the word "prominent"? Consult the dictionary, if necessary. 128 Tl^E AUTOMATIC SPELLER GRADE 6B: SIXTEENTH WEEK 6B — New Words 5 A — Review S B — Review ban quet statue essay ad mi ra ble session fulfill die tion a ry academy ' astonish Monday — Is "banquet" £ form and spell a derivative. I root word or a derivative? If a root wor en ti tie level athletic con tact policy numeral sta tion er y hosiery nuisance Tuesday — Study hardest letter or group of letters in each hard word; get picture of it; close eyes; hold picture; open eyes; compare picture with copy. genteel hearth frigid crys tal victuals system a pol o gy cucumber caravan Wednesday — Spell the plural of the word "apology." Write the plurals for other words in this lesson. See page vi. col lide weird palace ox y gen colony morsel sta tion a ry sensible divisible Thursday — Arrange words alphabetically with reference to first letters; arrange alphabetically with reference to first two letters. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Half-Yearly Review To teachers: For two weeks review words in left-hand columns, pages 113 to 129. First week, assign lessons thus: Monday to Thursday, new words, pages 113 to 120 inclusive. Friday, words missed four preceding days. Second week, assign lessons thus: Monday to Thursday, new words, pages 121 to 128 inclusive. Friday, words missed four preceding days. To teachers: See note, page xxi. power relic export shir)gle moderate fireplace THE AUTOMATIC SPELLER 129 GRADE 6 A: FIRST WEEK 6 A — New Words 6B — Review 5 A — Rsvibw dis mal recite court ev i dent admiral vi61in plat form threaten abode Monday — Write a derivative, adding to "recite," a suffix beginning with a vowel. Form other derivatives from this root. ten ant sei zure gen u ine Tuesday — Copy the words you can spell without study; then copy the remaining words and spend your time on them. surge firmly instant sane tion syllable perf 6rm or gan ize unknown northern Wednesday — Copy the words having more than one syllable, sep- arating syllables, and placing accent marks. Consult dictionary. frig ate width grieve stor age trolley bouquet peace a ble probably juvenile Thursday — "Peaceable" is a derivative. It has the suffix "able." The root is' "peace." Write other derivatives, using this same root. vision proof suggest man tie visible worship al low ance neglect movable Friday — Think the pronunciation of each accented syllable in^the lesson; then think the vowel sound in each. To pupils: See " Directions for the Study of Spelling," page xx. 130 THE AUTOMATIC SPELLER 6 A — Mew Words cor dial en liv en in ven tion Monday — Form a derivative by adding to the word "cordial" some suffix not beginning with "i." Spell this derivative. GRADE 6 A: SECOND WEEK 6 B — Review 5 A — Review troop panic usual riddle secure notify trib ute discord keel di a logue knuckle geyser ref er ence balcony cyclone Tuesday — ^Write the plural of the word sure of the spelling, see page vi. "balcony." If you are not su preme estate tonic gra cious melody squad reg i ment transfer savage thrift turnip object delight fanciful glimpse Wednesday — Copy words you need to study. Underline hardest letter or group of letters in each; think of some way to remember it. veto a dept triple Thursday — Look up in the dictionary the meaning of two words in this lesson. Write a sentence containing these words. guise fuel resign ter race scale section con struct' instantly stocking Friday — Find any syllables whose vowel sounds are formed by a combination of two letters; think the sounds of these letters. To teachers: See ''How to Direct the Study of Spelling," page xx. THE AUTOMATIC SPELLER 131 GRADE 6 A: THIRD WEEK 6 A — New Words 6 B — Review 5 A — REvtew se ries guilt sieve pro noun tallow element per pet u al shoulder mixture Monday — Copy this lesson, writing the hardest word first, next hardest second, and so on. Study the hard words. shrewd create resolve can did chosen abroad brawn y verdict modern Tuesday — Study thus: Look at a word; get its picture; close eyes; hold picture in mind; open eyes; write the word. sur vey' frantic decent ex elude enlarge method ad ver tise scenery infancy Wednesday — Copy all accented syllables having long vowel sounds; short vowel sounds; neither long nor short vowel sounds. e quip booth germ drudge delicate magic con tra diet lengthen emblem Thursday — Form a word by adding to "lengthen" a suffix beginning with a vowel. Spell this derivative. slan der naval pilot por trait torrent trifle oc cur rence deliver ostrich Friday — Is "occurrence" a root word or a derivative? If a d':;riva- tive, spell the root. To teachers: See ^'Phonic Chart," page xxxii. 132 THE AUTOMATIC SPELLER GRADE 6 A: FOURTH WEEK 6 A — New Words 6B — Review 5 A — RBViiEw stu di o gopher legal re li a ble vehicle image pos si ble deposit problem Monday — Spell a synonym for "reliable," Write an antonym for this word, using a suffix or prefix with the original word. pa tri ot inquire cleanse ac ro bat furious garbage en cir cle festival suddenly Tuesday — Stiidy hardest letter or group of letters in each hard word; get picture of it; close eyes; hold picture; open eyes; compare picture with copy. del uge local cdnal slug gish integer Mapt e qual i ty emphasis cogqueror Wednesday — Note markings and sounds of vowels in third column. Copy words, if any, in other columns having same vowel sounds. sul len orphan keen be grudge electric scour sec re ta ry uncertain excite Thursday — Has "uncertain" a suffix or a prefix? If so, spell the root. Form some other derivative from this root. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Write a list of the words you have misspelled during the last month, and study until you can spell them for your teacher or for a pupil she selects. Occasionally, after studying a lesson, test yourself before recitation as follows: Look at book; copy first letter of each word; close book; try to complete each word in writing. Keep a copy of, and study, every word you misspell in daily lessons and in written compositions. Carry to future reviews words misspelled in each monthly review. To teachers: See ''Phonetic Words," page xxiv, THE AUTOMATIC SPELLER 133 GRADE 6 A: FIFTH WEEK 6 A — ^New Worus 6B — Review 5 A — Rbvibw ro ta ry target rogue saun ter scratch artery probable occasion natj^al Monday — Copy the words you can spell without study; then copy the remaining words and spend your time on them. skel e ton talent stupid am bi tion reward terrible con trib ute variety partictildr Tuesday — Copy the words having more than one syllable, sep- arating syllables, and placing accent marks. Use dictionary when necessary. rein inspire tempt en grave hydrant mechanic ex e cute studious preparation Wednesday — Think the pronunciation of each accented syllable in the lesson; then think the vowel sound in each. con sul peril glacier sun dry disagree beacon re cruit customer marine Thursday — Form a word by adding to the word "peril" a suffix not beginning with "i." Spell the word. science social absurd crev ice insertion explode dep u ty property gingham Friday — Write the plural of "deputy." See page vi. Can you define "deputy"? If not, consult the dictionary. To pupils: See ' ' Directions for the Study of Spelling, ' ' page xx . 134 THE AUTOMATIC SPELLER GRADE 6 A: SIXTH WEEK 6 A — New Words 6 B — Review 5 A — Review ex eel fragile comic ba na na scheme faucet sub tra hend pension mammoth Monday — In "excel," "1" is the final consonant. When we add the suffix "ed," must we double this final consonant? feud eagerly avoid rival leopard finery su perb massive persuade Tuesday — Copy words you need to study. Underline hardest letter or group of letters in each; think of some way to remember it. se Crete orator wage a bol ish plural cavity pyr a mid special tavern Wednesday — Look up in the dictionary the meaning this lesson. Write a sentence containing these words of two words in coun cil wedge patron drought urgent emperor spec i men ordinary impossible Thursday — Find combination of tw( any syllables whose vowel sounds are formed by a 3 letters; think the sounds of these letters. pur suit plaid declare rai ment artist treastlres ser e nade telephone boundary Friday — In "boundary," "bound" is the root. By adding "less*' to the root, we have "boundless." How do these derivatives differ in meaning? To teachers: See ''How to Direct the Study of Spelling,'' page xx. THE AUTOMATIC SPELLER 135 GRADE 6 A: SEVENTH WEEK 6 A — New Words 6 B — Review S A — Review plead neigh refuge admit zephyr kindle f ron tier provision forfeit Monday — Is "pre tive, spell the root. vision" a root word or a derivative? If a deriva- league digest oblige ut most celery cypress vie to ri ous awnine abundance Tuesday — Can you write another derivati\^e, using the root word in the word "victorious" with some other suffix? bounce knack gimlet gesture national energy con'gress presence premiwm Wednesday — Copy this lesson, writing the hardest word first, next hardest second, and so on. Study the hard words. hal i but yacht cadet mu si cal sustain struggle re cent ly universe landscape Thursday — Study thus: Look at a word; get its picture; close eyes; hold picture in mind; open eyes; write the word. sue cess fabric calico wit ness molest impulse im prov ing register influmce Friday — Copy all accented syllables having long vowel sounds; short vowel sounds; neither long nor short vowel sounds. To teachers: See "Words Frequently Misspelled When Writing." page xxii. 136 THE AUTOMATIC SPELLER GRADE 6A: EIGHTH WEEK 6 A — New Words 6B — Review 5 A — Revibw dis tress cider dbrilpt jew el ry equally geniz^s en deav or splendor falsehood Monday — Study hardest letter or group of letters in each hard word ; get picture of it; close eyes; hold picture; open eyes; compare picture with copy. yon der tropic sentry tact ful grumble garage out ward tenement m61ass5s Tuesday — Arrange words alphabetically with reference to first letters ; arrange alphabetically with reference to the first two letters. de bris skillful scholar pop u lar outrage offered stand ard tandem decimal Wednesday — Give a synonym for "skillful"; an antonym. Consult your dictionary for the spelling of these two words, if necessary. Sphere venture kennel pru dent audience cc'nceit con sid er judgment valildble Thursday — Spell the root word in the derivative "valuable." How does the derivative "valueless" differ in meaning from "valuable"? Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Write a list of the words you have misspelled during the last month, and study until you can spell them for your teacher or for a pupil she selects. When spelling orally, always pronounce words before spelling, not after, and pause between syllables in words of more than one syllable. After studying spelling lessons you must remember them imtil the next day, when you are tested on them. What do you do with words misspelled in tests? See page xvi for "Correction of Errors." In passing spelling blanks and pencils before tests, be quick but quiet. To pupils: See " Things for Pupils to Remember," page v. THE AUTOMATIC SPELLER 137 GRADE 6 A: NINTH WEEK 6 A — New Words 6 B — Review S A — Revew mon i tor loiter cargo en coun ter drainage burden ad van ta geous vestibule occ-dpant Monday — Copy the words you can spell without study; then copy the remaining words and spend your time on them. i vo ry genial skein CO lo ni al bravery beseech mil li ner y solution pronounce Tuesday — "Genial" is a root word. Write a derivative, using a prefix. What does this derivative mean? e ter nal leisure entire suit a ble militia camera venge ance consume instance Wednesday — Copy words of more than one syllable, separating syllables, and placing accent marks. Use dictionary when necessary. gar ret transit cable om ni bus canopy article plas ter er diameter warrant Thursday — Think the pronunciation of each accented syllable in the lesson; then think the vowel sound in each. un u su al rumor hav Jc as sist ance gazette remnant friend ship numerous frightened Friday — "Unusual" is a derivative. Write another derivative, adding to the root a suffix beginning with a consonant. To teachers: See " The Use of the Dictionary ,'' page xviii. 138 THE AUTOMATIC SPELLER GRADE 6 A: TENTH WEEK 6 A — New Words 6 B — Review 5 A — Review ciil ti vate vague honor wampum faculty notary res tau rant notable mission Monday — Copy words you need to study. Underline hardest letter or group of letters in each; think of some way to remember it. mo tor vigor liable sub due elevate fiftieth per form ance penalty convent Tuesday — To "vigor" as the root word, add a suffix beginning with a vowel. Spell the derivative. di min ish tidal title or ches tra realize faithful hand i cap captive uniform Wednesday — Give a synonym for the word "diminish"; an antonym. Can you write good sentences containing these words? yearn oath ulster tuition peasant severe sur ren der opponent invitation Thursday — Look up in the dictionary the meaning of two words in this lesson. Write a sentence containing these words. a dorn viceroy kindred ho ri zon signature transom con ven tion paragraph triumph Friday — Find any syllables whose vowel sounds are formed by a combination of two letters; think the sounds of these letters. THE AUTOMATIC SPELLER 139 GRADE 6 A: ELEVENTH WEEK 6 A — New Words 6 B — Review 5 A — Review or de al finance royal pre cious surface emerald suf fi cient tapestry brilliant Monday — Is the word "tapestry" singular or plural? If singular, spell the plural; if plural, spell the singular. See page vi. dread fill oasis dingy treas ur y unique million ven ti late candidate charter Tuesday — Copy this lesson, writing the hardest word first, next hardest second, and so on. Study the hard words. in ter est editor utensil com'merce quaint swelter ad ven ture inspector poultice Wednesday — Study thus: Look at a word; get its picture; close eyeS; hold picture in mind; open eyes; write the word. re f us al ratio recent ob sta cle fatigue iceberg ma jor i ty meridian charcoal Thursday — Write a word, adding to the word "recent" a suffix beginning with a consonant. What does this derivative mean? al though saliva ravel tes ti mo ny sulphur affense com mand ment quality steward Friday — Copy all accented syllables having long vowel sounds; short vowel sounds; neither long nor short vowel sounds. 140 THE AUTOMATIC SPELLER GRADE 6 A: TWELFTH WEEK 6 A — New Words 6 B — Review 5 A — Rsv«£w an ces tor prey huge guid ance obscure virtue choc late mariner pullet Monday — Study hardest letter or group of letters in each hard word; get picture of it; close eyes; hold picture; open eyes; compare picture with copy. leg a cy township argue pri ma ry stampede regret moc ca sin humanity commit Tuesday — When we write the past form of the word "commit, must we double the final consonant? Spell this past form. sap phire stanch heir vig or ous suspect origin squan der disappear concern Wednesday — Write a word, adding to "vigorous," a suffix beginnin with a consonant. "Vigorous" is a derivative. What is the root? in her it canon merely min strel tendril thor6ugh port a ble precipice camphor Thursday — Note markings and sounds of vowds in third column. Copy words, if any, in other columns having same vowel sounds. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Write a list of the words you have misspelled during the last month, and study until you can spell them for your teacher or for a pupil she selects. By this time you know the four kinds of spelling exercises: Super- vised study, in which the teacher directs pupils; independent study by pupils, during which each tries to do his best thinking: the test of the lesson, which is a short brisk exercise; and correction of errors. Carry to future reviews words misspelled in each monthly review. THE AUTOMATIC SPELLER 141 GRADE 6 A: THIRTEENTH WEEK 6 A — New Words 6B — Review 5 A — Review o ri ole gender mantel in siir ance typical deserve automobile tableau harm6ny Monday — Copy the v/'ords you can spell without study; then copy the remaining words and spend your time on them. tex ture relieve canvas se mes ter envious surplus in ter view banquet her6ine Tuesday — Copy the words having more tiian one syllable, sep- arating syllables, and placing accent marks. Use dictionary when necessary. hy gi ene brevity nourish custody contact . familiar disaster ointment pur)ctfi.re Wednesday — Spell the antonym for "brevity"; the synonym. Are there any other words in this lesson for which you can give antonyms and synonyms? ver i fy crystal adjourn med le}^ original trespass rev e nue brigand injurious Thursday — Think the pronimciation of each accented syllable in the lesson; then think the vowel sound in each. mi crobe coastal tutor grad u ate encourage pierce rheu ma tism disttirbance recitation Friday — Spell the suffix in the word "disturbance." Can you give another word having tlie same suffix? Can you spell it ? 142 THE AUTOMATIC SPELLER GRADE 6 A: FOURTEENTH WEEK 6 A — New Wuros 6B — Review 5 A — Ricvtsw but ler entitle item fa tal ly fathom fortify leg is late ambitious floiirish Monday — ^When we write the form of "fortify" that ends in "ed," how do we change the spelHng of "fortify"? skimp miracle cancel tyr an ny radiant receipt per se vere safeguard steadily Tuesday — Is "steadily " a root word or a derivative? If a derivative, spell the root. oc tave blemish alcove log i cal desirous aubzim priv i lege grammar sensible Wednesday — Copy the words you need to study. Underline the hard- est letter or group of letters in each; think of some way to remember it. taunt spaniel entreat man u al applaud stagnant sub sti tute dictionary cucumber Thursday — Look up in the dictionary the meaning of two words in this lesson. Write a sentence containing these w^ords. tro phy alien weird un a ware quire ounce man u script admirable academy Friday — Find any syllables whose vowel sounds are formed by a combination of two letters; think the sounds of these letters. THE AUTOMATIC SPELLER 143 GRADE 6 A: FIFTEENTH WEEK 6 A — New Words 6B — Review 5 A — Review mu se um collide hearth port fo li o stencil colony es pe cial ly cataract victuals Monday — Analyze the derivative word "especially," telling root and prefix and suffix, if an\'; also, telling the meaning of the root. il le gal bulk treaty de scend ant stationery session rec om mend providence symptom Tuesday — The derivative "illegal" has the root "legal" and the prefix "iL" Using this root word, write other derivatives. so pra no oxygen level di plo ma patience disguise mon o gram attractive comp6sition Wednesday — Copy this lesson, writing the hardest word first, next hardest second, and so on. Study the hard words. lux u ry fluent statue spec u late tedious serioz^s pam phlet discourage beginrung Thursday— ^twdy thus: Look at a word; get its picture; close eyes; hold picture in mind; open eyes; write the word. pshaw charade policy ce re als schooner villain av a lanche stationary hosiery Friday — Copy all accented syllables having long vowel sounds; short vowel sounds; neither long nor short vowel sounds. 144 THE AUTOMATIC SPELLER GRADE 6 A: SIXTEENTH WEEK 6 A — New Wordj 6 B — Review 5 A — Review Op tion agile implore ad verb romance junction mag i cal prominent challenge Monday — Do you know what an adverb is? If your dictionary does not tell you so you understand, ask your teacher. fas ci nate fervent receive ge ra ni um apology whither pro fi cient calculate previozis Tuesday — Study hardest letter or group of letters in each hard word; get picture of it; close eyes; hold picture; open eyes; compare picture with copy. irk some steeple auger stock ade genteel curfew mas cu line accurate actilal Wednesday — Form, and spell, derivatives from "accurate," using both prefix and suffix. Tell the meaning of the prefix you have used. se ri als novice mirth par tial classify laggard il lus trate abandon scarcity Thursday — Arrange words alphabetically with reference to first letters ; arrange alphabetically with reference to the first two letters. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Half- Yearly Review To teachers: For two weeks review words in left-hand columns, pages 129 to 145. First week, assign lessons thus: Monday to Thursday, new words, pages 129 to 136 inclusive. Friday, words missed four preceding days. Second week, assign lessons thus: Monday to Thursday, new words, pages I37 to 144 inclusive. Friday, words missed four preceding days. To teachers: See note, page xxi. THE AUTOMATIC SPELLER 145 GRADE 7B: FIRST WEEK 7 B — New Words 6 A — Review 6 B — Review coil sullen firmly grad u al frigate export con stant gracious enlarge Monday — Write two derivatives, using the word "constant" as the root. Let one derivative have a suffix, the other a prefix. surf mantle thrift pos sess sanction festival ma te ri al reference shoulder Tuesday — Write a derivative, adding to the word "sanction" a - suffix not beginning with the vowel "i." Define this derivative. lat ter in vest em pire Wednesday — Copy the words you can spell without study ; then copy the remaining words and spend your time on them. triple inquire dismal furioMS cordial moderate av er age tenant object com bine brawny neglect down cast construct deposit Thursday — Copy the words having more than one syllable, separating syllables, and placing accent marks. Use dictionary when necessary. du et survey admiral pennant contradict transfer ste nog ra phy occurrence instantly Friday — Think the pronunciation of each accented syllable in the lesson; then think the vowel sound in each. To pupils: See ^'Directions for the Study of Spelling,^* page xr, 10 146 THE AUTOMATIC SPELLER GRADE 7B: SECOND WEEK 7B — New Words 6 A — Review 6B — Review sluice adept secure nick el vision gopher prin ci pie equality unknown Monday — Has the word "equality" a suffix or a prefix? If so, pronounce and spell the suffix or prefix. gnat equip local cham pi on series chosen admissible tribute mel6dy Tuesday — Copy words you need to study. Underline hardest letter or group of letters in each ; think of some way to remember it. dahl ia exclude naval cen sus encircle threaten ex te ri or organize emphasis Wednesday — "Encircle" is derived from "circle." "Circle" is called the root word and "encircle" the derivative. "Encircle" con- tains the prefix "en." ar riv al studio verdict cloth ier seizure balc6ny del e gate begrudge fanciful Thursday — Look up in the dictionary the meaning of two words in this lesson. Write a sentence containing these words. par ti tion slander usiial for tu nate evident width mort gage regiment torrmt Friday — Does this lesson contain any syllables whose vowel sounds are formed by a combination of two letters ? To teachers: See "How to Direct the Study of Spelling" page xx. THE AUTOMATIC SPELLER 147 7B — New Words ten or van i ty re quire GRADE 7B: THIRD WEEK 6 A — Review guise acrobat possible 6 B — Review power orphan integer Monday — Copy this lesson, writing the hardest word first, next hard- est second, and so on. Study the hard words. rad ish o ver alls pe cul iar shrewd platform secretary- fuel scenery syllable Tuesday — Define the word "shrewd." G'lve a synonym for it; an antonym. Spell these two words. a gen cy drudge tallow favorite sluggish frantic con spic u ous dialogue delicate Wednesday — "Favorite" is derived from "favor." "Favor" is called the root word and "favorite" the derivative. "Favorite" contains the suffix "ite." haunt de mand em i grant enliven supreme perpetual proof discord knuckle Thursday — Study thus: Look at a word; get its picture; close eyes; hold picture in mind; open eyes; write the word. genuine recite advertise visible peaceable vehicle Friday — Copy all accented syllables, having long vowel sounds; short vowel sounds; neither long nor short vowel sounds. To teachers: See ^^ Phonic Chart,' ^ page xxxii. as sess in tel lect em bank ment 148 THE AUTOMATIC SPELLER GRADE 7B: FOURTH WEEK 7B — New Words 6 A — Review 6B — Review cravat candid guilt jeal ous storage booth rec ol lect pronoun probably Monday — Has "pronoun" a suffix or a prefix? If so, pronounce, spell, and give the meaning of the suffix or prefix. pro cure deluge create def i ni tion patriot lengthen extraordinary portrait uncertain Tuesday — Study hardest letter or group of letters in each hard word ; get picture of it; close eyes; hold picture; open eyes; compare picture with copy. de file veto troop se ere cy terrace estate eel e brate invention deliver Wednesday — Note markings and sounds of vowels in third column. Copy words, if any, in other columns having same vowel sounds. pat ent surge scale trai tor reliable trolley cor nice allowance electric Thursday — "Reliable" is a derivative, having the suffix "able." How is the spelling of the root changed in this derivative? Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Write a list of the words you have misspelled during the last month, and study until you can spell them for your teacher or for a pupil she selects. Improve your ability to use the dictionary by (i) reviewing the alphabet occasionally; (2) telling the location of certain letters in the alphabet, as, "d" is nearer the first of the alphabet than "k," "t" is nearer the close than "p"; (3) reviewing diacritical markings occa- sionally; (4) looking up the meaning of one word daily. Carry to future reviews words misspelled in each monthly review. To teachers: See ^'Phonetic Words,^' page xxiv. THE AUTOMATIC SPELLER 149 GRADE 7B: FIFTH WEEK 7B — New Words 6 A — Review 6 B — Review i be tray league talmt coun ter f eit deputy eagerly at mos phere recruit venttire Monday — Copy the words you can spell without study; then copy the remaining words and spend your time on them. fiord rein neigh dis count congress target ex plor ers serenade judgment Tuesday — Copy the words having more than one syllable, separating syllables, and placing accent marks. Use dictionary when necessary. re volve plead reward pre tend yonder special lo cal i ty improving national Wednesday — Write as many derivatives as you can, using the word 'special " as a root word. Use both prefixes and suffixes. glo ri ous superb social so cia ble bounce orator com pe tent consider skillful Thursday — Form and spell a derivative by adding to the word "superb" some suffix beginning with a consonant. re duce saunter fabric con di tion popular celery in di vid u al recently inspire Friday — Think the pronunciation of each accented syllable in the lesson; then think the vowel sound in each. To pupils: See *^ Directions for the Study of Spelling,'" page xx. I50 THE AUTOMATIC SPELLER 7B — New Words a chieve rep re sent pen in su la GRADE 7B: SIXTH WEEK 6 A — Review crevice outward subtrahend 6 B — Review wedge fragile customer Monday — Pronounce and spell an antonym for the word "fragile"; a synonym. Construct good sentences using these two words. quan ti ty e con o my sat is f ac tion raiment prudent contribute tropic studioz/s disagree Tuesday — Copy words you need to study. Underline hardest letter or group of letters in each; think of some way to remember it. purs er a bil i ty su pe ri or debris utmost success outrage universe tenemmt Wednesday — Form a derivative by adding to the word "outrage" some suffix beginning with a vowel. Be careful about spelling. de ci sion abolish artist cu ri OS i ty halibut zephyr me trop lis council pension Thursday — Look up in the dictionary the meaning of two words in this lesson. Write a sentence containing these words. lib er al feud tandem do mes tic sphere property el quence specimen ordinary Friday — Find any syllables whose vowel sounds are formed by a combination of two letters; think the sounds of these letters. To teachers: See ''How to Direct the Study of Spelling,'" page xx. THE AUTOMATIC SPELLER 151 GRADE 7 B: SEVENTH WEEK 7 B — New Words 6 A — Review 6 B — Review fix ture consul p^ril ex treme science digest a bun dant probable massive Monday — Copy this lesson, writing the hardest word first, next hard- est second, and so on. Study the hard words. gui tar pursuit urgent car di nal banana scheme ad jec tive engrave scratch Tuesday — Study thus: Look at a word; get its picture; close eyes; hold picture in mind; open eyes; write the word. cab i net secrete cider vi a duct witness yacht ex ist ence ambition pr6vision Wednesday — Copy all accented syllables having long vowel sounds; short vowel sounds; neither long nor short vowel sounds. com i cal sundry plaid san i ta ry musical insertion or na ment standard telephone Thursday — Has the word "musical" a prefix or a suffix? If so, pro- nounce and spell the prefix or suffix. du ra ble tactful knack in ci dent jewelry m61est pro pri e tor drought audience Friday — Is the form "audience" singular or plural? If singular, spell the plural; if plural, spel' the singular. See page vi. To teachers: See " Words Frequently Misspelled When Writing," page xxii. 152 THE AUTOMATIC SPELLER GRADE 7B: EIGHTH WEEK 7B — New Words 6 A — Review 6 B — Review en am el rival hydrant a bu sive admit presence Drei u dice endeavor c?ccasion Monday — Study hardest letter or group of letters in each hard word; get picture of it; close eyes; hold picture; open eyes; compare picture with copy. mul ti tude excel plural rev lu tion rotary sustain com mer cial distress griimble Tuesday — "Commercial" is derived from "( merce" is the root word and "commercial" the mercial" contains the suffix "ial." commerce . " " Com - derivative. "Com- script execute awning tel e graph frontier variety em bar rass skeleton leopard Wednesday — Spell the plural of the word "varif What is the root word of the derivative "variety .ty." "? See page vi. cul vert gesture equally cam paign pyramid register sym pa thy victorious splendor Thursday — Arrange words alphabetically with reference to first letters; arrange alphabetically with reference to the first two letters. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Write a list of the words you have misspelled during the last month, and study until you can spell them for your teacher or for a pupil she selects. Define a "root" word; a "derivative" word; a "suffix"; a "prefix." Do you always know a derivative word when you see one? At the close of each day's lesson copy into a notebook the words you have misspelled. Take notebook home every Friday, and ask your parents to help you study and hear you spell the words in it. To pupils: See " Things for Pupils to Remember," page v. THE AUTOMATIC SPELLER 153 GRADE 7B: NINTH WEEK 7 B — New Words 6 A — Review 6B — Review cres cent subdue oasis mer cu ry interest rumor ac tu al ly ventilate vestibule Monday — Copy the words you can spell without the remaining words and spend your time on them. study; then copy cal lous tuition canon nov el ty primary penalty found ry restaurant notable Tuesday — Copy the words having more than one s; syllables, and placing accent marks. Use dictionary y liable, separating when necessary. pre sume eternal prey di ag nal ancestor loiter an ec dote vigorous quaint Wednesday — When we write the form of the word "loiter" that ends in "ed," do we double the final consonant? queue ordeal ratio gal ler y unusual diameter cap ti vate chocolate stampede Thursday — Think the pronunciation of each accented syllable in the lesson; then think the vowel sound in each. vas e line colonial faculty de fi cient minstrel viceroy cour te ous squander signdttLre Friday — Is "colonial" a root word or a derivative? If a derivative, spell the root. To teachers: See ^* Rules for Spelling^* page vi. 154 THE AUTOMATIC SPELLER GRADE 7B: TENTH WEEK 7B — New Words 6 A — Review 6 B — ^Review at tor ney yearn obscure f e ro cious dreadful sulphz^r mem rize assistance drainage Monday — Can you spell the plural of the word page vi. Consult the dictionary, if necessary. "attorney"? See cro quet garret vague ac cus tom precious tendril oc cu pa tion diminish opponent Tuesday — ^Write "precious." Then both a synonym and an antonym for the word use these words in sentences. re fund majority transit diph the ri a wampimi captive prep si tion encounter paragraph Wednesday — Copy the words you need to study. Underline the hardest letter or group of letters in each ; think of some way to remem- ber it. quo rum crim i nal ge o graph i cal ivory guidance commandment genial consume candidate Thursday — Look up in the dictionary the meaning of two words in this lesson. Write a sentence containing these words. tri cy cle cur ren cy de cep tion inherit sapphire millinery tidal elevate precipice Friday — Does this lesson contain any syllables whose vowel sounds are formed by a combination of two letters? To teachers: See "The Use of the Dictionary," page xviii. THE AUTOMATIC SPELLER 155 GRADE 7B: ELEVENTH WEEK 7B — New Words 6 A — Review 6 B — Review chol er a adorn Vigor de ci sive omnibus can6py mer ci f ul commerce surface Monday — Write an antonym for the derivative "merciful," changing only the suffix. Are there other derivatives in this lesson? gigantic although oath neuralgia sufficient swspect. de lin quent friendship meridian Tuesday — Is "gigantic " a root word or a derivative? If a derivative, spell the root. pred i cate suitable quality con so nant obstacle township ab bre vi ate cultivate disappear Wednesday — Copy this lesson, writing the hardest word first, next hardest second, and so on. Study the hard words. cav al ry legacy realize e mo tion handicap tlnique res er voir testimony inspector Thursday — Study thus: Look at a word; get its picture; close eyes; hold picture in mind; open eyes; write the word. cannery squad ron au thor i ty W Friday — Copy all accented syllables having long vowel sounds; short vowel sounds; neither long nor short vowel sounds. portable mariner moccasin s61ution advantageous tapestry 156 THE AUTOMATIC SPELLER GRADE 7B: TWELFTH WEEK 7B — New Words 6 A — Review 6B — Review ep i sode motor editor rhu barb surrender fatigue man li ness adventure numerous Monday — Study hardest letter or group of letters in each hard word; get picture of it; close eyes; hold picture; open eyes; compare picture with copy. ca pa ble vengeance militia gon do la convention peasant spher i cal performance bravery Tuesday — Is "performance" a root word or a derivative? If a derivative, spell the root. f er ry refusal leistlre of fi cial horizon stanch de li cious monitor htimanity Wednesday — Find each word in this lesson containing a root word and a suffix or prefix. Spell the root word in each. cer ti f y treasury sdlivd pa vil ion plasterer gazette ab so lute orchestra finance Thursday — Note markings and sounds of vowels in third column. Copy words, if any, in other columns having same vowel sounds. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Write a list of the words you have misspelled during the last month, and study until you can spell them for your teacher or for a pupil she selects. Once a week, of tener if necessary, turn to phonic chart on page xxxii and spend a few minutes following directions given for phonic drill. If you find drill difficult, you should devote extra time to it. Carry to future reviews words misspelled in each monthly review. THE AUTOMATIC SPELLER 157 GRADE 7B: THIRTEENTH WEEK 7B — New Words 6 A — Review 6B — Review ex haust illegal typical magnify • octave coastal ar gu ment medley rdmance Monday — Copy the words you can spell without study; then copy the remaining words and spend your time on them. coin age texture bulk vouch er magical gender pen ance proficient desiroz^s Tuesday — Spell an antonym for the word "proficient"; also a syno- nym. Do you know the meaning of the word "proficient".'* ro sa ry trophy relieve man i cure revenue ointmmt di rec to ry recommend stationary Wednesday — Copy the words having more than one syllable, sep- arating syllables, and placing accent marks. Use dictionary when necessary. colo nel adverb classify gas o line graduate bagquet sou ve nir pamphlet cataract Thursday — Write the abbreviation for the word "colonel." Can you write the abbreviation for any other word in this lesson? martyr pshaw flumt al ti tude persevere oxygen guar an tee masculine safeguard Friday — Think the pronunciation of each accented syllable in the les- son; then think the vowel sound in each. 158 THE AUTOMATIC SPELLER GRADE 7B: FOURTEENTH WEEK 7B — New Words 6 A — ^Review 6B — Review languid logical spaniel es sen tial hygiene • contact coun te nance stockade ambitioz^s Monday — Copy words you need to study. Underline hardest letter or group of letters in each; think of some way to remember it. phrase verify genteel maj es ty semester envioz^s bun ga low fascinate grammar Tuesday — "Envious" is a derivative word, containing the suffix "ous." What change is made in the spelling of the root word? rhythm butler stencil des ti ny speculate abandon cau tious manuscript admirable Wednesday — Look up in the dictionary the meaning of two words in this lesson. Write a sentence containing these words. sol i ta ry oriole charade cen ten ni al especially patimce am bu lance descendant discourage Thursday — "Discourage" is a derivative word, containing the prefix "dis." Use some other prefix before "courage" making an antonym for "discourage." crit i cal skimp entitle au to graph serials miracle hem i sphere irksome providence Friday — Find any syllables whose vowel sounds are formed by a combination of two letters; think the sounds of these letters. THE AUTOMATIC SPELLER 159 7 B — New Words sen ti nel in ter nal cir cum f er ence GRADE 7B: FIFTEENTH WEEK 6 A — Review diploma soprano interview 6 B — Review brevity blemish attractive Monday — Copy this lesson, writing the hardest word first, next hardest second, and so on. Study the hard words. ex ter nal ar chi tect mul ti pli cand fatally luxury substitute steeple encourage dictionary Tuesday — Study thus: Look at a word; get its picture; close eyes; hold picture in mind; open eyes; write the word. an them ap par el pheas ant custody tyranny museum tedioz^s original accurate Wednesday — Form a derivative by adding to the word "tedious" some suffix beginning with a consonant. Spell this derivative. ro ta tion de sign er cyl in der option cereals rheumatism fervmt crystal dp616gy Thursday — Look in the dictionary for the meaning of the word 'option." Use the word in a written sentence. lav en der prin ci pal ben e fi cial insurance geranium avalanche alien applaud calculate Friday — Copy all accented syllables having long vowel sounds; short vowel sounds; neither long nor short vowel sounds. i6o THE AUTOMATIC SPELLER GRADE 7B: SIXTEENTH WEEK 7B — New Words 6 A — Review 6B — Review ruffian microbe cc>llide sched ule privilege fathom in ter na tion al monogram prominent Monday — Study hardest letter or group of letters in each hard word ; get picture of it ; close eyes ; hold picture ; open eyes ; compare picture with copy. cav ern taunt agile dil i gence disaster quire pos ses sive portfolio novice Tuesday — Is the form ' spell the plural; if plural, 'portfolio" singula] spell the singular. * or plural? If singular, See page vi. urban partial radiant ca pac i ty manual brigand ap pre ci ate legislate schooner Wednesday — Form and spell derivatives by adding to "partial" a suffix beginning with a consonant; a suffix beginning with a vowel. le gion unaware tableau e nu mer ate illustrate station5,ry a pos tro phe automobile disturbance Thursday — Arrange words alphabetically with reference to first letters; arrange alphabetically with reference to first two letters. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Half-yearly Review To teachers: For two weeks review words in left-hand columns, pages 145 to 161. First week, assign lessons thus: Monday to Thursday, new words, pages 145 to 152 inclusive. Friday, words missed four preceding days. . Second week, assign lessons thus: . Monday to Thursday, new words, pages 153 to i(6o inclusive. Friday, words missed four preceding days. To teachers: See note, page xxi. THE AUTOMATIC SPELLER i6i GRADE 7 A: FIRST WEEK 7 A — New Words 7B — Review 6 A — Review ac quire latter ^quip fault less clothier reference dis tinct ly demand begrudge Monday — "Faultless" is derived from "fault." "Fault" is the root word and "faultless" the derivative. "Faultless" contains the suffix "less." tal ents radish guise com e dy combine sullen crit i cism recollect invention Tuesday — Copy the words you can spell the remaining words and spend your time without on them. study; then cop] vigil dahlia cordial guile constant sluggish bevel definition construct Wednesday — Copy the words having more than one syllable, sep- arating syllables, and placing accent marks. Use dictionary when necessary. vivid defile adept ep i dem ic sluice tenant man u f ac ture agency secretary Thursday — Is the form "agency" singular or plural? li singular, write the plural ; if plural , write the singular. See page vi. tier cravat portrait cau cus patent organize pros per ous principle regiment Friday — Think the pronunciation of each accented syllable in the lesson; then think the vowel sound in each. To pupils: See " Directions for the Study of Spelling,'' page xx. 11 i62 THE AUTOMATIC SPELLER GRADE 7 A: SECOND WEEK 7 A — New Words 7 B — Review 6 A — Review de f ense require deluge in f e ri or average terrace con ven ience conspicuous enliven Monday — By adding the suffix "ly" to "conspicuous," we form the derivative "conspicuously." This suffix begins with a consonant. wily surf veto pa role intellect equality f ru gal champion allowance Tuesday — By adding the suffix "ual" to "intellect," we form the derivative "intellectual." This suffix begins with a vowel. in diet census triple sal a ble pennant platform dis ci pline embankment contradict Wednesday — Copy words you need to study. Underline hardest letter or group of letters in each; think of some way to remember it. rigid coil slander neu tral nickel gracious ran dom fortunate sarjction Thursday — Look up in the dictionary the meaning of two words in this lesson. Write a sentence containing these words. to ken cornice shrewd heirloom peculiar reliable tur pen tine downcast peaceable Friday — Find any syllables whose vowel sounds are formed by a combination of two letters; think the sounds of these letters. To teachers: See "How to Direct the Study of Spelling,'' page xx. THE AUTOMATIC SPELLER 163 GRADE 7 A: THIRD WEEK 7 A — New Words 7B — Review 6 A — Review fu gi tive duet vision tel e scope secrecy patriot op por tu ni ty mortgage perpetual Monday — Copy this lesson, writing the hardest word first, next hardest second, and so on. Study the hard words. scant y haunt evident pa ter nal vanity silpreme en dur ance empire advertise Tuesday — Has the word "endurance" a suffix or a prefix? If so, pronounce and spell the suffix or prefix. Spell the root. sen ior assess genuine mu cous possess dialogue con sti tu tion exterior occurrmce Wednesday — Study thus: Look at a word; get its picture; close eyes; hold picture in mind; open eyes; write the word. grudge arrival frigate tour ist gradual brawny e nor mous overalls possible Thursday — Form a derivative by adding to the word "enormous" some suffix beginning with a consonant. Spell this word. leg i ble gnat mantle qui nine traitor sz^rvey rum mage procure acr6bat Friday — Copy all accented syllables having long vowel sounds; short vowel sounds; neither long nor short vowel sounds. To teachers: See *' Phonic Chart, '^ page xxxii. 1 64 THE AUTOMATIC SPELLER GRADE 7 A: FOURTH WEEK 7 A — New Words • 7 B — Review 6 A — Review socket jealous series par o dy celebrate dismal enterprise admissible exclude Monday — Write a synonym for the word "exclude"; an antonym. Use these two words in sentences. ter rif ic tenor seizure pur port partition drudge nom i nee stenography tribute Tuesday — Study hardest letter or group of letters in each hard word ; get picture of it; close eyes; hold picture; open eyes; compare picture with copy. rev el ry invest surge se cu ri ty favorite studio op tion al emigrant pronoun Wednesday — Is the form "security" singular or plural? If singular, write the plural; if plural, write the singular. See page vi. staple delegate candid dig ni ty material storage un e qual extraordinary encircle Thursday — Arrange words alphabetically with reference to first letters ; arrange alphabetically with reference to first two letters. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Write a list of the words you have misspelled during the last month, and study until you can spell them for your teacher or for a pupil she selects. Occasionally, after studying a lesson, test yourself before recita- tion as follows: Look at book; copy first letter of each word; close book; try to complete each word in writing. Keep a copy of, and study, every word you misspell in daily lessons and in written compositions. Carry to future reviews words misspelled in each monthly review. To teachers: See *^ Phonetic Words,'' page xxiv. THE AUTOMATIC SPELLER 165 7 A — New Words can teen sum ma ry quan da ry GRADE 7 A: FIFTH WEEK 7 B — Review 6 A — Review extreme plead represent crevice proprietor corjgress Monday — Copy the words you can spell without study; then copy the remaining words and spend your time on them. traf fie viaduct admit im po lite discount recruit con se quence adjective witness Tuesday — "Impolite" is derived from "polite." "Polite" is the root word and "impolite" the derivative. "Impolite" contains the prefix "im." so journ liberal rein ker sene pretend pzltrsuit dem crat telegraph endeavor Wednesday — Copy the words having more than one syllable, sep- arating syllables, and placing accent marks. Use dictionary when necessary. for lorn fraud u lent con tin u ous abusive glorious economy abolish yonder skeleton Thursday — Think the pronunciation of each accented syllable in the lesson; then think the vowel sound in each. reduce rival sanitary prudent curiosity probable Friday — Write derivatives, adding to the word "rival" a suffix beginning with a consonant; a suffix beginning with a vowel. To pupils: See '' Directions for the Study of Spelling,'' page xx. mi rage as sem bly or di nance i66 THE AUTOMATIC SPELLER 7 A — New Words or a cle sur gi cal ob struct GRADE 7 A: SIXTH WEEK 7 B — Review guitar achieve atmosphere 6 A — Review science halibz^t frontier Monday — Copy words you need to study. Underline hardest letter or group of letters in each; think of some way to remember it. re al i ty in ven tor e con o mize fixture explorers multitude siindry sz^ccess raiment Tuesday — Look up in the dictionary the meaning of two words in this lesson. Write a sentence containing these words. pivot revolve jewelry u til i ty eloquence drought vet er an metropolis cc^ntribilte Wednesday — In do we drop final ' writing "contribute" with the suffix "ing" added, "e"? See page vi. stal wart purser rotary lig a ments existence stlperb gen er os i ty competent poptlldr Thursday — Does this lesson contain any syllables whose vowel sounds are formed by a combination of two letters? brogue enamel sphere e ter ni ty durable utmost for f ei ture individual dSptity Friday — Is "durable" a root word or a derivative? If a root word, spell several derivatives, if a derivative, spell the root. To teachers: See ''How to Direct the Study of Spelling" page xx. THE AUTOMATIC SPELLER 167 GRADE 7 A: SEVENTH WEEK 7 A — New Words 7 B — Review 6 A — ^Review gal'lant script conswl pre serve cardinal musical in fan try quantity serenade Monday — Copy this lesson, writing the hardest hardest second, and so on. Study the hard words. word first, next omen culvert council ne ces si ty embarrass execute mag nif i cent counterfeit improving Tuesday — Form a derivative from "embarrass" by adding a suffix beginning with a consonant. Spell and define this word. ret i na fiord saunter com pre hend ability outward ac knowl edge decision pyramid Wednesday — Study thus eyes; hold picture in mind; Look at a word; get its picture; close open eyes; write the word. pre diet comical bdnand in'stinct locality standard mon u ment incident victorious Thursday — Copy all accented syllables having long vowel sounds; short vowel sounds; neither long nor short vowel sounds. tariff campaign gesture sculp ture sympathy consider in stru ment revolution subtrahend Friday — "Revolution" has a suffix. Pronounce and spell it. De- fine and spell the root. How does the derivative get its meaning? To teachers: See ^^ Words Frequently Misspelled When Writing,' page xxii. 1 68 THE AUTOMATIC SPELLER 7 A — New "Words tex tile nor mal pro logue GRADE 7 A: EIGHTH WEEK 7 B — Review prejudice condition satisfaction 6 A — Review recmtly engrave specimen Monday — Study hardest letter or group of letters in each hard vi^ord ; get picture of it; close eyes; hold picture; open eyes; compare picture with copy. se quel cabinet secrete va ri ous domestic distress tran quil peninsula ambition Tuesday — Define the word "sequel." Is the form singular or plural? If singular, spell the plural ; if plural, spell the singular. vacuum ped i gree mys te ri ous betray superior ornament excel league tactful Wednesday — Has "mysterious " a prefix or a suffix? If so, pronounce and spell the prefix or suffix; also, the root. o ver ture des ti tute au then tic sociable abundant commercial feud debris bounce Thursday — Note markings and sounds of vowels in third column. Copy any words in other columns having same vowel sounds. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Write a list of the words you have misspelled during the last month, and study until you can spell them for your teacher or for a pupil she selects. When spelling orally, always pronounce words before spelling, not after, pausing between syllables in words of more than one syllable. After studying spelling lessons you must remember them until the next day, when you are tested on them. What do you do with words misspelled in tests? See page xvi for "Correction of Errors." In passing spelling blanks and pencils before tests, be quick but quiet. To pupils: See " Things for Pupils to Remember,'^ page v. THE AUTOMATIC SPELLER 169 GRADE 7 A: NINTH WEEK 7 A — New Words 7 B — Review 6 A — Review re gime foundry interest de vel op gondola omnibus at'tri bute deception performance Monday — Copy the words you can spell without study; then copy the remaining words and spend your time on them. tri o cholera orchestra mar i ner diagonal testimbny prod i gy reservoir assistance Tuesday — Copy the words having more than one syllable, separating syllables, and placing accent marks. Use dictionary when necessary. nov el ist ferry adorn con tract' captivate suitable re mem brance occupation ancestor Wednesday — Think the pronunciation of each accented syllable in the lesson; then think the vowel sound in each. « sculp tor official primary foun da tion ferocious precio^l^s university abbreviate ' restaurant Thursday — Write a synonym for the word "abbreviate." Write an antonym. Use these two words in WTitten sentences. ex ceed certify eternal ar ti fi cial cannery dreadful sub stance diphtheria portable Friday — Is "dreadful" a root word or a derivative? Write a deriv- ative, adding to "dreadful," a sufhx beginning with a consonant. To teachers: See *^ Rules for Spelling," page vi. 170 THE AUTOMATIC SPELLER 7 A — New Words dis cern par ti san man i fest GRADE 7 A: TENTH WEEK 7 B — Review cavalry actually geographical 6 A — Review swbdue majority vengeance Monday-^— "^hsit words in this lesson cannot, by use of prefixes or suffixes, be made into derivative words? Consult the dictionary. pi o neer bur lesque con ven ient novelty capable tricycle altiiough sz/rrender friendship Tuesday — Copy words you need to study. Underline hardest letter or group of letters in each; think of some way to remember it. roy al ty for ci ble ac cept ance episode gigantic anecdote gmdance millinery convention Wednesday — Look up in the dictionary the meaning of two words in this lesson. Write a sentence containing these words. bul le tin o rig i nate in gen ious croquet vaseline predicate sapphire siifficimt wamp^^m Thursday — Prefix a syllable to the word "sufficient" and make a word with opposite meaning. Define this prefix. trea son sane tum vo cab u la ry absolute delicious memorize monitor minstrel commerce Friday — Find any syllables whose vowel sounds are formed by a combination of two letters; think the sounds of these letters. To teachers: See "The Use of the Dictionary,^* page xviii. THE AUTOMATIC SPELLER 171 GRADE 7 A: ELEVENTH WEEK 7 A — New Words 7 B — Review 6 A — Review politics decisive garret sus pense attorney obstacle per ma nent consonant dimmish ., Monday — Copy this lesson, writing the hardest word first, next hardest second, and so on. Study the hard words. suf f rage quorum ttiition vi cin i ty mercury unustial leg is la ture authority cJmmandmmt Tuesday— Is "legislature" a root word or a derivative? If a deriva- tive, spell the root. planets callous legacy cur a ble pavilion horizon neg li gent manliness advantageozis Wednesday — Write an antonym for "negligent"; a synonym. If you cannot define "antonym" or "synonym," consult the dictionary. launch refund Yigorous culprit gallery treastiry chiv al ry spherical cultivate Thursday — Study thus: Look at a word; get its picture; close eyes; hold picture in mind; open eyes; write the word. vend or currency iv6ry ev i dence neuralgia inherit an te ced ent courteous adventure Friday — Copy all accented syllables having long vowel sounds; short vowel sounds; neither long nor short vowel sounds. 172 THE AUTOMATIC SPELLER GRADE 7 A: TWELFTH WEEK 7 A — New Words 7 B — Review 6 A — Review won drous queue - refusal fortitude emotion handicap mo not o nous merciful encounter Monday — Write a derivative, adding to "merciful," a suffix beginning with a consonant. If you cannot define "consonant," consult your teacher. se cede deficient yearn in dulge accustom plasterer in ter val delinquent choc61ate Tuesday — Study hardest letter or group of letters in each hard word; get picture of it; close eyes; hold picture; open eyes; compare picture with copy. dit to crescent ordeal va can cy criminal colonial punc tu ate squadron moccasin Wednesday — ^When we add "ed" to "punctuate," what must we do with the final "e" of the root word? See page vi. dow er rhubarb motor por ter presume squander syn o nym preposition ventilate , Thursday — Arrange words alphabetically with reference to first let- ters; arrange alphabetically with reference to first two letters. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Write a list of the words you have misspelled during the last month, and study until you can spell them for your teacher or for a pupil she selects. By this time you know the four kinds of spelling exercises: Super- vised study, in which the teacher directs pupils; independent study by pupils, during which each tries to do his best thinking; the test of the lesson, which is a short, brisk exercise; and correction of errors. Carry to future reviews words misspelled in each monthly review. THE AUTOMATIC SPELLER 173 GRADE 7 A: THIRTEENTH WEEK 7 A — New Words 7 B — Review 6 A — Review de vice phrase skimp leg is la tor altitude cust6dy dis tin guish architect diploma Monday — Copy the words you can spell without study; then copy the remaining words and spend your time on them. ac quit ruffian verify fa vor a ble penance pshaw sub ma rine cautious logical Tuesday — Can you form two derivatives from the w'ord "cautious" by adding suffixes, each beginning with a consonant? gen try exhaust option e clipse diligence iindware im ag i na ry hemisphere automobile Wednesday — Copy the words having more than one syllable, separat- ing syllables, and placing accent marks. Consult dictionary. el quent cavern butler ac cu ra cy anthem irksome ere den tials manicure musez^m Thursday — Is the form "museum" singular or plural? If singular, spell the plural; if plural, spell the singular. hie cup essential semester syn di cate beneficial masculine cer e mo ny enumerate descendant Friday — Think the pronunciation of each accented syllable in the lesson; then think the vowel sound in each. 174 THE AUTOMATIC SPELLER 7 A — New Words to tern dis pel fi nan cial GRADE 7 A: FOURTEENTH WEEK 7 B — Review designer guarantee ambulance 6 A — Review hygiene tyranny pamphlet Monday — "Designer" is derived from "design." "Design" is the root word and "designer" the derivative. "Designer" contains the suffix "er. " her o ism grat i tude mem brane colonel majesty schedule avalanche substitute rheumatism Tuesday — Copy words you need to study. Underline hardest letter or group of letters in each; think of some way to remember it. sus pend be queath im ped i ment coinage languid autograph adverb trophy insurance Wednesday — Look up in the dictionary the meaning of two words in this lesson. Write a sentence containing these words. stim u lant pref er a ble boun te ous magnify internal lavender fatally partial especially . Thursday — Can you write a synonym for the word "bounteous"? An antonym? Use one of these words in a sentence. yawn cir cuit rid i cule urban external multiplicand sbprano stockade interview Friday — Find any syllables whose vowel sounds are formed by a combination of two letters; think the sounds of these letters. THE AUTOMATIC SPELLER 175 • GRADE 7 A: FIFTEENTH WEEK 7 A — New Words 7 B — Review 6 A — Review ca reer martyr medley waste ful solitary privilege vol un ta ry rotation spectllate Monday — What words in this lesson, do you think, are derivative words? Be sure you are right. Name their root words. jaun ty apparel taunt ret i nue souvenir cereals am a teur' possessive microbe Tuesday — Copy this lesson, writing the hardest word first, next hardest second, and so on. Study the hard words. nom i nate destiny oriole pro ces sion appreciate pr6ficient rea son a ble countenance mantlscript Wednesday — Study thus: Look at a word; get its picture; close eyes; hold picture in mind; open eyes; write the word. spi nal legion serials f el ny critical legislate cli max directory recammend Thursday — What words in this lesson, do you think, are root words? Try to form as many derivatives as you can. Be sure you are right. pro gram sentinel disaster e mer gen cy principal gtvdimum. quarantine argument m6n6gram Friday — Copy all accented syllables having long vowel sounds; short vowel sounds; neither long nor short vowel sounds. 176 THE AUTOMATIC SPELLER GRADE 7 A: SIXTEENTH WEEK ■7 A — New Words 7 B— Review 6 A — Review e vict voucher octAve ve neer capacity luxury tern per a ture centennial revenue Monday — Write derivatives from "evict," adding 'a suffix beginning with a vowel; a suffix beginning w^ith a consonant. ca tarrh gasoline mantial ven er a ble pheasant graduate su per in tend ent international illustrate Tuesday — Study hardest letter or group of letters in each hard word; get picture of it; close eyes; hold picture; open eyes; compare picture with copy. anarchy rhythm texture dauntless cylinder magical work man ship bungalow p6rtf olio Wednesday — Note markings and sounds of vowels in third column. Copy any words in other columns having same vowel sounds. fervor rosary illegal oc u list apostrophe persevere ther mom e ter circumference fascinate Thursday — "Illegal" is derived from "legal." "Legal "is the root word and "illegal" the derivative. "Illegal" contains the prefix "il." Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Half-Y EARLY Review To teachers: For two weeks review words in left-hand columns, pages 161 to 177. First week, assign lessons thus: Monday to Thursday, new words, pages 161 to 168 inclusive. Friday, words missed four preceding days. Second week, assign lessons thus: Monday to Thursday, new words, pages 169 to 176 inclusive. Friday, words missed four preceding days. To teachers: See note, page xxi. THE AUTOMATIC SPELLER 177 8B — New Words GRADE 8B: FIRST WEEK 7 A — Review 7 B — Review a dieu grudge radish phys i cal defense crdvat man i fold quinine pennant Monday — What is a synonym? An antonym? Consult the dic- tionary, if necessary. Give a synonym and an antonym for "mani- fold." fi del i ty talents agency of fi cious paternal emigrant re bel lious enterprise stenography Tuesday — Copy the words you can spell without the remaining words and spend your time on them. study; then copy ac ces so ry guile invest per pe trate acquire nickel u nan i mous telescope cornice Wednesday — Copy the arating syllables, and p] words having more acing accent marks. than Use one syllable, sep- dictionary when necessary. em ploy ee caucus dahlia hin drance optional material in dorse ment heirloom ■ definition Thursday — "Optional" is derived from " the root word and "optional" the derivative the suffix "al." option." "Option" is , "Optional" contains traction wily possess fin an cier dignity clothier ha bit u al discipline downcast Friday — Think the pronunciation of each accented syllable in the lesson; then think the vowel sound in each. To pupils: See ^^ Directions for the Study of Spelling," page xx. 12 178 THE AUTOMATIC SPELLER GRADE 8B: SECOND WEEK 8B — New Words 7 A — Review 7 B — ^Review vaunt frugal dtiet ref er ee neutral pr6cure an a lyze nominee recollect Monday — Is "referee" a root word or a derivative? If a root word, spell a derivative; if a derivative, spell the root. bal lot tourist sluice plen te ous inferior latter de fi cien cy rummage peculiar Tuesday — Copy words you need to study. Underline hardest letter or group of letters in each; think of some way to remember it. gnarled senior gradual op ti cian parody champion mil i ta ry comedy cJnspictloz^s Wednesday — Form a derivative by adding to "champion" a suffix beginning with a consonant. Tell the meaning of this suffix. mar tial fugitive demand vig i lant faultless combine trans par ent manufacture delegate Thursday — Look up in the dictionary the meaning of two words in this lesson. Write a sentence containing these words. hy gi en ic tier tenor quer u lous token secrecy nu tri tious security partition Friday — Find any syllables whose vowel sounds are formed by a combination of two letters; think the sounds of these letters. To teachers: See ''How to Direct the Study of Spelling,' page xx. THE AUTOMATIC SPELLER 179 GRADE 8B: THIRD WEEK 8B — New Words 7 A — Review 7 B — Review be siege staple surf rec on cile turpentine patent tern po ral prosperous principle Monday — Form different suffixes, ( three derivatives by adding jach beginning with a vowel. to "patent" three Spell these words. al li ance rigid coil ret i cent socket defile pol i ti cian enormous admissible Tuesday — Copy this hardest second, and so lesson, writing the hardest on. Study the hard words. word first, next ca boose indict arrival in cen tive terrific average mis eel la ne ous convenience overalls Wednesday — ' ' Terrific ' ' is derived from ' ' terrify. " " Terrify "is the root word, and "terrific" the derivative. "Terrific" contains the suffix "ic." rig or ous bevel haunt neg a tive revelry vanity i den ti ty mucous mortgage . Thursday — Study thus: Look at a word; get its picture; close eyes; hold picture in mind; open eyes; write the word. tur'moil vivid assess se ces sion distinctly intellect rec om pense endurance celebrate Friday — Copy all accented syllables having long vowel sounds; short vowel sounds; neither long nor short vowel sounds. To teachers: See ''Phonic Chart,'' page xxxii. ISO THE AUTOMATIC SPELLER GRADE 8B: FOURTH WEEK 8 B — New Words 7 A — Review 7 B — Review ju ror scanty gnat em i nent unequal constant post script criticism embagkmmt Monday — Study hardest letter or group of letters in each hard word ; get picture of it; close eyes; hold picture; open eyes; compare picture with copy. re strict vigil traitor ter mi nal legible jealows bril Han cy opportunity exterior Tuesday — Form a derivative by adding to the root "vigil" some suffix beginning with a vowel. sin ew random censz^s ju di cial purport f6rtj.nite tran spire epidemic extraordinary Wednesday — Has "fortunate" a prefix or a suffix? If so, pronounce and spell the prefix or suffix; also the root word. de mure parole empire sov er eign salable require u ni form i ty constitution favorite Thursday — Arrange words alphabetically with reference to initial Letters; arrange alphabetically with reference to first two letters. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Write a list of the words you have misspelled during the last month, and study until you can spell them for your teacher or for a pupil she selects. Improve your ability to use the dictionary by (i) reviewing the alphabet occasionally; (2) telling the location of certain letters in the alphabet, as, "d" is nearer the first of the alphabet than "k," "t" is nearer the close than "p"; (3) reviewing diacritical markings occa- sionally; (4) looking up the meaning of one word daily. Carry to future reviews words misspelled in each monthly review. To teachers: See ''Phonetic Words,'' page xxiv. THE AUTOMATIC SPELLER i8i GRADE 8B: FIFTH WEEK 8B — New Words 7 A — Review 7B — Review plac er tariff script re pug nant fraudulent cardinal ul ti ma turn generosity peninstlld Monday — Copy the words you can spell without study; then copy the remaining words and spend your time on them. vis u al gallant liberal ri die u lous sojourn embarrass e lee tri ciai prologue individual Tuesday — Copy the words having more than one syllable, sep- arating syllables, and placing accent marks. Use dictionary when necessary. al lege veteran revolve ep i thet assembly d6mestic ci vil ian magnificent prejudice Wednesday — Write an antonym for the word "allege"; a synonym. Use these two words in sentences. Be careful about the spelling. stol id various purser re im burse inventor enamel com pul so ry consequence pretend Thursday — Think the pronunciation of each accented syllable in the lesson; then think the vowel sound in each. ma gi cian obstruct cabinet ef fi cien cy overture quantity in Stan ta ne ous comprehend atmasphere Friday — Is the form "quantity" singular or plural? If singular, spell the plural; if plural, spell the singular. See page vi. To pupils: See '' Directions for the Study of Spelling,*' page xx. i82 THE AUTOMATIC SPELLER GRADE 8B: SIXTH WEEK 8B — New Words 7 A — Review 7B — Review ven om brogue guitar nat u ral ize preserve represent coun oil men impolite telegraph Monday — "Naturalize" is a derivative word. Name its root; its prefix or suffix. How does the derivative get its meaning? chasm predict reduce et i quette stalwart sympathy me die i nal ordinance el6quence Tuesday — Has "medicinal" a prefix or a suffix? If so, pronounce and spell the prefix or suffix. Spell the root. lapse simimary abusive o pi um sculpture decision sue ces sive economize Ideality Wednesday — Copy words you need to study. Underline hardest letter or group of letters in each; think of some way to remember it. main tain oracle fiord as cer tain normal ability estimable * necessity pr6prietor Thursday — Look up in the dictionary the meaning of two words in this lesson. Write a sentence containing these words. cou pon forlorn orndmmt pop u lous vacuum counterfeit sig nif i cant authentic satisfaction Friday — Find any syllables whose vowel sounds are formed by a combination of two letters; think the sounds of these letters. To teachers: See ^^How to Direct the Study of Spelling,'^ page xx. THE AUTOMATIC SPELLER 183 GRADE 8B: SEVENTH WEEK 8 B — New Words 7 A — Review 7 B — Review con sign instinct achieve ap par ent ligaments adjective ne ces si tate instrument existence Monday — When we add the syllable "ed" to the word "necessi- tate," what must we do with the final "e"? See page vi. van dal pivot culvert dor mi to ry canteen extreme en thu si asm forfeiture cc>ndition Tuesday — Copy this lesson, writing the hardest word first, next hardest second, and so on. Study the hard words. paltry mirage sociable re ten tion infantry multitude mo men tum surgical metrop61is Wednesday — Study thus: Look at a word; get its picture; close eyes; hold picture in mind; open eyes; write the word. qual i fy retina incident ac ces si ble sequel stlperior sub se quent democrat explorers Thursday — Form a derivative word by adding to the word "superior" a suffix beginning with a vowel. Be careful about spelling. e qual ize traffic betray neu tral i ty destitute sanitary un der val ued mysterious 6c6n6my Friday — Copy all accented syllables having long vowel sounds; short vowel soimds; neither long nor short vowel sounds. To teachers: See " Words Frequently Misspelled When Writing,'* page xxii. i84 THE AUTOMATIC SPELLER GRADE 8B: EIGHTH WEEK 8 B — New Words 7 A — Review 7 B — Review fur lough utility viaduct re plen ish quandary abundant prom is so ry monument commercial Monday — Study hardest letter or group of letters in each hard word ; get picture of it; close eyes; hold picture; open eyes; compare picture with copy. riv et omen fixtj^re ve rac i ty reality campaign be nev o lent acknowledge competmt Tuesday — Note markings and sounds of vowels in third column. Copy words, if any, in other columns having same vowel sounds. vi cious eternity comical spe cif ic pedigree glorioz^s har mo ni ous kerosene rev61ution Wednesday — Is "harmonious" a root word or a derivative? If a derivative word, spell the root. vol ley textile durable in i ti ate tranquil discount in flu en tial continuous curiosity Thursday — Is the form "volley" singular or plural? If singular, spell the plural; if plural, spell the singular. See page vi. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Write a list of the words you have misspelled during the last month and study until you can spell them for your teacher or for a pupil she selects. Define a "root" word; a "derivative" word; a "suffix"; a "prefix." Do you always know a derivative word when you see one? At the close of each day's lesson copy into a notebook the words you have misspelled. Take notebook home every Friday, and ask your parents to help you study and hear you spell the words in it. To teachers: See " Rules for Spelling,*^ page vi. THE AUTOMATIC SPELLER i8s 8B — New Words rav age dex ter ous ac ci den tal GRADE 8B: NINTH WEEK 7 A — Review royalty negligent foundation 7 B — Review gigantic pavilion deception Monday— Copy the words you can spell without study; then copy the remaining words and spend your time on them. cli ent rec re a tion fa mil i ar i ty contract wondrous convenient queue capable netlralgid Tuesday — Copy the words having more than one syllable, separating syllables and placing accent marks. Use dictionary when necessary. bank rupt re mon strance com mend a ble bulletin sanctum punctuate ferry anecdote ge6graphical Wednesday — Think the pronunciation of each accented syllable in the lesson; then think the vowel sound in each. dra per y fore clo sure su per sti tion trio vendor vicinity Thursday — Is "trio" singular or plural? if plural, spell the singular. See page vi. episode foundry occtlpation If singular spell the plural ; polls lib er al i ty el e men ta ry secede novelty artificial reservoir legislature accustom Friday — Find the root word of the derivative "artificial." Add to this derivative a suffix beginning with a consonant. To pupils: See " Things for Pupils to Remember y" page v. 1 86 THE AUTOMATIC SPELLER GRADE 8B: TENTH WEEK 8B — New Words 7 A — Review 7B — Review pre cinct culprit cholera tendency prodigy tricycle masquerade vocabulary cannery Monday — Copy words you need to study. Underline hardest letter or group of letters in each ; think of some way to remember it. in ven to ry porter quorz^m hos pi ta ble politics captivate ambassador originate delinquent Tuesday — When we write the form of "originate" ending in "ing," what must we do with the final vowel? See page vi. cred i tor forcible gallery coun ter part develop g6nd61d ex trav a gance evidence diphtheria Wednesday — Look up in the dictionary the meaning of two words in this lesson. Write a sentence containing these words. sor did pioneer cr6quet pleu ri sy fortitude cavalry con tro ver sy substance crescmt Thursday — Write an antonym for the word "fortitude"; a synonym. Write well-constructed sentences containing these words. forage - sculptor calloz^s il lus tri ous interval attorney tre men dous manifest spherical Friday — Find any syllables whose vowel sounds are formed by a combination of two letters; think the sounds of these letters. To teachers: See ''The Use of the Dictionary,'' page xviii. THE AUTOMATIC SPELLER 187 8 B — New Words list less vin tage cred i ble GRADE, 8 B : ELEVENTH WEEK 7 A — Review launch planets ingenious 7 B — Review rhubarb vaseline ctirrency Monday — Copy this lesson, writing the hardest word first, next hardest second, and so on. Study the hard words. rab ble pro hib it gym na si um regime synonym burlesque official criminal diag6nal Tuesday — When we write that form of "prohibit" which ends in 'ed," must we double the final consonant? See page vi. an nu i ty ped es tal cy lin dri cal exceed partisan monotonous certify abs61ute abbreviate Wednesday — Study thus: Look at a word; get its picture; close eyes; hold picture in mind; open eyes; write the word. hos til i ty rav en ous an ni ver sa ry suspense antecedent remembrance Thursday — Has "hostility" a prefix or a suffix? and spell the prefix or suffix. Spell the root. refund merctiry authority If so, pronounce tab leau mas sa ere im pos si ble ditto mariner acceptance Amotion d^liciows mem6rize Friday — Copy all accented syllables having long vowel sounds; short vowel sounds; neither long nor short vowel sounds. 1 88 THE AUTOMATIC SPELLER GRADE 8B: TWELFTH WEEK 8B — New Words 7 A — Review 7B — Review u surp discern decisive van tage chivalry squadron proph e sy attribute courteoz^s Monday — Study hardest letter or group of letters in each hard word ; get picture of it; close eyes; hold picture; open eyes; compare picture with copy. wrest indulge merciful lit er a ture university deficient for bear ance permanent manliness Tuesday — Arrange words alphabetically with reference to initial letters; arrange alphabetically with reference to first two letters. aught dower presume so lie i tor suffrage predicate hu mor ous novelist prep6sition Wednesday — Note markings and sounds of vowels in third column. Copy words, if any, in other columns having same vowel sounds. ze nith treason actrially as so ci ate curable itrbcious un a void a ble vacancy c6ns6nant Thursday — "Unavoidable" is a derivative word containing both a prefix and a suffix. Tell what they are. Tell their meaning. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Write a list of the words you have misspelled during the last month, and study until you can spell them for your teacher or for a pupil she selects. Once a week, of tener if necessary, turn to the phonic chart on page xxxii and spend a few minutes following directions there given for phonic drill. If you find this drill difficult, you should devote extra time to it. Carry to future reviews words misspelled in each monthly review. THE AUTOMATIC SPELLER 189 GRADE 8B: THIRTEENTH WEEK 8B — New Words 7 A — Review 7B — Review in voice dispel cavern as tron o my spinal essential pic tur esque retinue ambtilance Monday — Copy the words you can spell without study; then copy the remaining words and spend your time on them. tri pod hiccup legion sus pi cious bequeath martyr ex eel len cy superintendent hemisphere 'Tuesday — Copy the words having more than one syllable, separating syllables, and placing accent marks. Use dictionary when necessary. pal i sade evict altitude cus to di an suspend sentinel con vey ance imaginary international Wednesday — How many and which words in this lesson are deriva- tives? Can you name the root of each derivative? ver nal career voucher hyp not ic dauntless designer sym pa thize submarine architect Thursday — Has "sympathize" a prefix or a suffix? If so, pronounce and spell the prefix or suffix; also, the root. u ni ver sal device rosary pe des tri an circuit anthem su per vi sion emergency lavender Friday — Think the pronunciation of each accented syllable in the lesson; then think the vowel sound in each. I go THE AUTOMATIC SPELLER GRADE 8B: FOURTEENTH WEEK 8B — New Words 7 A — Review 7B — Review mi ser totem urban sol i taire amateur phrase re mu ner a tive syndicate guarantee Monday — Form a derivative by adding to "miser" a suffix beginning with a consonant. Use this derivative in a sentence. repeal felony rhythm sym me try gratitude solitary in tel lee tu al credentials gas61ine Tuesday — Copy words you need to study. Underline hardest letter or group of letters in each; think of some way to remember it. ram part veneer ruffian col li sion favorable argument ex ag ger ate impediment aut6graph Wednesday — Is "colHsion" a root word or a derivative? If a deriva- tive, spell the root. ren o vate ridicule r6tation con science anarchy directbry hy pot e nuse distinguish p assess! ve Thursday — Look up in the dictionary the meaning of two words in this lesson. Write a sentence containing these words. con straint wasteful colonel par a chute reasonable capacity vet er i na ry thermometer multiplicand Friday — Find any syllables whose vowel sounds are formed by a combination of two letters; think the sounds of these letters. THE AUTOMATIC SPELLER 191 GRADE 8B: FIFTEENTH WEEK 8B — New Words 7 A — Review vB — Review ver dant eloquent souvenir ex haus tion financial diligence cor re spond ence procession countenance Monday — Copy this lesson, writing the hardest word first, next hardest second, and so on. Study the hard words. va grant eclipse majesty pri va tion heroism magnify e quiv a lent program sche^le Tuesday — Study thus: Look at a word; get its picture; close eyes; hold picture in mind; open eyes; write the word. re frain * legislator coinage im i ta tion preferable cautions sue ces sion temperature centennial Wednesday — Copy all accented syllables having long vowel sounds; short vowel sounds; neither long nor short vowel sounds. re lapse yawn cylinder in dul gence ceremony dpostr6phe con fi den tial workmanship circumference Thursday — Is the form "ceremony" singular or plural? ^ If singular, spell the plural; if plural, spell the singular. See page vi. civ ic oculist apparel in di rect climax beneficial conscious voluntary Enumerate Friday — Form two derivatives from "conscious" by adding suffixes beginning with consonants. Be careful about the spelling. 192 THE AUTOMATIC SPELLER GRADE 8B: SIXTEENTH WEEK 8B — New Words 7 A — Review 7B — Review re deem gentry latjguid a vail a ble membrane exhaust treach er ous quarantine principal Monday — What words in this lesson are root words? Form as many derivatives from each of these root words as you can. tis sue acquit penance sub Stan tial nominate external res ig na tion venerable burjgdlow Tuesday — Study hardest letter or group of letters in each hard word ; get picture of it; close eyes; hold picture; open eyes; compare picture with copy. sub or di nate catarrh critical man age a ble accuracy destiny com mo di ous stimulant manicure Wednesday — Be sure you know the meaning of the word "subordi- nate." Then write a synonym and an antonym for it. cur die fervor internal im pul sive jaunty pheasant su prem a cy bounteous appreciate Thursday — Note markings and sounds of vowels in third column. Copy words, if any, in other columns having same vowel sounds. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Half- Yearly Review To teachers: For two weeks review words in left-hand columns, pages 177 to 193. First week, assign lessons thus: Monday to Thursday, new words, pages 177 to 184 inclusive. Friday, words missed four preceding days. Second week, assign lessons thus: Monday to Thursday, new words, pages 185 to 192 inclusive. Friday, words missed four preceding days. To teachers: See note, page xxi. THE AUTOMATIC SPELLER 193 GRADE 8 A: FIRST WEEK 8 A— New Words SB— Review 7 A— Review u ni son fidelity vigil plain tiff transpire quinine ad ver si ty deficiency prosperous Monday — Copy the words you can spell without study; then copy the remaining words and spend your time on them. thermal martial wily fa cil i ty habitual optional ru di ments negative constitution Tuesday — What is the meaning of " wily " ? Consult your dictionary. Now write a synonym and an antonym for this word. plau dits juror scanty va ca tion hygienic neutral fie ti tious hindrance turpmtme Wednesday — "Hygienic" is derived from "hygiene." "Hygiene" is the root word and "hygienic, " the derivative. "Hygienic" contains the suffix "ic." u su ry vaunt criticism ap praise terminal ^normo^s blam a ble temporal endurance Thursday — Copy the words having more than one syllable, separating syllables, and placing accent marks. Use dictionary when necessary. vor tex judicial guile ce leb ri ty caboose cauc2/s au to mat ic plenteous enterprise ' Friday — Think the pronunciation of each accented syllable in the lesson; then think the vowel sound in each. To pupils: See ''Directions for the Study of Spelling,'' page xx, 13 194 THE AUTOMATIC SPELLER GRADE 8 A: SECOND WEEK 8 A — New Words 8 B — Review 7 A — Review chem ist adieu mucoz^s im pos tor gnarled unequal mon o tone identity manMactnre Monday — Copy or group of letters words you need to study. Underline hardest letter in each; think of some way to remember it. cou ri er turmoil acquire ex plic it vigilant security an ces try officious riimm^ge Tuesday — Look up in the dictionary the meaning of two words in this lesson. Write a sentence containing these words. trite querulous frugal re plete postscript grudge ve loc i ty indorsement defense Wednesday — Is "querulous" a root word or a derivative? If a root word, write a derivative. weal demure rigid CO in cide employee paternal tri bu nal politician oppartunity Thursday — Form two derivatives from the word "rigid," adding two suffixes, one beginning with a vowel, the other with a consonant. trend referee senior feu dal incentive talents in'cense brilliancy nominee Friday — Find any syllables whose vowel sounds are formed by a combination of two letters; think the sounds of these letters. To teachers: See "How to Direct the Study of Spelling,'' page xx. THE AUTOMATIC SPELLER 195 GRADE 8 A: THIRD WEEK 8 A — New Words 8 B— Review 7 A — Review lieu ballot tier va lid i ty optician dignity im mi nent physical comedy Monday — Copy this lesson, writing the hardest word first, next hard- est second, and so on. Study the hard words. in f est rebellious vivid af fi da vit recompense parole op por tune transparent revelry Tuesday — Study thus: Look at a word; get its picture; close eyes; hold picture in mind; open eyes; write the word. el e gy besiege socket rar e fy eminent purport chlo ro form perpetrate faultless Wednesday — Copy all accented syllables having long vowel sounds; short vowel sounds; neither long nor short vowel sounds. jun ket alliance tourist me men to traction inferior rep a ra tion sovereign convenience Thursday — Is "memento" singular or plural? If singular, write the plural form, if plural, write the singular. See page vi. re cede sinew indict no mad ic analyze random in diet ment miscellaneous telescope Friday — Give a derivative for one root word in this lesson; a root word for one derivative. To teachers: See *^ Phonic Chart'' page xxxii. 196 THE AUTOMATIC SPELLER GRADE 8 A: FOURTH WEEK 8 A — New Words 8 B — Review 7 A — Review tur ret rigorous salable ob lit er ate military fugitive com pet i tive manifold heirloom Monday — Has "competitive" a suffix or a prefix? If so, pronounce and spell the suffix or prefix. Then spell the root word. ri val ry ' secession bevel ar ti lice accessory staple ex ec u tive nutritious discipline Tuesday — Study hardest letter or group of letters in each hard word ; get picture of it; close eyes; hold picture; open eyes; compare picture with copy. ly ce um restrict token con dense reconcile terrific pro eras ti nate unanimous epidemic Wednesday — Write a derivative, adding to the word "condense" the suffix "ed." What becomes of the final "e"? See page vi. ax i oms reticent legible sym bol ic financier par6dy ex eel si or uniformity distinctly Thursday — Note markings and sounds of vowels in third column. Copy words in other columns, if any, having same vowel sounds. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. * Write a list of the words you have misspelled during the last month, and study until you can spell them for your teacher or for a pupil she selects. Occasionally, after studying a lesson, test yourself before recitation as follows: Look at book; copy first letter of each word; close book; try to CQjnplete each word in writing. Keep a copy of, and study, every word you misspell in daily lessons and in written compositions. Carry to future reviews words misspelled in each monthly review. To teachers: See ''Phonetic Words'' page xxiv. THE AUTOMATIC SPELLER 197 GRADE 8 A: FIFTH WEEK 8 A — New Words 8 B — Review def i cit venom ban ter replenish en mi ty populous Monday — Form a derivative by additig to the word "venom' suffix beginning with a vowel. What does this derivative mean? 7 A — Review pivot mirage eternity un du late vig i lance le git i mate opium specific reimburse normal quandary sculptiire Tuesday — Copy the words you can spell without study; then copy the remaining words and spend your time on them. vi and . fran chise in ter cede placer equalize enthusiasm traffic vacti^m necessity Wednesday — Form a derivative by placing a prefix before the word "franchise." What is the meaning of this derivative? zest wit ti cism mer ce na ry successive compulsory subsequent retina dembcrat ligaments Thursday — Copy the words having more than one syllable, separating syllables, and placing accent marks. Use dictionary when necessary. tran sient electrician sequel ne go ti ate dormitory obstruct sup pie men ta ry influential pedigree Friday — Think the pronunciation of each accented syllable in the lesson; then think the vowel sound in each. To pupils: See ''Directions for tJie Study oj Spelling" page xx. 198 THE AUTOMATIC SPELLER GRADE 8 A: SIXTH WEEK 8 A — New Words 8B — Review 7 A — Review eccentric ^ rivet tariff gra tu i tons coupon ordinance vul ner a ble councilmen ^con6mize Monday — What words in this lesson are derivatives? Spell the root word of each one. Spell other derivatives from these roots. feign volley tltility ap peal maintain canteen ul te ri or repugnant instrument Tuesday — Copy words you need to study. Underline hardest letter or group of letters in each; think of some way to remember it. lit er a ry vandal trarjquil ju di cious magician imp61ite dom i neer undervalued magnificmt Wednesday — Look this lesson. Write i up in the dictionary the meaning of two words in a sentence containing these words. cod i cil lapse forlorn trans verse stolid generosity in ac cu rate qualify acknowledge Thursday — Be sure of the meaning of the word ' write its synonym and its antonym. "inaccurate." Then hyp o crite paltry Oracle bi og ra phy ridiculous textile mis in ter pret harmonious mysterioz^s Friday — Find any syllables whose vowel sounds are formed by a combination of two letters; think the sounds of these letters. To teachers: See "The Use of the Dictionary," page xviii. THE AUTOMATIC SPELLER 199 GRADE 8 A: SEVENTH WEEK 8 A — New Words 8B — Review theme veracity an tiq ui ty naturalize pro ce dure significant Monday — Is "assembly" singular or plural? If singular, write the plural; if plural, write the singular. See page vi. 7 A — Review Inventor assembly montiment tan gi ble bar na cle re cur rence furlough ascertain instantaneous gallant siimmdry prologue Tuesday — Copy this lesson, writing the hardest word first, next hard- est second, and so on. Study the hard words. pro pi tious dis fran chise spon ta ne ous neutrality ultimatum necessitate Wednesday — Has "neutrality" a prefix or a suffix? and spell the prefix or suffix. Then spell the root. omen sojourn veteran If so, pronounce brogue fraucMlmt comprehend Thursday — Study thus: Look at a word; get its picture; close eyes; hold picture in mind; open eyes; write the word. en core re vers i ble CO in ci dence epithet medicinal accessible dor mant tech ni cal prev a lent allege initiate retention surgical overture destitute Friday — Copy all accented syllables having long vowel sounds; short vowel sounds; neither long nor short vowel sounds. To teachers: See " Words Frequently Misspelled When Writing," page xxii. 200 THE AUTOMATIC SPELLER GRADE 8 A: EIGHTH WEEK 8 A — New Words 8B — Review 7 A — Review res pite chasm real)(ty ef fee tu al consign vaiio^^s vin di cate benevolent mstirjct Monday — Study hardest letter or group of letters in each hard word; get picture of it; close eyes; hold picture; open eyes; compare picture with copy. der e lict efficiency preserve il lit er ate estimable authentic prim i tive promissory consequence Tuesday — Look up the meaning of the word "illiterate." Then try , to write its synonym and its antonym. ver ba tim visual stalwart ex ces sive vicious infantry chiv al rous apparent ker6sene Wednesday — Form a derivative by adding to "visual" a suffix beginning with "i"; a suffix beginning with a consonant. har bin ger civilian predict con sist ent etiquette forfeiture ap prox i mate momenttim c Jntintio^^s Thursday — Note markings and sounds of vowels in third column. Copy words in other columns, if any, having same vowel sounds. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Write a list of words you have misspelled during the last month, and study until you can spell them for your teacher or for a pupil she selects. _ . When spelling orally, always pronounce words before spelling, not after, pausing between syllables in words of more than one syllable. After studying spelling lessons you must remember them until the next day, when you are tested on them. What do you do with words misspelled in tests? See page xvi for "Correction of Errors." In passing spelling blanks and pencils before tests, be quick but quiet. To teachers: See ^' Rules for Spelling," page vi. THE AUTOMATIC SPELLER 201 GRADE 8 A: NINTH WEEK 8 A — New Words 8 B— Review 7 A — Review hoax wrest trio se quence chent launch in dig nant massacre pi6neer Monday — Copy the words you can spell without remaining words and spend your time on them. study; then copy the he red i ty soHcitor mariner req ui site ravenous chivalry con sci en tious hospitable ingenious Tuesday — Copy the words having more than one syllable, separating syllables, and placing accent marks. Use dictionary when necessary. in ter cept' rabble treason pe cu ni a ry precinct indulge mis con strue unavoidable university Wednesday — Think the pronunciation of each the lesson; then think the vowel sound in each. accented syllable in dif fi dence tendency secede ex cus a ble illustrious exceed strat a gem foreclosure legislature Thursday — "Excusable" is derived from "excuse." "Excuse" is the root word and "excusable" the derivative. "Excusable" contains the suffix "able." vi vac i ty aux il ia ry ob li ga to ry vantage counterpart commendable dower suffrage burlesque Find its Friday — The word "commendable" is a derivative word root. Tell its prefix or suffix. To pupils: See **Things for Pupils to Remember," page v. 202 THE AUTOMATIC SPELLER GRADE 8 A: TENTH WEEK 8 A — New Words 8B — Review 7 A — Review quest forbearance culprit mu nic i pal extravagance develop cog ni zance remonstrance convenient Monday — Copy words you need to study. Underline hardest letter or group of letters in each; think of some way to remember it. creed humorous vendc'r so lie it ous recreation prodigy in au gu rate impossible 6riginate Tuesday — Look up in the dictionary the meaning of two words in this lesson. Write a sentence containing these words. wanton ravage sagctz^m sin cer i ty hostility foundation phe nom e non ambassador m6not6no2iS Wednesday — Is "sincerity" a root word or a derivative? If a root word, spell several derivatives, if a derivative, spell the root. void sordid politics a non y mous annuity interval cir cum stan tial cylindrical substance Thursday — If you do not know the meaning of the word "anony- mous," consult the dictionary; then write its synonym and its antonym. ermine polls porter reprieve vintage vicinity trac ta ble masquerade manifest Friday — Find any syllables whose vowel sounds are formed by a combination of two letters; think the sounds of these letters. THE AUTOMATIC SPELLER 203 GRADE 8 A: ELEVENTH WEEK 8 A — New Words 8B — Review 7 A — Review rev er ie credible regime liq ue fy literature royalty ex or bi tant elementary negligent Monday — Copy this lesson, writing the hardest word first, next hardest second, and so on. Study the hard words. dole ful forage bulletin im be cile gymnasitim contract cap il la ry superstition evidmce Tuesday — Write a derivative by adding to the word "contract" the suffix "ed." Is the "e" silent, or not, in the derivative? ten sion usurp sculptor cov et ous zenith fortitude con fis cate familiarity vbcabtiliry Wednesday — Study thus: Look at a word; get its picture; close eyes; hold picture in mind; open eyes; write the word. re cluse tableau ditto fal la cy creditor swsp^nse as sim i late dexterous artificial Thursday — Copy all accented syllables having long vowel sounds; short vowel sounds ; neither long nor short vowel sounds. ve he ment pleurisy planets mar vel ous pedestal partisan con ta gious controversy purjctuate Friday — "Marvelous" is derived from "marvel." "Marvel" is the root word, and "marvelous" the derivative. "Marvelous" contains the suffix "ous." 204 THE AUTOMATIC SPELLER 8 A — New Words coun se lor tra ge di an prot es tant GRADE 8 A: TWELFTH WEEK 8 B — Review aught inventory anniversary 7 A — Review curable forcible attribute Monday — Is "protestant" a root word or a derivative? If a root word, spell a derivative; if a derivative, spell the root. cro nies ma li cious re cu per ate listless prohibit liberality novelist acceptance antecedent Tuesday — Form a derivative by adding to "listless" a suffix beginning with a consonant. Is meaning of original word changed? de lir i um al le giance in ces sant ly drapery associate tremendous syn6nym wondrous remembrance Wednesday — Study hardest letter or group of letters in each hard word ; get picture of it; close eyes; hold picture; open eyes; compare picture with copy. scru pie em bel lish re pu di ate prophesy bankrupt accidental discern vacancy permanent Thursday — Note markings and sounds of vowels in third column. Copy words in other columns, if any, having same vowel sounds. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Write a list of the words you have misspelled during the last month, and study until you can spell them for your teacher or for a pupil she selects. By this time you know the four kinds of spelling exercises: Super- vised study, in which the teacher directs pupils; independent study by pupils, during which each tries to do his best thinking; the test of the lesson, which is a short, brisk exercise; and correction of errors. Carry to future reviews words misspelled in each monthly review. THE AUTOMATIC SPELLER 205 GRADE 8 A: THIRTEENTH WEEK 8 A— New Words SB — Review 7 A— Review cu ti cle miser anarchy pro trude privation financial un ob tru sive subordinate pr6cession Monday — Write an antonym for "unobtrusive"; a synonym. Con- sult the dictionary, if you do not knov^^ the meaning of this word. vogue vagrant career rel e vant pedestrian membrane so HI o quy substantial superintendent Tuesday — Copy the words you can spell without study; then copy the remaining words and spend your time on them, trans pose impulsive acquit fra ter ni ty custodian circuit con ces sion parachute emergmcy Wednesday — Copy the words having more than one syllable, sep- arating syllables, and placing accent marks. Use dictionary when necessary. hu mil i ty collision evict drudg er y conscious sz^spend main te nance excellency elbqu^nt Thursday — Of what words in this lesson can you tell and spell the roots? From these roots, form and spell other derivatives. ep i gram refrain nominate in teg ri ty hypnotic preferable al le vi ate exaggerate credentials Friday — Think the pronunciation of each accented syllable in the lesson: then think the vowel sound in each. 2o6 THE AUTOMATIC SPELLER GRADE 8 A: FOURTEENTH WEEK 8 A — New Words 8B — Review 7 A — Review per ju ry curdle totem tab u late solitaire octllist con va les cent equivalent workmanship Monday — Form derivatives from "tabulate," adding a suffix begin- ning with a vowel; a suffix beginning with a consonant. cy cle tissue wasteful il leg i ble universal accilrdcy scru pu lous correspondence venerable Tuesday — Copy words you need to study. Underline hardest letter or group of letters in each; think of some way to remember it. raze constraint ridicule sa gac i ty conveyance legislator vin die tive treacherous quarantine Wednesday — Look up in the dictionary the meaning of two words in this lesson. Write a sentence containing these words. hov er indirect veneer rad i cal conscience bequeath man 'da rin picturesque submarine Thursday — Find any syllables whose vowel sounds are formed by a combination of two letters; think the sounds of these letters. in del i ble vernal stimillant lux u ri ant rampart imagin5,ry palm is try confidential reasonable Friday — Name the derivatives in this lesson whose roots admit of other derivatives. Can you write these other derivatives? THE AUTOMATIC SPELLER 207 GRADE 8 A: FIFTEENTH WEEK 8 A — New Words 8 B— Review 7 A — Review par a ble imitation dispel har mo nize manageable fervor in sep a ra ble remunerative amateur Monday — Copy this lesson, writing the hardest word first, next hardest second, and so on. Study the hard words. surfeit available hiccup ver sa tile exhaustion volz/ntiry te nac i ty supervision temperdtjdre Tuesday — When we write the form of "surfeit" that ends in "ed," must we double the final consonant? See page vi. in trigue civic yawn stren u ous suspicious program rem i nis cence veterinary distinguish Wednesday — Study thus: Look at a word; get its picture; close eyes; hold picture in mind; open eyes; write the word. vestige astronomy dauntless pre ten tious supremacy gratitude syn on y mous hypotenuse favorable Thursday — Has the word "synonymous" a prefix or a suffix? If so, pronounce and spell the prefix or suffix. Spell the root. ven om ous relapse climax in ter pret er palisade gentry sus cep ti ble symmetry impedimmt Friday — Copy all accented syllables having long vowel sounds; short vowel sounds; neither long nor short vowel sounds. 2o8 THE AUTOMATIC SPELLER GRADE 8 A: SIXTEENTH WEEK 8 A — New Words 8B — Review 7 A — Review hamper succession retinue consecutive intellectual cerem6ny pro rais cu ous commodious thermometer Monday — Consult your dictionary for the meaning of "consecutive," if you do not know it. Write its antonym and its synonym. veer redeem j aunty- ran cid verdant catarrh in ge nu i ty sympathize syndicate Tuesday — Study hardest letter or group of letters in each hard word; get picture of it; close eyes; hold picture; open eyes; compare picture with copy. terse ly tripod device sue cimib renovate fel6ny res ti tu tion resignation bounteoz^s Wednesday — Note markings and sounds of vowels in third column. Copy words in other columns, if any, having same vowel sounds. ster i lize repeal spinal in au gu ral invoice eclipse pre cau tion indulgence her6ism Thursday — Is "indulgence" a root word or a derivative? If a root word, spell a derivative; if a derivative, spell the root. Monthly Review Friday — Review new words of the previous four weeks found in the left-hand column of this and the preceding three pages. Half- Yearly Review To teachers: For two weeks review words in left-hand columns, pages 193 to 209. First week, assign lessons thus: Monday to Thursday, new words, pages 193 to 200 inclusive. Friday, words missed four preceding days. Second week, assign lessons thus: Monday to Thursday, new words, pages 201 to 208 inclusive. Friday, words missed four preceding days. To teachers: See note, page xxi. THINGS FOR PUPILS TO REMEMBER To pupils: The following suggestions are for you. Do not forget them. 1. Get your mind right down to your lesson and keep it there when you study spelling. It does not help you much to write the words of your spelling lesson unless you are thinking when you do so. 2. Learn to study hard, with less and less help from your teacher. When she directs your study, it is to teach you how to study — not to make the work easy for you. 3. As soon as possible, learn directions for study on the pages of this book so that you can remember and follow them by merely glancing at them. 4. It does not help you in spelling to remember the order of words in a lesson. Spend your time learning the order of letters in words. 5. Always read suggestions under "Monthly Review," and follow them in your spelling exercises. 6. Always write carefully in spelling recitations. 7. In tests, listen carefully so you can write a word the first time your teacher pronounces it. 8. In the daily spelling lesson, do your part toward completing the test and the correction of errors in a short time. 9. After correction of the day's spelling lesson, spend a short time studying the correct forms of the words you missed. Then copy them into a notebook for future study. 10. At the close of every month, write a list of the words you have misspelled during the month, and study until you can spell them for your teacher or for some pupil she selects. 11. If spelling is harder for you than for others in your class, give extra time to home study. Ask your parents, or brothers and sisters, to help you learn all words which your teacher asks you to study at home. 12. As you have spare time, study "Words Frequently Misspelled When Writing," page xxii; also "Phonetic Words," page xxiv. 13. Be sure to master the "Phonic Chart" intended for your class. 14. Have a dictionary of your own at school, if possible. 15. On the day after you have missed a lesson, because of a holiday or some other special occasion, omit the review words in your advance lesson and study, instead, the new words of the lesson you missed. 14 V RULES FOR SPELLING Seventh- and eighth-grade teachers should occasionally read with their pupils the "Rules for Spelling" given below, then have them find words in the text that come under these different rules. This should be easy for pupils after having the work in word making as provided for in this Speller. 1. Most words ending in silent e drop the e before adding a suffix beginning with a vowel. Example, come, coming. 2. Most words ending in silent e retain the e before adding a suffix beginning with a consonant. Example, tune, tuneful. 3. Words ending in oe and ee retain final e before all suffixes except those beginning with e. Example, hoeing, freer. 4. Most words ending in ce or ge retain the e before adding suffixes beginning with a or 0. Example, notice, noticeable; manage, manageable; courage, courageous. 5. Final y preceded by a consonant is usually changed to i before all suffixes except those beginning with i. Example, beauty, beautiful. 6. Final ie is changed to y before adding a suffix beginning with i. Example, die, dying. 7. Words of one syllable and other words accented on the last syl- lable, ending in a single consonant preceded by a single vowel, double the final consonant before adding a suffix beginning with a vowel. Example, mat, matting; begin, beginning. 8. Most nouns form their plurals by adding 5 to the singular, but nouns ending in s, sJi, ch, x, or z add es to form their plurals. Example, gas, gases; class, classes; sash, sashes; church, churches; box, boxes. 9. Nouns ending in y preceded by a consonant form their plurals by changing y to i and adding es. Example, county, counties. 10. Some nouns ending in o form their plurals by adding es to the singular. Example, hero, heroes. 11. Some nouns ending in / or fe form their plurals by changing /or fe to V and adding es to the singular. Example, leaf, leaves; life, lives. VI PART I SUGGESTIONS TO TEACHERS Success in spelling depends as much upon teachers and methods as upon pupils and word lists. It is absolutely imperative that teachers of spelling have definite and systematic plans for the work. I. Methods for Spelling Exercises in Second Grade In the second grade teachers generally feel that they can conduct spelling from the blackboard more advantageously than from the book, because of the better possibilities for development in connection with the board work. Nevertheless, some prefer to have the book in the hands of the pupils. Suggestions for second-grade teachers follow. (See words for the first half year, pages i to 9.) This book provides for six words daily, three of which review the new words in the lesson of the day before. If taught from the black- board, these words should be written in letters at least two inches high. Note. Pupils learn to spell most readily under methods that recog- nize four different kinds of spelling exercises: Supervised study; inde- pendent study; the test; correction of errors. Because success in spelling is so dependent upon proper methods for conducting these various exercises, suggestions are given as follows: Supervised Study After a quick test of the six words studied the preceding day, place upon the blackboard the six words comprising the lesson for the day, and supervise pupils in the study of it. For suggestive methods, see forms for "Supervised Study" in third and fourth grades, pages xi to xiv. References found in these forms to diacritical markings do not apply to spelling in the second grade. All other suggestions are applicable. Therefore these forms should be studied carefully and adapted by second-grade teachers to the daily needs of their classes. It will be noted that each form of supervised study, as given on pages xi to xiv, is intended to be used for a week at a time. The four forms vii viii THE AUTOMATIC SPELLER cover a month's continuous work and should be made to cover the whole year by means of monthly repetition. One important phase of study, which should receive daily attention at this point, is the supplementing of the phonic words of each lesson. For example, in connection with lessons containing the words "wing," "duck," "thank," the teacher should pronounce and have pupils spell by ear such words as "sing" and "bring," "cluck" and "pluck," "bank" and "sank." See "Phonetic Words," page xxiv. During the supervised study of the lesson, in classes where pupils do not study from the Speller, have each pupil copy the words from the blackboard into his spelling blank, seeing that he makes no mistakes. In this manner, let him make a little second-grade spelling book of his own, a lesson at a time. On the day after a lesson has been missed, because of the intervention of a holiday, teachers should omit the review words for the day, sub- stituting for them the new words from the lesson that was omitted. Independent Study Have pupils study independently for at least fifteen minutes daily. Have them take their self-made spelling books into which they have written the words for the day, or this book, and study — each trying to get a good picture of each word and to hold it in mind for a short time before writing it on a long, narrow strip of paper. When a child has thus written the list once, have him turn it back, folding the paper so that he cannot see and copy his previous list. Then have him again write the same list of words. In this way each copy of the list may be made to represent a new attempt at self-directed visualization. The average pupil can thus slowly evolve three or four copies of a list of six words during a fifteen-minute study period. The Test During the first five minutes of any day's spelling exercise, if possible, give pupils a test of the words studied the day before. This may be either oral or written. See suggestions for "The Test," page xiy. Correction of Errors Give daily attention to correction of words misspelled in tests. In oral tests, write on the board the correct form of each misspelled word immediately after the wrong spelling has been given, and, at the close of the test, call attention to the list thus produced, allowing a moment for study. After written tests, let the teacher, sitting at her SUGGESTIONS TO TEACHERS ix desk, call up a few pupils at a time, perhaps a row of them, and inspect the work of each as he hands her his list. Let her take a moment to help each pupil according to his special need. (See suggestions for "Correction of Errors," page xvi.) For the second half year (see words on pages 9 to 17) follow sugges- tions in method given for the first half year, pages vii to ix. II. Methods for Spelling Exercises in Third and Fourth Grades Note. In order to make the method very clear it is presented in a somewhat imperative style. It should be understood, however, that all suggestions contained herein are only "suggestive," and intended in no sense to be final. Each teacher should, of course, adapt this method to her special needs. (See Note, p. vii.) Supervised Study One purpose of supervised study in spelling is to direct pupils so as to enable them to put forth more effort than would otherwise be possible. The teacher should keep this'purpose constantly in mind and conduct all spelling exercises so as to accomplish it. Another purpose of supervised study is to teach pupils how to study spelling. Every lesson should, therefore, be made to develop initiative in study on the part of pupils. Directions for study are given under the lessons of the text, all of which are intended for supervised work in third and fourth grades. Pupils will, sooner or later, be able to follow some of these directions without guidance. It will be noted that these directions are duplicated every month during the third and fourth years, making it easily possible for pupils to become familiar with them. The work should take the form of class exercises so that all may have a part in and benefit from all discussions. Teachers should see that pupils understand each direction in the book as it appears, so they may recognize and be able to follow it on future occasions. Four forms, corresponding to the four weeks of the month, are given for supplementary supervised study. Each form is intended to be used for a week at a time, the four covering a month's continuous work and made to cover the whole year by means of monthly repetition. X THE AUTOMATIC SPELLER The suggestions in these forms should be drawn upon daily by teachers and made to supplement the directions for study printed under the lessons of the text. They must be presented orally, of course, as teachers should never refer to the book for them during recitations. A comparison between the directions for study printed on the pages of the text and the suggestions for study given in the four supplementary forms shows that about the same ground is covered in the two places. They differ, however, in that the pages of the text give only one direction daily, while each of the four forms suggests enough work to fill ten or more minutes of brisk study. The thought is that by means of these two provisions for supervised study teachers cannot fail to understand or pupils to accomplish the aims of this work. Every teacher should study the four supplementary forms until thoroughly familiar with each and able to follow it without reference to the book. Until she becomes familiar with each form as needed, she should copy it on a slip of paper and refer to it as necessary in class. At first it will not be possible to cover any one of these forms in the time given to supervised study, but the teacher's constant aim should be, after finishing the special direction for the day printed under the lesson in the text, to cover more of the appropriate supplementary form during each lesson until she has developed such power of concentration in pupils and such expedition in handling lessons that she can cover most of the form for any day's work, if not the entire form, in ten minutes. If she has only five minutes for supervised study, however, she cannot cover more than half the form for the day. The work from these forms for supplementary supervised study should, of course, be conducted as class exercises. Note. In cases where second-, third-, and fourth-grade teachers have only fifteen minutes daily to devote to classes in spelling, they can most profitably utilize this time by testing and correcting the day's lesson during the first five minutes, spending the remaining time assigning the next lesson and supervising pupils in the study of it, thus preparing them for independent study later in the day. In rural schools, where teachers have only five minutes daily for each spelling class in second, third, and fourth grades, they can most profitably spend that time supervising the study of pupils, leaving the test of the lesson to one of the older pupils trained for the work. On the day after a lesson has been omitted, because of the interven- tion of a holiday, teachers should omit the review of words for the day, substituting for them the new words from the lesson omitted. SUGGESTIONS TO TEACHERS xi Form I. For Supervised Study (To be drawn upon by the teacher, during the first week of each month, in supple- menting directions given under lessons in the text.) Pupils should very distinctly pronounce such words in the lesson as they can, the teacher pronouncing the others. They should then study the list as follows: Pronounce those words described by the teacher (example, the word that means "the cost of something"); pronounce words of more than one syllable, pausing between syllables; study all words diacritically marked — (i) giving the vowel sound as heard in each;i (2) telling whether the vowel has the short, the long, or some other vowel sound; (3) naming silent letters; tell which words, if any, they can spell without further study; pronounce the words of the lesson most difficult to spell and determine the most difficult part of each. Finally, pupils should study the entire lesson as follows: Look while the teacher erases a word from a list on the board, then pronounce and spell it, individually, as called upon; look at a word on the board, as directed by the teacher, close eyes and hold the picture, thus visual- izing the word, then, keeping eyes closed, spell it, individually, as the teacher calls upon different pupils. Form II. For Supervised Study (To be drawn upon by the teacher, during the second week of each month, in supple- menting directions given under lessons in the text.) Pupils should pronounce very distinctly such words in the lesson as they can, the teacher pronouncing the others. They should then study the list from the board as follows: Pronounce each word after the teacher, then name its letters in concert while looking at it ; use at least two of these words in oral sentences; decide upon accented syllables and place accent marks; spell the accented syllables of words, also unaccented syllables; study all words diacritically marked — (i) listening to the teacher's pronunciation of each and telling, without looking at the book, whether the vowel is short, long, or has some other sound; 1 also telling whether it should be marked, and if so, how; then looking at the mark in the book, if there is one; (2) pronouncing words, if any, whose vowel sounds are neither short nor long; ^ In words of more than one syllable, consider marking of accented syllables only. xii THE AUTOMATIC SPELLER (3) telling what combination of letters gives a long vowel sound in words containing long vowels, as, "ay" in "day"; "ai" in "rain"; "eau" in "beau"; "oa" in "coat"; "ou" in "four"; "ow" in "grow"; discuss ways of remembering the spelling of the most difficult parts of the most difficult words. Finally, pupils should study the entire lesson as follows: Look at a word in the book and concentrate upon it, thinking the letters, thus visualizing each word as the teacher slowly pronounces the whole lesson; then close books, and, as the teacher writes on the board the first letter of each word, reproduce the whole word, spelling orally, one pupil at a time, as called upon. Form III. For Supervised Study (To be drawn upon by the teacher, during the third week of each month, in supple- menting directions given under lessons in the text.) Pupils should very distinctly pronounce such words in the lesson as they can, the teacher pronouncing the others. They should then study the list as follows: Give other words that have meaning similar to certain words found in the lesson and pronounced by the teacher; pronounce all words containing more than one syllable, pausing between syllables, then underline one or more of these syllables in words written upon the board; study all words diacritically marked — (i) giving the vowel sound as heard in each;i (2) telling whether it has the short, the long, or some other vowel sound ; (3) naming silent letters; spell phonetically other words similar to those in the lesson as pro- nounced by the teacher — for example, "sheet" and "sweet" after spelling "beet"; decide, individually and silently, upon the words most difficult for pupils and try to discover some way to remember the spelling of each. Finally, pupils should study the entire lesson as follows • At a signal from the teacher, look at a word of the lesson written on the board; at another signal, look away and hold the picture in mind thus visualizing the word; and at the next signal, write the word on paper comparing it with copy on board; then, after visualizing the entire lesson, put down pencils, close eyes, and see what picture of each word is called up as the teacher slowly pronounces the list, opening eyes after each word to compare the picture with the word on the board. 1 In words of more than one syllable, consider marking of accented syllables only. SUGGESTIONS TO TEACHERS xiii Form IV. For Supervised Study (To be drawn upon by the teacher, during the fourth week of each month, in supple- menting directions given under lessons in the text.) Pupils should study all words diacritically marked — (i) listening to the teacher's pronunciation of each, and telling without looking at the book whether the vowel is short, long, or has some other vowel sound ;i also telling whether it should be marked, and if so, how; (2) pronouncing words, if any, whose vowel sounds are neither short nor long; (3) telling what combinations of letters give the long vowel soimd in words containing long vowels, as, "ay" in "day"; "ai" in "rain"; "eau" in "beau"; "oa" in "coat." Pupils should then study the lesson as follows: Indicate, individ- ually, the words they could not use in sentences, having other pupils use them, if possible; find "hidden" words in the words of the lesson — example, "end" in "friend," "each" in "preach"; look carefully at a word of two or more syllables, written on the board, close eyes while the teacher erases one syllable, then open eyes, and when called upon restore that syllable in writing. Finally, pupils should study the entire lesson as follows: One child, or one row of children, or several rows in turn, stand and quickly spell part or all of the words of the lesson, without looking at them, as the teacher pronounces each from the board, while the rest of the class look at the list ; then, after they have been erased from the board, try to recall the words of the lesson and guess the one the teacher has in mind, saying, for example, "Is it window?" spelling "w-i-n-d-o-w." Independent Study by Pupils Impress upon pupils the fact that supervised study in no way decreases their responsibility for independent study, but that it increases such responsibility because it teaches them better how to study. Also, im- press upon them the importance of holding their minds down to the work in the study of spelling. When studying the words of a lesson independently, pupils in both third and fourth grades should endeavor so far as possible to follow the plan used in the previous supervised study of the Hst. In addition, they should always write the lesson. As they study each word, they should try to get a good picture of it and hold it in mind for a little time before writing it on a slip of paper. When a pupil has thus written the list once, he should turn it back, folding the paper so that when writing 1 In words of more than one syllable consider marking of accented syllables only. xiv THE AUTOMATIC SPELLER the list again he may not see and copy the words he has just written. He should copy the lesson several times in this way, carefully visualizing as he does so. -Pupils who have difficulty with spelling should, during the first week of each month, copy from the speller the fifty-seven new words for the month, using this list for home study. Teachers should correct these lists when copied, before pupils take them home. The Test The test of the day's spelling lesson should be a quick, business-like proceeding, occupying, together with the correction of errors, about five minutes. This brief time is the goal toward which teachers should work. Often in the third grade, and sometimes in the fourth, the exercise will need to be of greater length. The test of the spelling lesson should be given the day following supervised study. It is impossible really to test pupils immediately after study. Most of the daily tests in third and fourth grades should be written. Teachers should give just enough oral tests to keep pupils in practice for oral spelling. The teacher should pronounce words once only, and have pupils write them in spelling blanks or in booklets made for the purpose. (■:. Teachers should follow the suggestions in the note introducing the phonetic words on page xxiv. Third-grade teachers should give systematic drill from the phonic chart on page xxxi, employing all columns under "B" and the first two columns under "A" and "C" for "B" class, while employing all columns under "B" and the first four columns under "A" and "C" for "A" class work. At least once a week throughout the fourth year, oftener if necessary, teachers should have pupils turn to this chart and spend five or ten minutes following the directions there given for phonic drill. Teachers should explain to pupils that in order to use the dictionary intelligently they need to learn the sounds and markings of letters as found on this chart, and that they should be able easily to stand the tests it suggests. The passing of spelling blanks and pencils just before the written test should be quiet, but very expeditious. In oral spelling, pupils should always pronounce words before spelling them, not after, and should indicate the syllables of a word by pausing between them. SUGGESTIONS TO TEACHERS xv Teachers should extend the test exercise a couple of minutes daily, devoting this time alternately to brisk oral review of words missed in written composition during the last month, and to oral spelling of phonetic words in common use, which pupils should spell by ear without special study. A list of "Words Frequently Misspelled When Writing" is given on page xxii. Teachers should draw from this list and should supplement it to suit individual needs. A list of phonetic words in common use is given on p. xxiv. The monthly review tests should be given orally, occupying, in addition to the regular test period, the time for supervised study and as much more time as is necessary to the success of the exercise. In schools that are sufficiently large, this monthly review should take the form of a contest. Suggestive devices follow: One Set of Pupils against Another Set; or One Class against Another 1. Pronounce words, going four times around one set or one class, and on blackboard keep score of mistakes; do same with other set or class; copipare scores to ascertain which side wins. If time permits, repeat exercise. 2. Pronounce a word to one set or class, then to the other, until all pupils have spelled, keeping score on blackboard of mistakes; repeat this exercise enough times to insure thorough test of each pupil. 3. Have each pupil bring to class a list of words he has misspelled during the month. Pupils having made no mistakes may bring lists con- taining the most difficult words. Have first pupil on side A pronounce a word to pupil opposite him on side B. If pupil on side B spells correctly he pronounces a word from his list to second pupil on side A, who spells and then pronounces a word from his list to second pu- pil on side B, and so on. If a pupil misses a word, it must be spelled by some one on the original side before counting against the side missing. To keep score on blackboard select pupil who has misspelled few or no words during the month. A Circle Exercise Have class form a circle and choose as leader some pupil having high standing during month. Have leader stand in circle and pronounce words. Leader should call no attention to a mistake unless it passes around circle and back to original pupil. The first pupil to note a mistake should await his turn to spell, when he should correct mis- spelled word and pass to the place in circle occupied by pupil who made the mistake. If two or more mistakes are made before the first is discovered, they should be corrected by the pupils who detect xvi THE AUTOMATIC SPELLER them and await their turn to spell correctly. The winners of the contest are all pupils who have not had others go above them. A Pupil-Teacher Test From a class containing twenty to forty pupils, select five of the best spellers, giving to each a list containing one fifth of the words to be reviewed, and station these pupils at different points about the room. Divide the remainder of the class into five groups, namely. A, B, C, D, and E, directing each to take its place before a pupil- teacher. Have each pupil-teacher give quick but quiet drill to his group from words on his list. At signals, have pupil-teachers pass to new groups, thus giving entire class drill upon entire list. Have pupil-teachers keep a score of the mistakes made by each group. The group having fewest mistakes during the entire exercise wins contest. In classes of less than twenty pupils, less than five pupil-teachers are required for this exercise. Correction of Errors After words are written, have each pupil look over his own list, pointing to and thinking about each letter in each word. Have him thus endeavor, without assistance, to discover any possible mistakes. Have him draw a line through each misspelled word he finds and write the correct form immediately after it. After such preliminaries, at the discretion of the teacher, pupils may correct their own papers, or exchange papers for correction, or pass papers to teacher for correction. Either the teacher, or some pupil who has a perfect paper, should spell when class correct. At the close of such exercise, each pupil should write the number of misspelled words on the paper he has corrected, placing a cipher on the paper if it has no mistakes. Correction is for the purpose of ascertaining which words are not impressed upon individual pupils. Hence it should be followed by devices for impressing them. Scolding seldom helps, and often hinders. Writing the words many times does little good, while keeping pupils after school often deadens their interest and defeats the undertaking. The following suggestions are therefore given: 1. After correction, each pupil who has made mistakes should open his speller and look at the correct form of each word missed, trying to fix it in mind. 2. Each pupil should write in the back of his spelling blank, under the date of the day's lesson, the correct form of each word he has SUGGESTIONS TO TEACHERS xvii misspelled and should study it as he finds spare time. The teacher should occasionally test him in spelling these words from his spelling blank. Each pupil should keep a list of the words he has misspelled more than once, on different dates, and study them. 3. Pupils who have missed words in the lesson of the previous day should always be prepared to stand and spell them. Teachers should call upon at least one or two pupils daily so as to keep up interest and effort. 4. Each pupil should write, in the back of his spelling blank, the correct form of each word he misspells in written composition, and should study these words along with those from the regular spelling lesson as he finds spare time. The teacher should include these words in her occasional tests from the spelling blanks. 5. Teachers should try to induce pupils to keep, at home, a properly spelled list of their misspelled words, and study them, assisted by parents, if possible. The teacher, as well as the pupils, should correct spelling lessons. She should collect spelling blanks and examine them after school, writing "E" (meaning "excellent") on each tidy list that is correctly spelled, and " C" (meaning "correct") on each perfect but untidy paper. If, in testing pupils, teachers have them mark words diacritically, as marked in the book, they should not subtract from their spelling stand- ing when they make mistakes in marking. Here again, they may give "C" instead of "E," making it clear to pupils that "correct," in this case, refers to spelling only. In her spelling notebook the teacher should tabulate difficulties of individuals, and decide how to deal with them. She should use them at the next period for supervised study, remembering that time spent in correction of papers is utterly wasted unless made to react upon the spelling power of pupils. Interest is aroused in spelling by making the results of tests a matter of record. This may be done by — (i) making a class list for daily tests, showing a check or star after the name of each pupil for each perfect lesson; or showing the number of weeks that each pupil has had perfect lessons; (2) placing on a bulletin the class average for the monthly review test, together with that of the previous month, for com- parison ; (3) sending reports to parents; (4) sending reports to county superintendents and to city principals. xviii THE AUTOMATIC SPELLER III. The Use of the Dictionary A series of exercises leading up to a knowledge of the use of the dictionary is given below. These should be taught at the beginning of the fourth year, after which each pupil should look up the meaning of at least one word daily. Encourage pupils to own dictionaries. 1. Have pupils review the alphabet until every one can repeat it without hesitation. 2. Have pupils tell the location of certain letters in the alphabet; example, "d" is nearer the beginning of the alphabet than "k"; "t" is nearer the close of the alphabet than "p." 3. Have pupils arrange the words of the spelling lesson in alpha- betical order, with reference to the initial letters. 4. Have pupils arrange in alphabetical order a list of words beginning with the same letter; example, "lamb," "leave," "lost." 5. Review diacritical markings as found on the phonic chart, page xxxi. 6. Finally, have pupils look up in the dictionary the meaning (not pronunciation) of one word daily. However, do not let them take the time required for this from the time allotted for the study of spelling. Note. While impressing the spelling of words, it is best not to depend upon the dictionary for pronunciation, because some diction- aries, the latest edition of Webster's New International, for example, respell for pronunciation, employing phonetic combinations of letters that often represent the incorrect spelling of words. It would confuse pupils, were they, at this point, to have their attention called to these forms. IV. A Dozen Don'ts (For Teachers) 1. Don't fail to prepare spelling lessons daily. Let every teacher be sure of the pronunciation, syllabication, diacritical marking, and meaning of each word. Let her also be thoroughly prepared as to some method of teaching the four phases of the lesson: Supervised study; independent study by pupils; the test; correction of errors. (See suggestions for second grade, pp. vii to ix; for third and fourth grades, pp. ix to xviii.) 2. Don't misunderstand the purpose of supervised study in spelling. It is not to make the work easy for pupils and to relieve them of effort, but rather to so direct them as to enable them to put forth more effort than would otherwise be possible, and at the same time teach them how to study spelling. 3. Don't forget that pupils learn through mental concentration. The quiet attitude best assists in this, not the moving of lips, or the restless waving of hands, or motion of bodies. SUGGESTIONS TO TEACHERS xix 4. Don't think that pupils are necessarily studying spelling when copying a list of words many times. They may copy, and not put forth one educative effort. 5. Don't waste the time of pupils by requiring them to remember the sequence of words in lessons. Don't have pupils memorize spelling lists so as to write the whole lesson without having words pronounced for them. The sequence of letters in words is the important thing. 6. Don't fail to use the blackboard in supplementing study from the book, or, when using it, to write words large enough to be seen easily from the back of the room. 7. Don't pronounce a word more than once for pupils to write in the spelling test, but have the attention of the whole class before pronounc- ing each word. 8. Don't mispronounce a word so as to give pupils a clew to the spelling. For example, don't say, "di'vide" for "divide'." 9. Don't accept careless writing in spelling recitations. 10. Don't forget to strengthen spelling, when possible and practicable, through other lessons, but, don't forget that a spelling lesson is primarily for spelling. Have pupils watch in their reading for words in past spelling lessons, and call attention to them at appropriate times. Don't allow pupils to guess at the spelling of words in written com- position. Teach them to write only the first letter of each word they cannot spell, leaving space for the remainder of the word which they must fill in after obtaining the correct spelling either from the teacher or from the dictionary. Don't forget to keep a list of the common words misspelled in written composition during each half year. Don't take much time from spelling to study the meaning of words. 11. Don't allow backward pupils to think they can't learn to spell. Encourage them in all possible ways. Try to diagnose their cases and teach them how to study. Praise them for improvement. Don't hold them accountable for all the words of a lesson suited to the average child in the class, but suit the length of the lesson to the ability of each of these special cases, excusing them from as many words as necessary. Don't embarrass them, if they are putting forth their best effort, by asking them to report daily, before the class, the number of mistakes they make. Don't discourage them by constantly praising the pupils who always have perfect lessons without effort. 12. Don't fail tQ devise some means of interesting the parents in spell- ing and of inducing them to help supplement the school work of their children by home study of spelling lists in all cases where it is necessary. PART II A WORD TO PUPILS AND TEACHERS TO PUPILS Directions for the Study of Spelling In the lower grades you learned that to study spelling means more than to write words many times, or to say their letters over and over. You learned that pupils must do their best thinking while looking at words from several different sides. Moreover, under your teacher's supervision, you learned how to follow printed directions for the study of spelling, and will now find no difficulty in following the directions addressed to you and placed under the lessons in this book. When studying spelling always write each day's lesson two or three times. As you study each word try to get a good picture of it and hold it in mind for a little time before writing it on a slip of paper. When you have written the list once, place the paper so that when writing the list again you cannot see and copy the words you have just written. Try to grow in power to hold your mind down to the work when you study spelling. Remember that whether or not you become a good speller depends as much upon you as upon your teacher. TO TEACHERS How TO Direct the Study of Spelling The co-operation of teachers is necessary to the best success of the plan of any book. This book is not an exception to the rule. While pupils must acquire the "spelling habit" through the exercise of their own initiative, teachers can do much to encourage them to their best efforts and to inspire them to their most intelligent initiative. Pupils who have studied Part I of this Speller have been taught, through supervision, how to study spelling. Many pupils studying Part II, however, have not had Part I. Upper-grade teachers should, therefore, teach all pupils who need help how to study. It is especially important that pupils acquire the habit of discovering ways to help them remember the spelling of word^. For example, the last four letters in "yacht" come in the same order as in the alpha- bet; in "business," "i" takes the place of "y"; the first five letters of XX A WORD TO PUPILS AND TEACHERS xxi "invitation" are the same as those of "invite"; each of the first three syllables of "divisible" contains "i." It will be noted that directions for study in Part II, under the lessons of the text, are addressed to pupils. Teachers should see that every pupil understands each of these directions. Until every pupil does so, teachers should discuss daily with the whole class the appropriate direction for the day. As soon as the whole class understand all directions, pupils should be required to study without assistance. However, teachers should spend some time daily supervising those slow pupils who find the work difficult. Note. Teachers should help pupils decide which of the five direc- tions on a page are applicable to all the spelling lessons on that page and which are applicable only to the special lessons under which they occur. Pupils should be encouraged to apply to each lesson all the directions on the same page that are applicable to it. Teachers should spend a few minutes daily passing from desk to desk as pupils study, ascertaining which have ability, first, to recognize and then to follow all directions on the page applicable to the lesson. They should give some special attention to those who do not as yet have such ability. Just before pupils begin the fifth-grade spelling lists, let teachers prepare them for the work in word making by explaining the meaning of "root word," "derivative," "prefix," and "suffix." Tell them (i) that a root word is a word not derived from another word, as "run," "nine"; (2) that a derivative word is a word formed by the addition of a letter or letters to a root word, as "recent," "recently"; (3) that a suffix is a letter, letters, syllable, or word added to the end of a root word to change its meaning, as "ing" in "running," "ty" in "ninety"; (4) that a prefix is a letter, letters, or syllable joined to the beginning of a root word to change its meaning, as "un" in "unfold," "dis" in "disarm." Teachers should acquaint pupils with the meaning of "synonym" and "antonym." Tell them (i) that synonyms are words of like mean- ing, as "letter" and "epistle"; and (2) that antonyms are words of opposite meaning, as "encourage" and "discourage." Let seventh- and eighth-grade teachers occasionally read with their pupils the "Rules for Spelling" given on page vi, and find words in the Speller that come under the different rules. These rules should be easily grasped by pupils after having the work in word making as provided for in this Speller. On the day after a lesson has been omitted, because of the intervention of a holiday, teachers should omit the review words for the day, substi- tuting for them the new words from the lesson omitted. 15 WORDS FREQUENTLY MISSPELLED WHEN WRITING All classes having ten months of school yearly should spend the last two weeks of each half year in drill upon words missed in written com- position during the semester. The following list contains words frequently misspelled by some pupils in every school. Teachers should draw upon this list, as needed. They should also give drill from self-made lists in which they have tabulated, during the half year, words misspelled by pupils in written composition. During the two weeks devoted to the study of the words frequently misspelled in written composition, teachers should spend some time daily in giving pupils individual drill. The list of words misspelled when writing and kept by each pupil should be utilized for this purpose. of half says gone cried all lose easy then their off live hear they tired too pull dear been what full said does your meat roll four high hour meet put sure with busy some one give used done come any blue very have knife you love floor none loose saw who each wear piece two eyes raise were since was goes shall built chair buy here such color can't XXll WORDS FREQUENTLY MISSPELLED xxiii work until please instead early word would coming forty niece either toward front using heavy exactly weak many meant neither week won't people enough truly heard month against ^ write ready taking making three every except another there break money country ► these above among straight quiet speak choose through knew water should weather know wrote almost received when whole always separate often world having whether guess where answer business shoes which women cousins much friend though Tuesday again afraid trouble sincerely those surely minute certainly cover across believe thorough could young clothes February don't watch writing beginning catch leaves woman Wednesday PHONETIC WORDS The following list of words requires little study by the average pupil. There is an occasional child who has little sense of phonetics. Teachers should examine their classes, find all pupils who have trouble in spelling any of these words, and help them in overcoming the difficulties. Occasionally, teachers should require classes to turn to this list, instructing each child to study all words that seem doubtful to him. Teachers should frequently turn to this list and pronounce at ran- dom words for pupils to spell. These words should be reviewed at least twice every year by all pupils studying Part I — that is, by both classes in second, third, and fourth grades — and the longer words should be reviewed yearly by pupils studying Part II. cab wag rap bed pen lid tab ' brag sap fed ten rid drab drag tap led then skid crab flag flap red when big dig fig slab bad snag stag chap snap wed bred step had ham trap bled bet pig lad jam strap fled let rig mad clam bat sled met wig pad sham fat shed net pet set wet him sad fan hat beg dim fad man mat keg rim glad can rat leg brim bag fag lag tan sat peg bib slim ran pan cat flat hem gem rib fib skim prim slat stem crib trim nag rag cap lap chat tVint den bid whim sag map tlldt hen did bin tag nap web men hid fin xxiv PHONETIC WORDS XXV kin fob not hum crack truck pin job dot dnmi track struck sin tin win sob snob cod got lot blot scimi plum glum deck neck peck speck fleck much such grin skin hod nod clot shot chum bun cliff skiff spin chin dip hip lip rip pod rod sod clod shod plod spot plot trot dub hub rub fun pun run sun gun spun kick Hck tick pick sick brick stiff whiff muff puff bluff gruff snuff sip trod tub pup slick tip bog cub cup click grip cog club sup stick ball slip drip ship whip hog log fog jog grub stub scrub shrub but cut nut hut dock lock sock rock call fall hall tall strip frog .. mud rut block wall bit hop bud shut clock stall fit X mop cud back shock small hit top bug hack stock bell lit flop dug lack crock cell pit prop hug pack flock dell sit drop rug rack duck fell flit shop tug sack luck sell sHt 1 • i stop plug tack suck tell spht crop snug black tuck well cob chop shrug slack cluck shell mob cot sirni shack stuck smell rob hot gum stack pluck spell XXVI THE AUTOMATIC SPELLER bill fill hill kill pill rill will sill frill chill drill skill spill still cull dull gull hull lull held weld self shelf help belt felt melt spelt hilt kilt tilt wilt gilt camp damp lamp vamp clamp scamp stamp cramp tramp hemp limp crimp skimp primp pomp romp dump hump lump pump stump thump plump trump band hand land sand grand brand stand gland strand bend lend mend rend send blend spend pond bond fond fund branch stanch bench drench inch finch flinch pinch bunch lunch punch hunch crunch bang fang hang pang rang sang clang sprang ring sing wing bring fling sling cling sting swing string spring thing long song strong himg lung rung sung stung swung bank lank sank tank blank crank clank shank flank plank frank mink pink rink sink wink bHnk slink brink chink drink clink think shrink honk bunk chunk sunk drunk spunk trunk shrunk pant grant slant chant bent cent dent lent rent sent tent weat spent dint hint lint mint tint print stint flint glint splint hunt blunt gnmt slept crept prompt cash dash hash lash rash sash flash slash clash crash trash splash thra^ PHONETIC WORDS XXVll mesh flesh fresh dish fish wish hush mush rush blush plush crush flush thrush desk risk brisk frisk whisk dress Hst press fist stress mist hiss kiss miss grist whist twist boss loss cost lost moss dust toss just cross rust floss crust gloss raft fuss craft muss draft cast fast last mast dusk past husk vast musk blast bass best lass pest mass nest pass rest brass test class vest glass west grass blest less chest mess crest graft shaft left cleft lift rift gift sift shift drift soft loft tuft batch catch hatch latch match patch snatch scratch fetch sketch stretch ditch hitch pitch witch stitch botch notch crotch clutch crutch milk silk bulk hulk sulk skulk book cook hook look nook brook crook shook foot soot wool good hood wood stood food brood cool fool tool pool spool stool loon moon noon soon croon spoon roof hoof proof coop hoop loop droop stoop tooth roost boost boom loom room bloom broom gloom face lace pace race fade wade made blade glade grade shade spade trade page sage rage wage stage cake lake make rake sake wake flake XXVlll THE AUTOMATIC SPELLER shake gate stay strain fleet leak snake hate stray bee sheet peak brake late sway see sweet weak drake mate laid rnaiH flee sleet freak slake rate free greet speak stake bale pale crate slate plate paid braid , afraid glee tree feed street meek peek streak tweak deal male cave fail heed cheek meal sale gave hail need creek peal stale pave mail seed sleek seal rave nail weed feel steal came fame tame game lame name save pail bleed heel beam crave shave brave slave jail rail sail tail seem teem seen keel peel steel wheel ream seam team cream same haze frail green breeze dream shame graze snail screen sneeze gleam flame day trail deep freeze steam frame bay lain peep wheeze scream lane hay gain keep sea bean lay main creep tea lean mane may pain sheep each beach peach reach mean pane cape tape pay say way rain brain chain sleep steep deer clean heap leap shape clay drain steer teach reap grape dray grain queer bleach scrape gray pray plain stain beet preach ear dear date play slain feet leaf fear fate spray train meet sheaf hear PHONETIC WORDS XXIX near mile pipe slope those boat shear pile ripe grope close coat spear smile wipe bone cure goat stile stripe bloat eat while x^ lone pure float beat bite tone cute heat dime kite shone mute bow neat lime white stone cow seat time cube how cheat crime dive cote dote 1 tube now treat hive vow fine drive note tune brow ice line strive rote goad plow dice mine size vote load mice vine prize bore road down nice wine • core toad gown rice brine joke town vice shine poke more sore pore tore loaf brown slice price spine twine woke broke coal goal clown crown choke drown ride hire smoke wore oak frown hide r» VJX J.XV./X^V^ shore cloak tide fire spoke snore croak fowl side wide bride glide mire tire wire spire robe probe hole mole pole store cove rove wove foam loam roam howl growl pout scout pride rise drove moan shout slide wise stove loan stout life like dike dome grove groan trout fife home hose soap sprout wife pike hope nose oar bound strife spike mope rose roar found file strike rope chose soar hound XXX THE AUTOMATIC SPELLER mound jar scarf horn lye glow pound far harsh mom dye , grow round mar marsh thorn rye show sound par i sort mild slow ground tar harp short wild snow loud proud spar scar sharp her north child stow throw hour sotu: star card hard fern stern torch scorch cur fiif bind find kind caw jaw law scour lard serve mind paw boy coy joy bark dark jerk term Spur curl rind wind blind raw saw flaw toy hark lark mark fir hurl' grind thaw oil stir burn bold draw boil park bird turn cold dawn coil IT shark third churn fold fawn foil spark girl hurt gold lawn soil farm twirl curt hold yawn toil mold drawn spoil broil hann bam firm first burst burnt sold told bare yam for scold care coin L\JL by dare join cart nor my bow fare loin dart cork fly low pare joint part tart fork cry mow rare point chart stork • try sty row sow ware flare hoist smart form fry tow scare moist start storm pry blow share car march born shy crow snare bar starch corn dry flow stare PHONIC CHART Part I (The diacritical markings are those found in the latest edition of Webster's New International Dictionary.) Third Grade. All columns under "B," but only first two columns under "A" and "C" for 5 Class. All columns under "B," and first four columns under "A" and "C" for A Class. Fourth Grade. All columns under "A," "B," and "C." A ^m ale arm foot d§g end eve care food ask ill Tee maker out soft odd old orb oil last up use urn B star 18ng b g k n s w ch zh th d h 1 P t y th ng r]k f J m r V z C sh zh n w a a a do o w e e k 00 a u 1 i e ou o 6 o 6 oi a VJ u u A u a 8 Give pupils frequent drill from this page, having them do as follows: 1. Pronounce the key words under "A," noting vowel sounds and markings. 2. Give sounds of consonants under "B," noting that only two of them are marked, namely, "tfe" as in "tfeen" and "g" as in "iqk." 3. Give sounds of vowels as placed under "C." 4. Give the short sounds of the following vowels: a, e, i, 0, u, 00; also the long sounds; locate them on this chart. 5. Give the name of the mark used for each vowel under "C"; example, "breve" C*'), "macron" (""), "two dots" (•'), "one dot" ( " ), "tilde" (~), "circumflex" {^), "circumflex-breve" ('^). In giving drill upon consonants and vowels, employ quick, spirited tests as follows: 1. Begin at the upper left-hand corner and recite across the page. 2. Begin at the lower right-hand corner and recite up the column. 3. Begin at other comers and recite across or up or down the page. 4. Begin at one corner and recite around the page. xxxi PHONIC CHART Part H (The diacritical markings are those found in the latest edition of Webster's New International Dictionary.) Fifth TO Eighth Grades, Inclusive A am ale arm foot account senate ask end eve care food recent ^vent sSft ill ice makei • out connect obey sofa odd old orb oil circws tlnite nature up use urn stai attempt preface verdure B b g k n s w ch zh th d h 1 P t y th ng r]k f i m r V z C sh zh n w a a a do o a a t^ a w e e a 00 a e e # a 1 1 e ou o I k ty a o o 6 oi a 6 # a u u A u a O u tl M a Give pupils frequent drill from this page, having them do as follows: 1. Pronounce the key words under "A," noting vowel sounds and markings. 2. Give sounds of consonants under "B," noting that only three of them are marked viz., "tb" as in "tben," "r)k" as in "igk," and "n" as in "canon." 3. Give sounds of vowels as placed under "C." 4. Give the short sounds of the following vowels: a, e, i, o, «, 00; also the long sounds; locate them on this chart. 5. Give the "modified short" and "modified long" vowel sounds, as, "a" in "occount," "e" in "event," and "u" in "nature." 6. Give the name of the mark used for each vowel under "C"; example, "breve" (^), "macron" (■"), "two dots" ( * * ). "one dot" ( * ), "tilde" C*), "circumflex" (^ ), "circumflex-breve" (^), "macron-dot" (■*•■). In giving drill upon consonants and vowels, employ quick, spirited tests as follows: 1. Begin at the upper left-hand corner and recite across the page. 2. Begin at the lower right-hand corner and recite up the column. 3. Begin at other corners and recite across or up or down the page. 4. Begin at one corner and recite around the page. xxxii rb 36b22 UNIVERSITY OF CALIFORNIA LIBRARY