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'^'i How TO
t
LEARN TO SPELL
by
O.E.IATHAM, Ph.B
Author of
THE FIRST YEARlS WORK IN NUMBER::
CO
JO
CD
ATKINSON ^ MENTZBR,
CHICAGO. BOSTON.
HOW
TO LEARN TO SPELL
BY
O. E. LATHAM, Ph.B., M.D.
AUTHOR OF "THE FIRST YEAR'S WORK IN NUMBER'
m «
% /
CHICAGO
ATKINSON & MENTZER
COPVRIGHTED, 1902,
ATKINSON & MENTZER,
CHICAGO
PREFACE.
"When 1 see a word I know not how to pronounce it;
when I hear a word I know not how to spell it."
The above remark, made by one of America's greatest
scholars, conveys an ineffable sadness, a sadness enhanced
by the consciousness that in the teaching of English the
budding soul must be grooved along irrational lines.
Thus, at the outset, the reasoning faculty is seriously
benumbed, a condition from which one never wholly
recovers.
The indictment against our present alphabet and its
uses contains charges of deeper import than the question
of spelling; but "a condition, not a theory, confronts
us," our problem is to teach spelling while using the
present alphabet.
The art of reading is so important that a method of
teaching reading has been diligently sought. Years of
thought and discussion have been given to the subject.
Teachers, to-day, can knowingly lead pupils into the art
of thought expression. True, formerly, children learned
to read, but progress was slow; teachers not having
acquired a definite consciousness of what to do did much
that tended to retard rather than promote the object in
view; now, the task of teaching reading is essayed with
perfect confidence; teachers have a definite knowledge
of the step to be taken. Some prefer to teach sounds,
3
541:189
/
4' ••* • '•* ' •'•'••' -^'PREFACE.
through sounds teach words, then teach reading;
others prefer to teach words as wholes, then teach read-
ing; others prefer to teach reading, then teach words.
All teach reading in the same way. They differ in their
estimates of the amount and the kind of foundation advis-
able; they differ in the device used, and in personal force;
but they do not differ in method of teaching reading.
The teaching of spelling has never received such
serious attention. In a general way, the teaching of
spelling is regarded as an endless task and a hopeless
problem.
Success in the training of children to recognize words
as wholes for reading purposes has brought into use the
word-by-word plan of teaching spelling. It has been
assumed that attention given to the recognition of words
is attention given to spelling; it has been assumed that
the mental process in learning to spell is the same as the
mental process in learning to pronounce words at sight.
But results in spelling have not been satisfactory.
When no attention is given to spelling aside from that
given to reading, the spelling vocabulary increases slowly.
When to spelling as a separate exercise time is given, in
amount equal to that given to reading, the spelling
vocabulary still lags far behind the reading vocabulary.
The gap between these two vocabularies should lead us to
question our method of teaching spelling.
In learning to talk a word is mastered as a unit;
in one's first effort at writing words each letter is a unit.
Were we to omit two and three letter words from the
count in summing the words on a page of reading matter,
PREFACE. 5
learning to spell the remaining words, if taught by the
word method, would be many times as difficult as learn-
ing to pronounce them. Fortunately, in spite of the
method, children unconsciously assimilate many of the
uniformities of our language; aided by these uni-
formities, the gap between the two vocabularies, though
conspicuous, is not so wide as it otherwise would be.
The word-by-word method of teaching spelling is
faulty:
1. It violates a law of economy.
(It attempts to teach each word as a unit unrelated to
other words in spelling. At once, it brings a child face
to face with a lawless, an endless, and a hopeless task.)
2. It violates a law of n>ind.
(It attempts to supplant an ear image of a word and
substitute there-for an eye image. A child speaks his
native tongue before he reads. Word images are at first
ear images. By law of apperception, new ideas are
interpreted by, and coalesce with, pre-existing ideas. It
follows that the eye image must coalesce with the ear
image, the ear image being the base. Children lacking
the sense of sound may be trained to spell well by a
method adapted to the defect. The normal child cannot
be so trained. The normal child has a consciousness
arising from the sense of sound that interferes with any
plan of training adapted to the defective.)
Any successful plan of teaching the normal child to
spell must conform to the following propositions:
I. The learner must be given a definite state of con-
sciousness which is to serve him as a standard.
6 PREFACE.
(But few minds can retain unorganized knowledge.
To organize knowledge, the mind m.ust have an inter-
preting standard around which to group likenesses and
differences.)
2. The spelling standard, at base, must be an ear con-
sciousness.
(Since words are at first ear images, the mind must
interpret a written word in terms of sound.
Since, in one's first effort at writing, each letter arouses
a unit of consciousness, the mind will make an effort to
interpret each letter in terms of sound. This effort pro-
duces an indefinite phonic consciousness. An indefinite
phonic sense hampers, rather than assists, one in spell-
ing. It follows that this indefinite phonic sense must be
made definite, or the child will remain in a condition
freighted with worry and bad spelling. It follows that a
child has a right to know, and that it is our duty to
teach, the standard sounds of the letters, and any addi-
tional sounds that become standard by position.)
3. Oral spelling, especially, gives and fixes phonic
consciousness.
4. Writing teaches writing.
(At first, the mere mechanism of writing absorbs the
whole attention. Later, a child can slowly write and
follow the sequence of letters. When penmanship
becomes automatic, one can write correctly any word
that he can spell. We must, therefore, have much writ-
ing, not that writing teaches spelling, but that writing
may not interfere with spelling.)
How to Learn to Spell.
INTRODUCTION.
In speaking the English language, one uses more than
forty sounds. Our alphabet has but twenty-six letters.
Certain letters represent more than one sound. This
causes difficulties in spelling and pronunciation.
Five letters, a, e, i, o, u, are called vowels — voice
letters. The word vowel may mean a sound; again, jt
may mean a character representing a sound.
The names, long, short, broad, flat, etc., as applied to
sounds, being technical, are apt to mislead. In speaking
a word, a long sound may be quite as short as a short
sound.
The sound known as short o is difficult in two ways;
difficult to know, difficult to utter when known.
Short o is allied to, and may be derived from, the
sound of o in for, called broad o, marked 6. O is pro-
duced by a slow lung contraction which gives a breathed
sound that may be prolonged. Short o is produced by
a sudden lung contraction which gives an exploded sound
that cannot be prolonged. The explosion of voice, the
vocal organs being in position to utter 6, produces
short o.
7
^ INTRODUCTION.
a. In assigning to each letter, unmarked, a sound or
an influence, a feature of The Century Dictionary is used.
b. The marks used are those of Webster's International
Dictionary.
c. The Standard Dictionary is followed in spelling,
accent, syllabication, and pronunciation.
Each letter has a standard sound. Some letters have
special sounds in certain positions. The contraction,
std., indicates a sound or law considered standard. The
contraction, p. std., indicates a positional standard; as,
c before e and i.
Letters will be marked only when their sounds conflict
with standards.
These exercises should be started as early as the
beginning third grade, and finished in the fifth grade.
They will bring the spelling vocabulary abreast with the
pronouncing vocabulary while increasing the latter six-
fold. At the end of three years' work, a child can pro-
nounce and spell any one of 30,000 words.
HOW TO LEARN TO SPELL.
LESSON 1.
The short sound of the vowel Is assumed to
be its standard sound. For this reason, in these
exercises, short vowels will be written unmarked;
as,
a e i o u
Pronounce these words:
bat fed bid bog cup
Pronounce the above words again. Think
the vowel sound. Pronounce the vowel alone.
Pronounce these sounds:
a e i o u
e - i o u a
i o u a e
o u a e i
u a e i o
Drill until the pupils pronounce with ease.
LESSON 2,
These letters, bcdfghjklmnpqrs
t V w X y z, and (ch sh th), are called conso-
nants, con, with; plus sono, sound.
9
lO HOW TO LEARN TO SPELL.
Vowels are sounds, consonants are characters
used to go along with sounds. In most words a
vowel is flanked by consonants. These cause the
vowel sound to begin in a queer way, and to end
in a queer way.
In pronouncing a single word ending in a
consonant, we usually allow the breath to escape
at the close, and by this we are deceived. In
the sentence, "Pop goes the weasel," were we to
pronounce pop as we often do when it stands
alone, the sentence would sound like this, Pop-h
goes the weasel.
It is best to avoid sounding consonants alone.
The more you study our language, the more you /
will be inclined to consider consonants as modifiers
rather than sounds, though in certain words some
consonants have separable sounds.
Correct pronunciation is elegant pronunciation.
Pronounce-
bat bet bit *bot but
Isolate the sound of the first two letters
blended, pronounce. Isolate the sound of the
last two letters blended, pronounce.
ounce:
ba
be
bi
bo
bu
at
et
it
ot
ut
HOW TO LEARN TO SPELL.
II
The next twenty-eight lessons are pronounc-
ing lessons. The vowel remains short throughout.
The consonant influence considered standard is
indicated by a word at the left.
LESSON 3.
bat,
ba
bi
bo
ba
bu
ib
ob
eb
ub
ab
cat,
cu
ca
CO
cu
ca
ec
uc
ac
ic
oc
LESSON 4.
dip,
di
da
du
de
di
ad
ed
id
od
ud
fig,
fi
fu
fo
fe
fa
uf
if
uf
ef
af
LESSON 5.
gas,
ga
ga
gu
ga
gu
ag
og
ig
og
ug
hat,
ha
hi
ho
hu
ha
jug,
ja
ju
ja
ju
ja
LESSON 6.
kid.
ke
ki
ku
ke
ka
lad,
le
la
li
lo
lu
ul
al
ol
al
il
man,
ma
mi
mo
ma
mu
um
am
om
im
em
12
HOW
TO LEARN TO
LESSON 7.
SPELL.
net,
nu
ni
ne
na
ni
in
on
un
an
en
pod.
po
pi
pe
pu
pa
ap
ep
up
op
ip
LESSON 8.
c, k, and q modify In the same way. q Is
always followed- by u. qu = kw, std.
quit, qua que qui quo qui
quo que quo qui qua
rat,
ri
ra re
ro
ru
re
rl ro
LESSON 9.
ur er Ir.
ru
ra
The custom of making no distinction between
ur and er In pronunciation seems to be quite
general. Authority makes a distinction. This
lesson requires care.
When the vocal organs are In position to
utter short u, we may give short u, or neutral u
at will. Short u requires a sudden lung contrac-
tion, causing exploded voice. Neutral u requires
a slow lung contraction, causing breathed voice.
ur equals the blending of neutral u and r; as,
urn, fur, concur.
HOW TO LEARN TO SPELL. 1 3
er equals the blending of short e with a slight
glide and r; as, fern, term, verb,
ir equals er; as, first, bird, birth.
urn,
ur
ur
ur
ur
ur
term,
er
er
er
er
er
bird.
ir
Ir
ir
Ir
ir
ur
er
ir
ur
er
er
ir
ur
ir
er
ir as an Initial syllable equals the blending of
short I and r; as, ir reg u lar.
LESSON
10.
sat.
se
si
sa
su
si
OS
es
us
es
us
top,
ta
te
tu
ta
tu
et
it
ot
ut
at
LESSON
11.
vat,
va
ve
vi
vo
vu
iv
uv
iv
av
uv
wit.
wl
wi
wi
wi
wi
wi
wa
wi
wa
wi
LESSON
12.
ax,
ax
ex
Ix
ox
ux
yes.
ya
ye
ya
ye
ya
fez,
ez
uz
ez
uz
ez
za
ze
zi
ze
zi
14 HOW TO LEARN TO SPELL.
LESSON 13.
ch, sh, th.
The above modifiers represent units, not blend-
ings.
church, ach ech uch och ach
chi cho chu cha che
ship, shu sha shi sho shu
esh ish ush osh ash
LESSON
13^
in,
tha
thi
tho
thu
tha
ath
eth
ith
uth
eth
em,
thi
tho
thu
tha
thi
eth
uth
ith
ath
eth
These lessons should be reviewed until a pupil
can pronounce an entire lesson in ten seconds.
LESSON 14.
Throughout these exercises the vowel is treated
as a base. Consonants are treated as front modi-
fiers and rear modifiers of the vowel.
a. Pronounce these words.
b. Isolate the sound indicated by the first three
letters, pronounce:
black, brand, clam, crab,
black, bla. bli bio blu ble
brand, bru bri bro bre bra
clam, cla clo clu cli cle
crab, era cru cro cri ere
HOW '
ro LEARN TO !
LESSON 15.
SPELL.
dress,
dre
dra
dru
dri
dro
dwell,
dwe
dwi
dwe
dwi
dwe
flit,
fli
flo
flu
fla
fle
from,
fro
fra
fre
fri
fru
T.ESSON 16.
glad,
gla
gli
gle
glo
glu
grand.
gra
gri
gro
gru
gra
ph = f.
pha
phe
phi
pha
pho
plot,
plo
plu
pli
pla
pie
15
LESSON 17.
sc = sk, sea scu sea scu sea
sch = sk, sehe sehe sche sehe sehe
sera sere seri seru sera
shra shre shri shru shra
To the ear, se and sk are alike, and seh often
has the same sound.
sc is standard.
Words starting with sch and sk are few and
easily mastered.
LESSON 18.
skull, sku ski sku ska ske
sled, sle sli slo slu sla
smash, sma sme smi smo smu
snug, snu sno sni sne sna
i6
HOW TO LEARN TO SPELL.
LESSON 19.
sphinx,
sphi
spha
sphe
sphi
spha
spot,
spo
spa*
spi^
spu
spe
sprang.
spra
spre
spri
spru
spra
squint.
squi
sque
LESSON
squi
20.
sque
squi
stop.
sto
ste
sti
sta
stu
strand.
stra
stre
stru
stri
stre
swam,
swa
swe
swi
swi
swe
thrill,
thri
thra
LESSON
thri
21.
thra
thri
trot,
tro
tri
tre
tru
tra
thresh.
thre
thra
thre
thri
thru
twelve.
twe
twi
twa
twe
twi
wh = hw,
whip.
whi
whe
whi
whe
whi
LESSON 22.
REAR LETTERS.
Rear consonants may modify as a unit; as, mp.
Rear consonants may have separate influences;
The second of two like modifiers standing side
by side can have no influence and is considered
silent; as, h'^, c}^, d^, f|, g^, 1/, r/, s^ tf, z^.
back, ack eck ick ock uck
act, act ect ict oct uct
cuff, uff off eff aff eff
sift, ift oft uft aft eft
HOW TO LEARN TO SPELL.
17
LESSON
23.
bulb,
ulb alb
elb
lib
ulb
held,
eld lid
eld
ild
eld
milk,
ilk elk
Ilk
elk
Ilk
helm,
elm ilm
ulm
elm
Ilm
LESSON
24.
»
bill,
ill ell
ull
ell
111
pulp.
ulp ilp
alp
elp
Ilp
belt.
elt ilt
ult
elt
Ilt
pump.
ump omp
LESSON
imp
25.
emp
amp
tempt,
empt ampt
umpt
empt
amp1
ranch.
anch ench
unch
onch
anch
bend.
end end
LESSON
Ind
26,
and
und
n
before g or k
= n, p.
std.
ring.
ing ang
eng
ong
ung
bank.
ank unk
onk
ink
ank
mint.
int ent
ont
unt
ant
verb,
erb erb
LESSON
erb
27.
Irb
irb
bird.
ird erd
ird
erd
Ird
church.
urch irch
urch
Irch
urch
turf,
urf urf
urf
urf
urf
berg,
erg urg
erg
urg
erg
i8
HOW TO LEARN TO SPELL.
LESSON
28.
kirk,
irk
irk
urk
urk
urk
firm.
irm
erm
irm
erm
irm
fern.
ern
urn
ern
urn
ern
chirp.
irp
irp
irp
irp
irp
.
LESSON
29.
first.
irst
urst
irst
urst
irst
wert.
ert
urt
irt
ert
urt
mirth,
irth
irth
irth
irth
irth
disk,
isk
usk
isk
usk
isk
LESSON 30.
spasm,
asm
ism
asm
ism
asm
Hsp,
isp
usp
isp
usp
isp
kiss,
iss
ess
uss
iss
ess
best.
est
ist
est
ist
ost
buzz.
uzz
izz
uzz
izz
uzz
A few endings have been omitted.
LESSON 31.
THE ALPHABET.
Learn the letters by name in sequence.
abcdefghijklmnopqrst
u V w X y z
Can you say them backwards ?
Name the letter just before, and the letter
just after each of these:
d, s, h, m,'p, b, w.
HOW TO LEARN TO SPELL. I9
Were your dictionary open at words beginning
with m, which way would you turn to find words
beginning with
s, f, b, p, c, q, o ?
LESSON 32.
a. Write the alphabet carefully, connecting
each two, three, four, or five letters.
b. Write the letters well; time, one minute.
(Practice until you can do this.)
LESSON 33.
a. Orally, spell the word-parts in Lesson 3.
(The teacher should dictate rapidly. The pupil
should name the letters, but not repronounce the
word-part. Each pupil should thus spell an entire
lesson in one-half minute.)
When the oral spelling is perfect, the part-
words may be dictated for writing. In writing,
one should be reproducing a mental image, not
attempting to form one.
b. At dictation, write Lesson 3; time, two
minutes.
c. At dictation, write Lesson 3; time, one
minute.
The mind through the ear must acquire a
definite phonic sense. The hand must obey the
mind automatically. You must learn to write well,
you must learn to write rapidly.
20 HOW TO LEARN TO SPELL.
LESSON 34-60.
Devote the next twenty-seven exercises to the
oral and the written spelling of the word-parts
found in Lessons 4 to 30 inclusive, omitting all
word-parts in ir, sk, and sch. Pupils should not
study the lessons in advance. The pronouncing
drills have given them a phonic sense that enables
them to do this work without study.
Suggestion. — While the recitation periods are
devoted to the above work, the study periods
should be used in building Class A words.
Explanation. — In order to aid you in learning
to spell, words are herein divided into four classes,
Class A, Class B, Class C, and Class D.
Class A includes all words having a single
vowel followed by one consonant only; as,
in hop* club dram shred.
Class B includes all words having a single
vowel followed by two or more consonants only; as,
off bulb belch smirk rhythm.
Class C includes all words having a single
vowel followed by one or more consonants and
silent e; as,
came scheme bone shrine change brusque.
Class D includes all words having two vowels
side by side; as,
aid goose speed count screech oak.
HOW TO LEARN TO SPELL. 21
LESSON 61.
CLASS A.
Class A includes all words having a single
vowel followed by one consonant only; as,
am red grim throb strut.
Explanation. — A vowel is treated as a base.
A front letter is one' before, or to be placed
before the vowel.
A rear letter is one after, or to be placed
after the vowel.
WORD BUILDING, MODEL.
Rear letters, — b, d, g, m, n, p, t, x.
a — am an at ax
e —
i^ in it
o — on ox
u — up
Plan. — Write the rear letters at the top for
a guide. Write the vowels in column at the left.
Imagine the first rear letter to follow a. If those
two letters form a word, write the word. If those
two letters do not form a word, imagine the next
letter to follow a. So continue, until all rear
letters have been tried imaginatively.
In the same way, try each rear letter with e,
then with i, with o, and with u.
Copy the rear letters, close your books, repro-
duce this lesson.
22 HOW TO LEARN TO SPELL.
LESSON 62.
CLASS A.
WORD BUILDING, MODEL.
Rear letters, — b, d, g, m, n, p, t, x.
ba: — bad bag bat
be — bed beg bet
bi — bib bid big bin bit
bo — bob bog box
bu — bud bug bun but
Plan. — Write the rear letters at the top for a
guide. Write the vowels, with front b, in column
at the left. Imagine the first rear letter to
follow ba. If the three letters form a word, write
the word. If those three letters do not form
a word, imagine the next letter to follow ba. So
continue, until all rear letters have been tried
imaginatively.
Treat be, bi, bo, and bu, in the same way.
Directions:
a. Use only the above rear letters.
b. Write only words that you know.
(You must be careful about these directions.
Others may know more words than you, but the
teacher takes pride in the one who learns most,
rather than in the one who at first knows most.)
Copy the rear letters, close your books, repro-
duce this lesson.
Note. — The pupils will build some undignified words
such as bub and bum. Such words offer direct material
for language culture lessons. Much of the language
work done in school is a sorry waste of time, but lan-
guage culture lessons are always fruitful.
HOW TO LEARN TO SPELL. 23
LESSON 63.
CLASS A.
Use front c according to model, Lesson 62.
a. Use only the rear letters assigned in Les-
son 62.
b. Write ouxy words that you know.
LESSON 64-79.
Use the following front letters, one at an
exercise, according to model. Lesson 62:
dfghjklmnprstvwy.
LESSON 80.
CLASS A.
Explanation. — Words
having er, ir, and ur must
be learned, for er and ir
sound alike, and closely
resemble ur.
Words ending in c, f, 1,
or s must be learned, for
ck, ff, 11, or ss is usual.
Words having j before
e and i must be learned,
for g is generally sub-
stituted for j before e
and i.
g before e ana i, nav-
ing the sound of j, is p.
std.
Words having s before
e and i must be learned.
The plan of leaving blank spaces after lists to
Memorize:
er
her
ir
fir
ur
bur
cur
fur
bac
hir
lac
as
is
bus
gas
has
his
pus
yes
was
pur
roc
sac
jet
jib
jig
if
of
set
sew (so
sex
nil
sol
sin
sip
sit
six
24 HOW TO LEARN TO SPELL.
be learned is followed throughout.. These spaces
allow room to insert words that should be added to
the list.
Each list of words maybe incomplete, from over-
sight, because the word is not in common use,
because it lacks dignity, because it belongs to one
of the Rhythmic Groups, because it has more
letters than have yet been considered, or because it
involves a change in vowel sound that is separately
treated.
Thoroughly learn the meaning and the use of
these words.
LESSON 81,
CLASS A.
You cannot blend s with s, x, or z.
If you wish to make the word fox mean, more
than one, you add the syllable es, and write foxes.
One can blend s with the other single letters.
If you wish to make the word bug mean more
than one, you add the letter s, and write bugs.
You can form the plural of Class A nouns by
adding s to the root, remembering to add es to
those ending in s, x, or z.
Remember. — man, plural men^
ox, plural oxen.
Verb roots also take s; as, bat, bats; I bat well,
but he bats better.
HOW TO LEARN TO SPELL. 25
a. Select, from the supplement, words to be
dictated. Let the pupils add s to the roots.
b. Select, from the supplement, words to be
dictated at the rate of twenty per minute.
You can now spell,
Class A roots 350
Class A derivatives In s, es 320
LESSON 82.
CLASS A.
You can form the possessive of Class A nouns
by adding the apostrophe and s ('s) to the root; as,
A bud's form Is oval.
We pronounce the possessive form of a word
ending In s, x, or z. In two syllables; as, gas's,
box's, fez's.
a. Write sentences, using the possessive form
of these words,, bed, cap, dog, nut, rat.
b. Select, from the supplement, words to be
dictated. Let the pupils form the possessive.
You can now spell,
Class A roots 350
Class A derivatives In s, es 320
Class A possessives 180
26 HOW TO LEARN SPELL.
LESSON 83.
CLASS A.
We often add a syllable to the rear of a word,
and thus form a different word. The word thus
formed Is called a derivative. The syllable added
is called a suffix. If the added syllable begins
with a vowel, it may be called a vowel suffix.
The vowel suffixes most frequently used are,
• ed, en, er, ing, y.
When adding a vowel suffix to a Class A root,
we repeat the final letter of the root, and assign
the added letter to the suffix; as,
fat fat fat fat fat
fat ted fat ten fat ter fat ting fat ty
(k, V, w, and x are not so repeated.)
edo When the root ends in d or t, the ed suffix
is pronounced as written. When a root ends in
f, p, or X, the ed suffix has the sound of t. When
a root ends in any other letter, the ed suffix has
the sound of d. p. std.
HOW TO LEARN TO SPELL.
27
SAMPLE PAGE.
iss A derivatives:
bagged
winner
wedded
taxed
jotting
wedding
fanned
tapper
webbed
hopping
. winning
webbing
budded
cupping
bidden
tagged
tapping
bidder
manning
bedded
bidding
buggy
cutting
vexed
tipped
tanned
dunning
batted
bedding
vexing
canned
cotter
dunned
tipping
tanning
vexer
batter
bedder
dipper
canning
totter
setting
tinned
tanner
dipping
witted
begged
donned
capped
dotted
donning
tinning
tanner
fanned
taxing
robber
bobbing
witty
wetter
foxy
capping
digger
.foggy
tapped
summing
boxing
bagging
wetting
boxed
budding
digging
fitting
tagging
summed
fitted
28 HOW TO LEARN TO SPELL.
LESSON 84.
CLASS A.
Note. — Words ending in x are assigned to Class A,
though X, having the force of ks, is equivalent to a Class B
ending. Words ending in ch, sh, and th, are assigned to
Class B, though the ending is a unit of sound.
The following letters are not repeated before
a vowel suffix.
Remember. — k, v, w, and x.
BUILDING derivatives, MODEL.
Vowel suffixes, — ed, en, er, ing, y.
wit — witted witty
tap — tapped tapper tapping
pop-
fix—
vow —
Plan. — Write the vowel suf^xes at the top for
a guide. Try, Imaginatively, each suffix with each
root.
Write only words that you know.
Each day, build derivatives from six Class A
roots. So continue, until all the roots found In
the supplement have been used.
Suggestions:
a. While the study period Is being used In
building Class B words, the recitation period may
be used In writing Class A plurals and possesslves.
b. Dictate Class A derivatives for rapid writing.
HOW TO LEARN TO SPELL. 29
LESSON 85.
CLASS B.
Class B words have a single vowel followed by
two or more consonants only; as,
add bend thrill broth dress strength.
Before building words as directed below, pro-
nounce Lessons 133, 135, 136, 137.
WORD BUILDING, MODEL.
Rear letters, — bb, dd, ff, ft, gg, Ik, 11, Im, mp,
nch, nd, nk, nn, nt, pt, rn, sh, sp.
a — add aft all and ant apt ash asp
e — ebb egg elk ell elm end
I — ill Imp Inch Ink Inn
o — odd off oft
u — urn
Plan. — This work Is done as In Lesson 62
Copy the rear letters, close your books, reproduce
this lesson.
Remember. — add ebb Ggg Inn odd.
30 HOW TO LEARN TO SPELL.
LESSON 86.
CLASS B.
Note. — Before taking up the work of this lesson, turn
to the Rhythmic Groups and pronounce the words having
Italian a, and modified Italian a.
WORD BUILDING, MODEL.
Rear letters — ck, ff, ft, mp, nch, nd, ng, nk,
nt, sk, ss, St, th, zz.
ba — back etc.
be—
bi—
bo—
bu—
Complete this lesson.
Write only words that you know..
LESSON 87.
CLASS B.
Use front c in the manner above.
a. Use only the rear letters assigned in Les-
son 86.
b. Write only words that you know.
LESSON 88-103.
CLASS B.
Use the following front letters, one at each
exercise, in the manner above.
Use only the rear letters assigned in Lesson 86.
Write only words that you know,
d, f, g, h, j, k, 1, m, n, p, r, s, t, v, w, y.
HOW TO LEARN TO SPELL.
LESSON 104.
CLASS B.
er
berg
berth
derm
fern
germ
herb
herd
jerk
perch
perk
pert
term
serf
verb
Learn:
ir
birch
ur Suggestions. — One
burg may express the meaning
bird burn of a word more com-
birth burnt pletely by using a sen-
dirk burr tence, or a phrase, than
dirt burst by using a single word,
firm curb but for the exercises fol-
first curd lowing, a single word is
gird curl much better,
girl curst The teacher is request-
girt curt ed to study with the pupils,
girth durst to explain when neces-
kirk furl sary, and to help select a
mirth hurl single word to convey the
myrrh hurt meaning of the listed
lurch word.
lurk Pronounce these words
murk repeatedly, giving the
purl meaning each time,
surd When does one know
surf a list of words ?
turf Ans. When he can
turn pronounce, and give a
synonymous meaning at a
rate of fifty or more per minute.
Do no spelling until the above work is finished.
You will then find that the spelling is perfect.
Caution. — The meaning must be known, not
written at the side of the word.
32 HOW TO LEARN TO SPELL.
LESSON 105.
CLASS B.
Learn :
jerk
kilyl
cell
self
sl#t
jest
lymph
cent
sell
si^n
jilt
lynch
cyst
send
silk
lynx
buzz
serf
sill
calc
hymj?i
fizz
sick
silt
zinc
myth
fuzz
sift
sing
talc
nymph
sizz
sl^^
sink
arc
ark
See
suggestions, Lesson 104.
T.F.SSON 106.
CLASS B.
^
std. Add s to the root to form the plural of
a word in any class.
std. Verb roots also take s.
Some words of Class B end in ch, sh, ss, zz.
Will s blend with those sounds ? How, then,
would you form the plural of words so ending?
Remember these plurals:
self, plural selves
shelf, r ?
elf, " ?
wolf, " ?
a. As the teacher dictates roots, write plurals
at the rate of twenty or more per minute.
HOW TO LEARN TO SPELL. 33
b. As the teacher dictates roots, write possess-
ivcs at a rate of twenty or more per minute.
(The teacher may select from the supplement.
While dictating Class B words, intermix Class A
words having like sound endings.)
You can now spell,
Class A words 1400
Class B roots 600
Class B derivatives in s, es, ves, 's 700
LESSON 107.
CLASS B.
Certain syllables are frequently used as suf-
fixes. Those that begin with a vowel may be
called vowel suffixes. (v. s.) Those that begin
with a consonant may be called consonant suf-
fixes, (c. s.)
std. Words of any class take on a consonant
suffix without change.
How do we add a vowel suffix to a Class A
root?
What is a Class B root ?
Class B roots take on any suffix without change.
The common vowel suffixes are, ed, en, er, est,
ing, ish, y.
The common consonant suffixes are, ful, less,
ling, ly, ment, ness.
34 HOW TO LEARN TO SPELL.
BUILDING DERIVATIVES, MODEL.
(v. s.) ed, en, er, est, ing, ish, y.
bunt —
rend —
lash-
hint—
mill-
Build only words that you know.
a. Daily write the derivatives of six Class B
words.
When you have practiced the above exercise
three weeks you can spell many words.
You can then spell,
Class A words 1400
Class B words 2800
LESSON 108.
CLASS A— CLASS B.
Words of Class A and Class B may begin
with one of the following combinations:
bl
br
ch
chr
cl
cr
dr
dw
fl
fr
gl
gi*
ph
pl
pr
sc
sch
schl
schr
scr
sk
si
sm
sn
sp
spr
st
str
sw
th
thr
tr
tw
wh
wr
HOW TO LEARN TO SPELL.
35
WORD BUILDING, MODEL.
Rear letters — b, ck, d, ff, ft, g, m, mp, mpt, n,
nch, nd, ng, nk, nt, p, sk, ss, st, t, th, z.
Build as in model, Lesson 62.
bla—
ble—
bli-
blo—
blu—
LESSON 109.
*
Learn :
clerk
chirp
blur
querl
flirt
blurt
sperm
quirk
church
stern
shirk
churn
shirr
scurf
shirt
slur
skirt
spur
smirch
spurn
CJirist
smirk
spurt
c)iri§m
squirm
whur
crypt
squirt
phlegm
stir
phlox
swirl
See
rjius
third
Suggestions,
rjiythm
thirst
Lesson 104.
;^cent
twirl
^cjiism
whir
schist
whirl
36
now TO LEARN TO SPELL.
SAMPLE PAGE.
is having
multiple front
letters.
bless
blench
splint
quiz
splash
twist
skid
. blotch
splotch
quit
sphinx
twelfth
skill
chink
sprang
quirk
shrunk
thwack
skim
chintz
sprig
quip
scoff
thrust
skip
CJirist
spring
quilt
shrug
thrush
shrink
clinch
sprint
quill
shrub
thrum
skulk
crutch
sprung
quid
shrimp
throng
skull
cranch
strength
quick
shrill
thrill
skunk
clutch
stretch
quest
script
thrift
scum
crotch
strict
querl
scrimp
thresh
cress
drench
string
chink
scratch
thrash
clad
plinth
strip
quell
scrap
struck
quench
scrag
strong
HOW TO LEARN TO SPELL.
37
A PUZZLE IN CII AND TCH.
As you pronounce these words, name the class
to which each belongs; as, Class B, Class C,
Class D.
Observe this page. Study the next lesson.
arch
each
sandwich
watch
hitch
witch
batch
finch
ostrich
beach
itch
thatch
botch
flinch
squelch
belch
kitchen
stitch
butcher
French
such
peach
latch
stretch
paunch
lynch
scorch
search
notch
smutch
bench
lunch
niche
catch
match
beech
bleach
patch
snatch
blanch
crunch
rich
clutch
pitch
hatch
bunch
parch
perch
ditch
ratchet
henchman
church
much
launch
Dutch
retch
switch
leech
quench
bachelor
etch
satchel
clinch
cranch
ranch
cinch
38 HOW TO LEARN TO SPELL.
LESSON 110.
ch, tch.
Pronounce column 2. Do you hear a con-
sonant sound between the vowel and ch ?
Pronounce column 3. Do you hear a conso-
nant sound between the vowel and ch? t in tch
is silent.
I 2 3
beach gulch batch
leech lynch stitch
peach march match
each ranch scratch
Class D words never end in tch; as, column i.
Class B words having a consonant sound be-
tween the vowel and ch, never end in tch; as,
column 2.
std. Class B words having no consonant sound
between the vowel and ch, end in tch.
Suggestion. — Study the idea above until it
seems easy; memorize the following list of ex-
ceptions; you can then spell more than two hundred
syllables in ch and tch, having the std. sound of ch.
Remember:
at ) sandwich much
de ) rich such
bachelor which ostrich
niche duchy duchess
HOW TO LEARN TO SPELL. 39
LESSON 111.
CLASS A— CLASS B.
a. As the teacher dictates, write plurals of
words beginning with multiple front letters.
b. Daily form derivatives of six words begin-
ning with multiple front letters.
c. As the teacher dictates, write Class A and
Class B derivatives at a rapid rate.
Note. — Lesson iii is general. The teacher can tell
when those exercises become a waste of time.
LESSON 112.
Words may combine without losing their original
meaning, and form a new word, a compound
word; as,
dust and pan, dustpan
tan and yard, tanyard
whip and lash, whiplash
We may form derivatives of compound words;
as, whiplashed, whiplashing, etc.
Form compounds by combining each word in
the upper list with a word in the lower list.
red black gas club red ship first red slip
cat snow star black high church
foot yard fish born light board board shod
bird bird land bird bird wing top
40
HOW TO LEARN TO SPELL.
SAMPLE PAGE.
By observing what can be done with the word,
back, the first word that you built in Lesson 86,
you can form some idea of the number of words
that you can now spell.
back
backhand
backhands
backhanded
backbanding
backbond
backbonds
backcast
backcasted
backcasting
backcaster
backcasters
backcastings
backcasts
backer
backers
backing
backings
backfall
backfalls
backfaller
backfalling
backfallings
backhand
backhands
backhanded
backhandedly
backhandedness
backhander
backhanders -
backhanding
backlash
backlashes
backlashed
backlasher
backlashers
backlashing
backlashings
backlog
backlogs
backmost
backset
backsets
backstitch
backstitches
backstitched
backstitching
backstitchings
backward
backwards
backwardly
backwardness
backwash
backwasher
etc.
Observe that the above words are on the plan
of a Class B word, or two Class B words, four
excepted. Class C and Class D words also com-
bine with Class A and Class B words In forming
compounds and compound derivatives.
HOW TO LEARN TO SPELL. 4I
When you have mastered the words of Class
C and Class D, you can spell a great many words.
However, you can now spell,
Class A roots, derivatives, etc 2,000
Class B roots, derivatives, etc 11,000
T.F.SSON 113.
LONG VOWELS.
game
cere time bone
cube
a
.e i
u
Long u is the only difficult long vowel sound.
Long u equals the blending of e and 00; but
the blending must be so perfect that the e sound
cannot be distinguished from short i.
The long u sound is heard in the following
words:
beauty, feud, new, few, pew, cue, lieu, duty,
Note. — Initial long u has a consonant y element; as,
un ion (yun yun).
Pronounce:
u = u
blue cube cure cute duke dude dune
dupe fluke flute June fume mute nude
42 HOW TO LEARN TO SPELL.
LESSON 114.
LAWS OF LONG VOWELS.
Law I. — A vowel as a word is long.
A wise son maketh a glad father. — Bible,
I am a part of all that I have met. — Tennyson,
O beautiful and grand,
My own, my native land! — Coles.
Law I applies, also, to a vowel used as an
accented syllable; as,
a' pron i' ron o' pen
A' pril i' tem o' ver
e' ven o' ejier o' vert
e' vil o' men u' nit
i' die o' nyx u' ni form
Law 2. — A final vowel, in a word having but
one vowel, is long; as.
be
by
. cry
dry
fly
fry
go
he
me
no
so
ply
pry
she
spry
sty
the
thy
we
ye
(do)
(to)
(two)
(who)
The letter y is often substituted for i. When
y takes the place of i, it becomes a vowel, and
has the sound that i would have in that position.
Law 2 applies, also, to accented syllables; as,
Bi' ble ci' pher pu' pil
bo' gus co' zy py' thon
bu' gle cu' bit fa' ble
HOW TO LEARN TO SPELL. 43
An unaccented vowel is obscure usually, when
by its position it should be long; as, i' 6 dide.
An obscure vowel can scarcely be distinguished
from neutral u. Obscure vowels are marked in
the International Dictionary; thus, a e t o u.
A as a word, also final e in the word the,
are often obscure.
Law 3. — In words of one syllable having two
vowels, the first vowel is long; the second, silent.
Note. — Silent, here, means silent in sound, not in
influence. It is the influence of the second vowel that
makes the first long. A vowel may be silent in both sound
and influence; as, giv^. In these exercises when a vowel
is marked silent, it is silent in both sound and influence.
There are many exceptions to Law 3. See, also. Lessons
148 and 149.
Law 3 applies, also, to accented syllables.
The two vowels may be separated by one or
by two consonants. This arrangement gives what
we call a Class C word; as,
dike lure glimpse
hive merge lathe
The two vowels may stand side by side. This
arrangement gives what we call a Class D word; as,
team bee heed
cheek loan roar
44
HOW TO LEARN TO SPELL.
T.F.SSON 115.
SAMPLE PAGE.
To catch the
rhythm of Class C words,
the
3ils may spell
in concert from
their books.
age
cage
eke
ale
cake
huge
ape
came
drape
ate
cane
June
bake
chaste
fife
bale
chide
flute
bane
chime
braze
blade
chore
eve
blame
cite
glaze
blaze
clime
grade
bide
clothe
cube
bile
clove
hone
bine
code
hire
bode
coke
joke
bole
cone
kite
bone
cope
cute
bore
core
lime
brake
cote
sale
brave
cove
shine
bribe
crape
time
theme
stale
thine
stole
tape
stile
twine
throne
type
HOW TO LEARN TO SPELL.
45
LESSON 116.
SAMPLE PAGE.
To catch the
rhythm of Class D w(
pupils may spell
in concert from
their b
ail
beach
tie
bail
bead
vie
bait
beak
board
bay
bean
cloak
blain
beast
coal
braid
beef
coast
chain
beet
coat
claim
cheek
croak
drain
cheep
doe
dray
creed
float
fail
creek
foal
fain
creep
foam
faint
feed
foe
faith'
feel
loam
flail
fleet
gloat
gain
free
blue
grail
freeze
cue
grain
die
due
gray
fie
blue
hail
hie
glue
jail
lie
rue
laid
lye
sue
lain
pie
moan
4.6 HOW TO LEARN TO SPELL.
LESSON 117,
ACCENT.
monosyllable dissyllable trisyllable
strength era' die can' ni bal
When we speak of a syllable, we generally
have reference to a part of a word uttered by a
single voice impulse, but we may mean a word
uttered by a single voice impulse; as, bud, change,
strength, dear, etc.
It is quite difficult to speak a word of two syl-
lables, without giving greater voice force to one
part than to the other. The part that receives
the greater voice force is said to be accented.
Accent is indicated; thus,
ba' by era' die
Treat these figures as syllables; throw the ac-
cent as indicated; drill until this can be done
with ease.
Nice accent avoids undue voice stress.
1. i'-2 1-2'
2. I '-2-3 i-2'-3 1-2-3'
3. i'-2-3-4 i-2'-3-4 i-2-3'-4 1-2-3-4
Pronounce:
com pare' com par' i son com' pa ra ble
com pact' com' pact com' pa ny
o pin' ion op' e ra om ni pres' ent
HOW TO LEARN TO SPELL. 47
LESSON 118.
You have formed many Class A and Class B
derivatives, also, a few compounds; but we may
have words of two or more syllables that are
neither derivatives nor compounds; as,
wither number mystery
cradle cattle power
Words like the above are sometimes called
two-part, or three-part roots. Which of the above
words is a three-part root?
Wither is not ivith plus er. A derivative retains
somewhat of the root meaning.
To distinguish a two-part root from a deriva-
tive, we must be guided by the meaning, not the
form.
All Class B roots end in two or more con-
sonants. Compounds and derivatives of Class B
are very numerous, but there are very few two-
part roots having a Class B syllable; as,
bick er pock et smoth er
wick et rath er wick ed
Nearly all two-part roots are formed on the Class
A plan; that is, one syllable belongs to Class A.
48
HOW TO LEARN TO Sl'ELL.
The number of words (two-part roots) having
both syllables of Class A form is very great; as,
zigzag
wil low
wal low
wor ry
win dow
wab ble
wor ship
wig wam
ver tex
whis per
tot ter
wam pum
Many Class B words end in ff, 11, ss; but the
first syllable of a two-part root having the same
sound as a Class B root belongs to Class A; that
is, the first syllable ends in single 1, f, or s; as,
. . buf foon
. . muf fler
. . al so
. .bel low
. . mas ter
. . pas ture
. . bil ious
. . del ta ... Del phic
buff ...buffet
muff . . . muf fie
all ... al most
bell . . . bel fry
mass. . . mas cot
pass . . . pas tor
bill ...bilbo
dell . . . del i quesce'
al ways . . . al ter
LESSON 119.
GERMAN METHOD.
While the pupils are mastering certain dif-
ficult lessons, the teachers of Germany make it
a habit to study with the pupils, reading, illustra-
ting, and explaining, until the lesson is understood.
HOW TO LEARN TO STELL. 49
Most spcllin<^ lessons should be treated accord-
ing to the German method. Each word should
be pronounced, and a synonymous meaning found.
True, a sentence or a phrase will define more com-
pletely than a single word, yet a single word
should be thought out and used. In this work
the teacher's aid is very necessary.
A lesson should be studied slowly and a synony-
mous meaning selected for each word. This
slow process may be repeated as many times as
necessary, repeated until the words are known.
When is a list known ?
A71S. When the pupils can pronounce and give
a synonymous meaning at a rate of from fifty to
eighty words per minute.
Caution. — The meaning must be known, not
written at the side of the listed word.
When shall we spell ?
Ans. The habit of attempting to spell un-
known words should be discontinued. The spell-
ing of known words is quite unnecessary, yet for
the sport of it they may be dictated at a rapid
rate to test speed in writing. In general, the
usual spelling grind is quite inexcusable.
50 HOW TO LEARN TO SPELL.
LESSON 120.
TWO-PART ROOTS.
NoTE.^ — At present we are concerned with two-part
roots in which each syllable is of the form of a Class A,
or a Class B root, but the distinctions following obtain in
all two-part roots. You have formed many Class A and
Class B derivatives; you know the laws of union when
joining a sufilix to a Class A or a Class B root. The second
syllable of a two-part root may be joined to the first syl-
lable according to the laws of union in derivatives, or
contrary to those laws
Form One. std.
Form One Includes all two-part roots in which
the second syllable is joined to the first syllable
according to the laws of union in derivatives.
Form Two. (irregular)
Form Two includes all two-part roots in which
the second syllable is joined to the first syllable
contrary to the laws of union in derivatives.
How does a Class B root take on any suffix ?
How does a Class A root take on a consonant
suffix ?
In adding a vowel suffix to a Class A root
we repeat the final letter of the root and assign
the added letter to the suffix, thus, the second syl-
lable begins with a consonant.
The following lessons furnish illustrations of
all types.
HOW TO LEARN TO SPELL.
51
Form One. std, (First type)
bon' net
rab' bit
num' ber
al low'
mit' ten
tur' bid
hum' ble
ex cept'
rib' bon
but' ton
fol' low
tum' ble
her' ring
lim' pid
mas' ter
pud' die
tur' nip
pud' ding
cor' ner
slen' der
wal' nut
stam' mer
nib' ble
lin' net
gar' net
pun' gent
scam' per
vel' vet
gim' let
bal' last
fin' ger
twit' ter
bel' low
blun' der
let' ter
war' ble
in' sect
bar' rel
gen' tie
ob' ject
per haps'
but' ter
pil' grim
ob ject'
bot' torn
mid' die
tem' pie
bram' ble
pil' low
hur' rah
mis' tress
ruf fle
ram' ble
shin' gle
com' fort
mal' let
thiin' der
sis' ter
spar' kle
sus pect'
rub' ber
rud' der
mor' bid
ab hor'
rob' ber
tit' ter
ac' rid
ab duct'
par' rot
rus' tic
ad' der
bom' bast
dif fer
splin' ter
yel' low
ab' bot
wil' low
rug' ged
tran' quil
bur' den
har' vest
tod' die
up' start
ab' sent
rip' pie
hub' bub
wrig' gle
can' ker
nar' row
squir' rel
tor' rid
ab sorb'
dap' pie
spat' ter
tor' por
ac' cent
an' gel
stag' ger
top' pie
ac quit'
an' gle
torn' tit
gid' dy
glim' mer
Observe
:
a. The second syllabi
e begins with a consonant
b. The
first syllable
has the form
of a com-
plete, regul
ar Class A root.
52 HOW TO LEARN TO SPELL.
LESSON 121.
TWO-PART ROOTS.
Form One. std, (Second type)
Certain syllables are used as prefixes. The
common prefixes are:
a, ab, ad, ac, af, ag, al, am, an, ante, ap,
ar, as, at, be, bi, by, co, col, com, con,
cor, de, di, dif, dis, e, ec, ef, em, en, ep,
ex, il, im, in, intro, inter, ir, mis, o, ob,
oc, of, op, out, over, per, pro, re, se, sub,
sue, suf, sup, super, sus, sur, to, trans, un,
under.
a. From the above prefixes select those that
have the form of a Class A root.
Class A roots are of the form of am, red, prod,
etc. If we omit the final consonant there remains
a, re, pro, etc., (incomplete Class A roots).
b. From the above prefixes select those that
have the form of an incomplete Class A root.
Note. — The number of words having the first syllable
of the form of one of the above prefixes is very great;
you can spell most of them, however, without study.
alas'
en list'
clo' ver
o' men
ab hor
ex eel'
re fer'
ti' ny
ac cept'
im part'
E' den
ce ment'
ad diet'
in cur'
i'dle
ba' sin
af feet'
mis call'
de light'
ci' der
al' bum
o mit'
fu' ry
la pel'
HOW TO LEARN TO SPELL.
53
am' ber
an' ger
ap pair
ar' rant
as sent'
at' las
be gin'
bi' son
co' bait
col' lect
com' bat
con fess'
cor' ner
de bar'
di rect'
dif fer
dis band'
e ject'
ef feet'
em bark'
ob' ject
oc cult'
of fend'
per' feet
pre tend'
pro fess'
re buff'
se' cret
sub mit'
suf fer
sup port'
sur pass'
sus pend'
to' paz
trans' fer
un tir
un' der brush
un bend'
un bind'
un born'
fa' ble
ho' ly
co' CO
Mi' das
ca nal'
Bra zil'
wa' ger
vi' per
sto' ry
ta' ble
wa' ry
de pend'
e' vil
e' qual
de test'
a dopt'
ma' pie
ta' pir
ta' pis
o pen
tri' fle
be stir'
pe can'
a jar'
u surp'
ze' ro
ci' pher
sa ber
fi' ber
me' ter
mi' ter
agog" ^
be stow'
be gat'
be get'
be got'
se dan'
pro ject'
di vert'
a far'
Observe:
a. The second syllable begins with a consonant.
b. A one-part root having a single vowel and
ending in s usually ends in ss. Give the excep-
tions in Lesson 80.
The first syllable of a two-part root ending in
s ends in single s; as, mas' ter, pas' tor, etc.
The second syllable of a two-part root ending
in s ends in ss; as, dis cuss', im press', re press',
etc.
54 how to learn to spell.
Remember:
a las' can' vas u' pas
at' las cut' las Christ' mas
c. A one-part root having a sfngle vowel and
ending in 1 usually ends in 11. Give the excep-
tions in Lesson 8o.
The first syllable of a two-part root ending in
1 ends ifi single 1; as, al though', el' bow, hal' ter, etc.
Remember. — all' spice, , , .
The second syllable of a two-part root ending
•in 1 ends in single 1; as, ten' dril, re bel', re pel',
la pel', etc. Remember these exceptions:
ap pair
in stair
num' skull
a toll'
man' drill
o' ver alls
be fall'
fore stair
pit' fall
en thrall'
fore teir
qua drille'
in thrall'
mis call'
re call'
Suggestion:
It will pay to remember these words. There
are two hundred ending in single 1. There are
a few words ending in single 1 in which 11 is also
an approved spelling; as, dis til', ful fil'.
LESSON 122.
TWO-PART ROOTS.
Form One. std. (Third type)
Yo.u remember that k, v, w, and x are not
repeated before a vowel suffix. When, then, the
first syllable of a two-part root ends in k, v, w, or
HOW TO LEARN TO SPELL.
55
X we should expect
spelled as it sounds; w
syllable to begin with
ax IS
bev' el
bev' y
bow'el
bow' er
bux' om
cav' il
civ' et
civ' ic
civ' il
clev' er
cov' er
cov' ert
cov' et
cow' ard
cow' er
crew' el
dev' il
dow' er
driv' el
chow' der
cox' com]^
dex' ter
ew er
ex act'
ex alt'
ex empt'
ex ert'
ex )iort'
ex ist'
ex' it *
ex ult'
flow' er
gav' el
glow' er
gov' ern
grav' el
grov' el
hav' oc
hov' el
hov' er
jew' el
lav' ish
vow' el
ex eel'
ex cept'
ex cess'
the second syllable to be
e should expect the second
a vowel usually.
lev' el
lev' er
lev' y
liv' id
low' er
max im
nev' er
nov' el
ov' en
piv' ot
plov' er
pow' er
priv' y
prov' erb
quiv' er
rav' el
rav' ish
rav' el
riv' er
riv' et
vix' en
ex pand'
ex pect'
ex pend'
row' el
row' en
Sax' on
shek' el
shriv' el
sliv' er
sev' en
sev' er
sew' er
shiv' er
slov' en
stew' ard
swiv' el
show' er
show' y
slav' er
spav' in
tav' ern
tow' el
tow' er
viv' id
ex' tant
ex tent'
scraw' ny
* It is so difficult to pronounce x before a vowel sound
that before a vowel x is usually given the sound of gz; as,
ex act' (egz act',) etc. There are a few words in which
the sound of x is still retained before a vowel; as, ex' it,
ex' ile, ex hi bi' tion, etc.
56
HOW TO LEARN TO SPELL.
LESSON 123.
TWO-PART ROOTS.
F'oRM One. std. (Fourth type)
You remember that a Class B root takes on
any syllable without change. When, then, the
first syllable of a two-part root has the form of
a Class B root we should expect the second syl-
lable to be spelled as it sounds; we should expect
the second syllable to begin with a vowel usually.
aft' er
down' y
raft' er
with' er
badg' er
fath' om
ratch' et
wick' ed
bick' er
graph' ic
reck' on
wick' et
bish' op
hash' ish
rick' ets
wick' er
brack' et
hatch' et
rock' et
trench' ant
brack' ish
latch' et
rust' y
smoth' er
broth' er
ledg' er
shrunk' en
snick' er
buck' et
lock' er
stand' ard
strick' en
catch' up
lock' et
stock' y
clink' er
chick' en
neph' ew
tank' ard
satch' el
crick' et
oth' er
thith' er
zith' er
crotch' et
palm' y
thresh' old
crust' y
pick' et
till' er
buck' le
cuck' oo
pitch' er
trans' it
chesf nut
cudg' el
rack' et
whisk' er
CJirisjl!' mas
Form One, in its four types, includes thousands
of words.
low TO LEARN TO SPELL.
57
LESSON 124.
TWO-PART ROOTS.
Form Two. (Irregular)
a, German method, b. Pronounce the second
syllable, then the word; as, in, rob' in; it, hab' it;
il, per' il, etc. c. At dictation, pupils write the
second syllable only.
ac' id
car' om
dam' ask
in ert'
an y (en)
chap' el
deb' it
lar'j/nx(i)
Ar'ab
€)iem' ist
dig' it
Lat' in
ar' id
cher' ish
doz' en
leg' end
at' om
cher' ub
drag' on
lem' on
bab oon'
ejiol' er
drag oon
lim' it
ban' ish
cit' y
due' at
lil'y
bar' on
clam' or
ed'it
lin' en
big' ot
clar' et
ep' ic
liz'ard
blem' ish
cler' ic
fac' et
log' ic
Brit' ish
clo§' et
fag' ot
lyr' ic
Brit' on
chis' el
fel' on
mad' am
bo§' om
col' ic
fet' id
mag' ic
bits y (biz)
col' or
fin' ish
mat' in
bust ness (biz) col' umyl
flag' on
med' al
bur'y
com' et
flor' id
mel' on
cab' in
com' ic
for' est
mer' it
cam' el
cop' y
frig' id
min' im
can' on
cor' al
her' aid
mod' el
car' at
cred' it
hab' it
mod' ern
car ol
crit' ic
)/ion' or
mod' est
58
HOW TO LEARN TO SPELL.
men' ad
men' arch
mor' al
pan' el
pan' ic
par' ent
par' ish
ped' al
ped' ant
per il
per' Ish
pet' al
pet' it
pit'y
plac' Id
plan' et
plat' en
pel' ish
pot' ash
Words
std
wal' low
win' dow
el' bow
etc.
prim er
pris' on
prod' uct
prof it
pun' ish
rab' id
rad' ish
rap' id
reb' el
rec' ord
rel' ic
rel' ish
res' in
rib' aid
rig' id
rig' or
rob' in
ros' in
sal' ad
sa/m' on
sat' in
Sat' urn
sat' yr
schol' ar
sec' ond
sep' al
sir' up
sol' emyl
sol' id
spig' ot
Stat' ic
stom' ac)4
stud' y
sub' urb
sug' ar
tep' id
tac' it
tal' ent
tal' on
tar' iff
ten' ant
ten' et
ten' on
ten' or
tim' id
ton' ic
trep' id
vap' id
ven' om
vig' il
vig or
wag' on
worn' an
syn' od
vie' ar
ver' y
vom' it
ending in ow belong to Form One.
ar row
shal' low
sor- row
etc.
bil' low
tal' low
bar' row
etc.
fol' low
har' row
hoi' low
etc.
Remember:
megtd' ow
shad' ow
wid' ow
HOW TO LEARN TO SPELL.
59
LESSON 125.
Note. — There are about i6o words of Form One that
are difficult to spell; some have an obscure vowel, some
a silent letter; in others the std. letter is not used to repre-
sent the sound, in others the letters are so arranged that
they spell nothing, in others s occurs before e or i. All
of these difficult words are grouped under three lessons.
a. Pronounce, b. Pronounce, and tell why the
word is listed, c. German method, d. Pronounce
and give synonymous meaning rapidly, e. Spell.
ab' j^cess
cam' phor
ci' pher
cro 9 he/'
ab /cind'
can' dor
cir' cle
cro qyle/'
a byss'
can' yon
clas' sic
crys' tal
a' ere
car' nal
clum' §y
cuck' oo
a g)iast'
cas' ;!le
col' lar
cur' few
an' s^'fer
ca tar/)4'
com' fort
cur' rant
as' phalt
cel'lar
con demyi'
cur' rent
bur' glar
cen' sor
con dij^n'
de bri^'
bus' J'le
chi' gnon
con si^n'
de si^n'
ca bal'
(she nyofi)
con sist'
di' graph
ca' ble
c|io' ral
con temyl'
dol' lar
cafe'
c)iris'/^n
cor ral'
dol' phin
ca' liph
Cj/iris^' mas
crack' le
ex )4ort'
cam' brie
chuck' le
crin' kle
fab' ric
Point out the Class D syllables and the Form
Two words in Lessons 125, 126, and 127.
6o
fa' kir
fa' tal
fi' nal
fis' cal
flac' cid
fos' sil
freck' le
gam' ble
gam' bol
g)4ast' ly
go' pher
gram' mar
ham' mock
hos' jt!ler
o'dor
o'gre
on'ly
o'ral
or' phan
o' val
pam' phlet
par' lor
pas' tor
pen'guin
pin' cers
pis' til
pis' tol
plu' ral
HOW TO LEARN TO Sl'ELL.
LESSON 126.
hus sar'
hus' f.\ii
hy' phen
i'dle
i' dol
i'dyl
in dijit'
is/]/i' mus
}(nap' sack
l^nuck' le
la' bor
lac' jzijier
la' ger
Ian' cet
Ian' guid
lan'guish
Ian' gyior
lar'jKnx (i)
law' yer
lin' gual
lin' guist
lo' cal
lo' cust
lu' cid
ma li^n'
mar' tyr
mer' chant
mo' lar
LESSON 127.
pol' ka
poVyp (i)
pre' cinct
pr^t' ty (i)
psal' ter
I^sy' G]/iic
pump' kin
quad' rant
ran' kle
ra' zor
r)/iu' barb
ru' mor
ru' ral
rus' j^le
sa'€)/lem
sa' cred
sane' tion
san' dal
San' skrit
Sa' tan
Sax' on
scan' dal
seep' ter
si' phon
spin' 3.ck (j)
squir' rel
sten' cil
sud' ft^ (sut)
mor tar
mo' tor
mu' ral
mu' sic
mus' lin
mus' sel
mus' cle
mus' tard
riaph' tha
na' §al
na' tal
nee' tar
nor' mal
o' €)ier
tas' sel
pi' quant
tj/ia ler
ther' mal
the' sis
this' /le
thith' er
tick' le
tin' sel
traf fie
tres' /le
tro' che
ves' sel
van' dal
HOW TO LEARN TO SPELL.
6l
LESSON 128.
RULE OF S.
c before e and i has the sound of s. p. std.
z before e has its standard sound.
s before e and i varies; its sound is' unreliable.
From this time on you should obey the Rule of S.
Rule. — Visualize all words having se or si.
Inference. — Give little attention to words con-
sidered standard.
Illustration:
I.
2.
3-
cede
freeze
base
ceil' ing
blaze
chase
eel' ery
doze
close (s, s)
cell
braze
dose
ci gar'
gaze
fuse
ex eel'
glaze
horse
ex' eel lence
graze
ea§e
par' eel
maze
mouse
crev' ice
raze
rai§e
cir' cus
prize
rise (s, s)
in' no cent
breeze
sense
ce ment'
au' thor ize
ad' ver ti§e
Consider words of the forms of those in col-
umns I and 2 standard spellings; they will need
but little attention. Words of the form of those
in column 3 need special attention.
62 HOW TO LEARN TO Sl'ELL.
LESSON 129.
VISUALIZATION.
When we see, hear, feel, smell, or taste a thing,
we form some notion of it. When we have seen,
heard, felt, smelled, or tasted an object so often
and so carefully that we can recall it to mind
whenever we choose, we know it.
When we recall to mind (see in fancy) a known
thing, we are said to visualize it. The careful
study of a thing for the purpose of recalling it
to mind is, also, called visualizing.
All senses aid in visualizing the meanings of
words. Pronunciation is chiefly visualized by the
ear. Spelling is visualized 'by the ear assisted by
the eye.
In learning to spell, a trained ear makes use
of the eye in a peculiar way.
To the eye a word has a certain form — eye-
form.
To the ear a word has a certain sound — ear-
form.
An irregular word has a certain form- — a spell-
ing-form.
In illustrating, a dash is used to represent
each syllable that needs no attention.
HOW TO LEARN TO SPELL
63
Illustration:
eye-form
ear-form
spelling-form
pretty
prit' ty
e -
women
wim' en
-
monkey
mun' ky
ey
separate
sep' a rate
- a -
chestnut
ches' nut
chest -
raspberry
ras' berry
rasp —
Missouri
Mis soo' ry
- ou ri
Connecticut
Con net' i (
:ut
-nect —
eleemosynary
er'e e mos' :
i na ry
y__
Study the above illustration.
To you, who have trained ears, the spelling-
form is quite simple.
When your teacher asks you to study words
taken from reader, geography, or grammar look
at them; they may need no attention; in any case,
they will now need but little attention.
Suggestion. — The habit of looking at words
may be formed by allowing the pupils, in oral
work, to spell only the difficult parts of a word.
64
HOW TO LEARN TO SPELL.
T.F.SSON
130.
RHYTHMIC GROUPS.
OO.
bloom
drool
moose
snooze
boom
droop
moot
soon
boon
food
noon
sooth
boor
fool
noose
soothe
boost
gloom
ooze
spook
boot
goose
pooh
spool
booth
groom
pool
spoon
booze
groove
poor
stool
brood
hoof
proof
stoop
broom
hoop
rood
swoon
choose
hoot
room
swoop
coo
loom
roost
too
cool
loon
root
tool
coon
loose
school
toot
coop
loot
schooner
tooth
coot
mood
scoop
troop
croon
moon
shoot
woo
doom
moor
smooth
woof
Select two words in the above list that change
OO to ee in forming the plural. How would you
form the plural of the remaining nouns ?
std. Drop final e before a vowel suffix, retain
final e before a consonant suffix. Exceptions,
see Lessons 165-7, i^^-
Words having two vowels and ending in a
single consonant, take on a suffix as Class B, not
as Class A. How?
a. Form derivatives. Repeat this exercise
frequently.
HOW TO LEARN
TO SPELL.
T.F.SSON
131.
o = oo.
do
whose
shoer
tomb
to
shoe
lose
soup
two
shoeing
loser
tour
who
shoeless
losing
womb
whom
shoemaker
losings
group
u after r = u =
oo often.
bru'in
cru' et
prune
truce
bruise
cruise
rude
true
bruit
drupe
rue
truth
crude
fruit
rule
(sure)
cru' el
prude
ruse
. (sure ly)
65
Do any of the above derivatives conflict with
the general standard ?
T.F.SSON 132.
do.
'
book
hood "
shook
crook
brook
hook
stood
good
cook
look
wood
rook
foot
nook
soot
took
wool
= 06
u = do
u = 06
could
bull
push
should
full
puss
would
pull
put
wolf
bush
su^v
(shug)
66
HOW TO LEARN TO SPELL.
LESSON 133.
ITALIAN A.
a
before r = a =
ItaHan a.
p. std.
ar' bor charm
harp
scarp
arch
chart
harsh
sharp
art
carp
marsh
snarl
arm
dark
mar
smart
bar
darn
mark
spark
bard
dart
marl
star
barb
far
March
starch
bark
far ther
mart
start
barn
gar den
par
tar
car
gar ter
parch
tart
card
hard
park
yard
cart
harm
part
yarn
a. Form derivatives.
LESSON 134.
a before silent 1 = a.
alm§
balm
calf
calm
half
palm
P-
I^salm
salve
std.
alm'ond
a in front of silent u before n =
aunt flaunt haunt
craunch jaun dice launch
daunt jaunt saun ter
a. p. std.
taunt
HOW TO LEARN TO SPELL.
6;
LESSON 135.
MODIFIED ITALIAN A.
a is produced by exploding voice, the vocal
organs being in position for a.
Pronounce repeatedly, a = a.
advance
cask
glance
pant
after
cast
grasp
pass
ask
chaff
grass
path*
bask
chance
draught
prance
basket
chant
lance
raft
bath
craft
lass
shaft
blanch
draft
' last
staff
branch
dance
mask
brass
aghast
mass
LESSON 136.
BROAD 0.
o before r =
= 6. p. std.
born
for
lord
snort
cord
fork
morn
stork
cork
form
north
storm
corn
gorge
or
thorn
corpse
horn
scorn
tort
adorn
horse
short
* Webster.
,•• ;••••• • • • •
«•••• •••• • a, •
Oo • •••
HOW TO LEARN TO SPELL.
GERMAN METHOD
= 6
6 = u
=
boyl#t
royl^/. (f)
tho^H
broyl^t
toiig-/i (f)
do^#
co^g-/i (f)
sloyl^/^ (f)
fur' lo]4^)4
fo]i#t
e no^£-/i (f)
al thoi4^)4'
o}i#t
tovich
soyl#t
trovib le
hie' coM^/i (up)
tho^^l^t
so]4th ern
wro]i^)/4t
trovi^/^ (f)
LESSON 137.
a before 11, Ik, It, ul = a =
6. p. std.
all
balk
fault
ball
stalk
haul
call
chalk
Paul
fall
talk
Saul
gall
walk
vault
hall
halt
mall
malt
tall
salt
small
stall
pall
wall
GERMAN METHOD.
a before
silent ugh = a = 6
. p. std.
aught
naught
daugh ter
caught
taught
slaugh ter
fraught
HOW TO LEARN TO SPELL.
69'
LESSON 138.
a before w = a = 6. p.
std.
awl
draw
hawser
saw
bawl
drawl
law
shawl
caw
fawn
lawn
I^^shaw
claw
flaw
paw
craw
hawk
pawn
brawl
hawse
raw
a between w and r = a = 6,
generally.
war
.
warm
warp
ward
warn
wart
LESSON 139.
FLAT A.
This sound = the blending of a and a = a.
Pronounce repeatedly, a before ir and re = 4.
air
blare
rare
chair
care
pare
fair
dare
scare
hair
fare
scarce
pair
glare
snare
stair
hare
ware
lair
mare
stare
All of the above words conflict with Law 3.
In all work with Rhythmic Groups, the teacher
should follow the directions of Lesson 119.
)0 HOW TO LEARN TO SPELL.
LESSON 140.
FLAT A.
e before ar, ir, re = e = a. p. std.
bear heir ere
pear their there
swear where
tear
wear
All of the above words violate Law 3.
LESSON 141.
a after w = a = o, generally.
wad was watch
wan wash what
wand wasp swan
Pronounce the following sounds, and write
three words illustrating each.
a a a a a a a
^ .F.SSON 142.
e
before
i = e = a. p.
std.
eight
deign
freight
prey
whey
reign
skein
sleigh
weigh
grey
neigh
neigh' bor
seine or
seine
vein
in veigh'
The above words violate Law 3.
HOW TO LEARN TO SPELL.
LESSON 143.
71
ei
e before
i, after c = e. std.
Rime:
Write e before i
when you wish the sound e,
Write e before i
after c alway.
ceil
conceive' perceive'
ceiling
deceit' receipt'
conceit'
deceive' receive'
fin an der
Financier excepted, all the above words con-
form to Law 3.
LESSON 144.
EXCEPTIONS.
Learn :
j heifer
fheight
( non pa reil'
i < sleight
[ka lei' do scope
"ei'ther
'coun'ter feit
nei' ther
sur' feit
e <
lei' sure
invei' gle
i<
for' eign
sov' er eign
seize
mul'lein
weird
for feit
Pronounce the following sounds, and write
words illustrating each.
er
72
HOW TO LEARN TO SPELL.
LESSON 145.
le.
When do you write e before i ?
i before e = i = e. p. std.
Books open, pronounce, spell in concert.
a chieve'
chief
grieve
niece
be lieve'
field
fief
tierce
be lief
fiend
lief.
tier
bier
fierce
liege
wield
brief
fron tier'
lien
yield
bre vier
grief
mien
Learn:
ker'
chi^f
-mis' chi^f
fr/end
hand' kerchief
si^v^
Pronounce the following sounds, and write
words illustrating each: — i i i ir
LESSON 146.
o
= 6 = u.
come
glove
some
tongue
does
love
son
touch
done
month
shove
blood
doth
none
sponge
one (wun)
dove
nothing
ton
once (wuns)
o
between w and
r = 6 = neutral
u. p. std.
whorl
worm
wor ship
nour' ish
word
worse
wors' ted
flour' ish
world
worst
wort
scourge
work
worth
Exceptions: wore,
worn, , —
> •
HOW TO LEARN TO SPELL.
LESSON 147.
12>
Pronounce the following sounds, and write
words illustrating each:
o o o p 6 6 6
Pronounce the following sounds, and write
words illustrating each:
u u 11 u ur
LESSON 148.
Give the three laws of long vowels. Do those
laws include these words ?
o = o.
troll
cold
troth
ford
bow
mold
gold
trow
fort
blow
most
hold .
tow
forth
crow
old
scold
both
gross
flow
poll
sold
colt
bowl
grow
pork
told
dolt
glow
low
roll
com^i
jolt
own
mow
scroll
sloth
molt
show
row
droll
toll
porch
s^ord
sow
folk
bold
port
throw
slow
bolt
host
post
growth
snow
fold
volt
yo/k
jowl
stow
The words of the fifth column belong to Class
A. Is w ever repeated before a vowel suffix?
Write derivatives of the words in the fifth
column.
74
HOW TO LEARN TO SPELL.
# LESSON 149.
Give the three laws of long vowels. Do those
laws include these words ?
i before silent gh = i.
blight
light
plight
fight
night
right
flight
might
sight
fright
mighty
thigh
high
nigh
tight
hight
knight
LESSON 150.
ew.
ew = u. std.
wright
blew
hew
slew
clew
Jew
sew' er
dew
new
sew' age
ewe
mew
spew
few
pew
stew
flew
skew' er
ew
after r = oo. p.
std.
brew
grew
shrewd
crew
screw
shrew
drew
strew
Remember: sew (so).
HOW TO LEARN TO SPELL.
LESSON 151.
ou.
75
This sound closely resembles the blending of
a and oo.
blouse
drought •
hound
mouth
shout
bounce
drouth
)4our
noun
south
bound
flour
house (s,
,§) pout
spouse
bout
foul
jounce
proud
trounce
cloud
found
loud
round
trout
crouch
frounce
lounge
rouse
pounce
doubt
gout
mound
rout
pouch
douse
ground
mount
scour
pound
LESSON 152.
The ou sound is also represented by ow.
bow
cower
how
scow
chowchow
dower
mow
shower
chowder
dowry
prow
trowel
coward
endowment
power
vow
cowherd
flower
plow
vowel
cowl
growl
owl
fowl
howl
prowl
scowl
brown
down
frown
(crowd)
clown
drown
town
(drowse
Notice that syllables having ow end in ow, 1,
or n.
Notice that syllables having ou do not so end.
Remember crowd and drowse ; in ending they be-
long to the ou group. Remember noun and foul;
in ending they belong to the ow group.
76
HOW TO LEARN TO SPELL.
LESSON 153.
oi equals the blending of
6 and i
boil coin moist
quoit
broil hoist noise
spoil
choice join oil
toil
The oi sound when final in a syllable is usually
represented by oy; as,
boy
cloy
coy
joy enjoyment
joyful loyal
joyous loyalty
: toy
royal
royalty
Remember:
oys ter
loi ter
doi ly goi ter
LESSON 154.
b after m, silent.
rec on noi'ter
bomb
benumb
comb
climb
climbing lamb
crumb numb
dumb plumb
jamb plumber
LESSON 155.
g before n, silent.
plumbing
thumb
tomb
gnarl
gnash
gnat gneiss
gnaw
k before n, silent.
gnu
knack
knap
knave
knead
knee
kneel knit
knell knob
knelt knoll
knife knock
knight knot
know
knowledge
known
knuckle
knurl
HOW TO LEARN TO SPELL.
n
T.F.SSON 156.
w before
r, silent.
wrangle
wreck
wright
wrong
wrap
wren
wring
wroth
wrastle
wrench
wrinkle
wrought
wrath
wrest
wrist
wrung
wreak
wrestle
writ
wry
wreath
wretch
write
wreathe
wriggle
writhe
LESSON 157.
u after g, silent, 'g^'^^
guar an tee
guerrilla
guild
gui tar
guard
guess
guile
guy
guard' i an
guest
guil' lo tine
guise
Guern' sey
guide
guinea
vague
morgue
league
pro rogue'
plague
brogue
fa tigue'
vogue
tongue
in trigue'
rogue
fugue
ha ranj^ue
u after
q, silent.
pique
casque
u nique'
bur lesque'
barque
cinque
an tique'
gro tesque'
basque
sacque
ob lique'
brusque
marque
o paque'
yS HOW TO LEARN TO SPELL.
LESSON 158.
t, before ia, ie, lo, after an accented syllable = sh.
par' tial pa' tient pro pi' tlous
in i' ti ate quo' tient nu tri' tious
s, before io, after an accented syllable = sh.
ex cur' sion con fes' sion de clen' sion
com mis' sion in ver' sion con ces' sion
c, before ie, io, ia, after an accented syllable = sh.
an' cient pre' cious as so' ci ate
lus' cious con' ;^cious e nun' ci ate
Final y preceded by a vowel is retained in the
plural and before a suffix; as,
boy . . . boys ... boyhood . . . boyish
spray . . . sprays . . . sprayer . . . spraying
Final y preceded by a consonant becomes I in
the plural, and before a suffix not beginning with
i; as,
study . . . studies . . . studious , . . studiously
vary . . . various . . . variable . . . variety
Remember:
shy . . . shyer, shyest, shyly, shyness
sly ... slyer, slyest, slyly, slyness
dry ... dryly, dryness
Remember:
baby. . . babyhood bounty . . . bounteous
lady . . . ladyship beauty . . . beauteous
pity . . . piteous plenty . . . plenteous
duty. .. duteous
HOW TO LEARN TO SPELL. 79
KESSON 159.
PRONUNCIATION.
In order to pronounce a word at sight, one
must know the standard sound of each letter, and
the special sound that a letter may take in a
special position.
Illustration:
1. a = a, — — —
2. a = a, — — — — — — —
Three dashes indicate that there are three
positions where the vowel a should be long; viz.,
as a word, as a final vowel in an accented syl-
lable having but one vowel, as the first of two
vowels in the same syllable.
Seven dashes indicate that there are seven
positions where the vowel a should have the sound
of a; viz., before 11, Ik, It, ul, ugh, w, and between
w and r.
Study the laws of long vowels, study the
Rhythmic Groups, tell the meanings of these
dashes:
a = a,
a = a, — — —
a = a, — — —
a = a, in a special list of words; as, — , — , and
when final in such words as, al' ge bra, Ne va da.
a = a, — — — — — — —
a = a, —
a = a,
a = a, in an unaccented syllable, where if ac-
cented it would be long.
8o
HOW TO LEARN TO Sl'ELL.
LESSON 160.
REVIEW OF E.
REVIEW OF I.
e = e,
1 = 1,
e = e, — —
— — i = 1^ — —
e = e, — —
i = i, —
e-e,
—
LESSON 161.
REVIEW OF o.
REVIEW OF U.
= 0,
U = U,
= 0, —
u = u, — —
= 0,
u = u, —
= 0, — —
— — u = u, —
= 0, — —
= 6, —
= 0, —
LESSON 162.
c = k, std.
c before e and i = s, p. std. In these exercises,
c will not be marked, unless its sound conflicts
with the p. std.
g-g, std.
g before e and i = j, p. std. In these exercises,
g will not be marked unless its sound conflicts
with the p. std. as in get.
Account for the vowel sounds in these words:
age
bench
bri' die
a cross'
be tween
care
ap' pie tart
broke
cot' tage
HOW TO LEARN TO SPELL.
8i
LESSON 163
CLASS C.
Class C includes all words having a single
vowel followed by one or two consonants and
silent e.
'a. These word-lists are in no sense spelling
lessons. For spelling purposes, Class C words
are rearranged.
b. Study with the pupils, and assist them in
selecting a synonymous meaning for each word
listed.
c, rronoi
unce and
give meani
ng at a
rate.
ace
bate
brace
cage
aejie
bathe
brake
cake
ale
bide
brave
came
age
bile
braze
cane
ape
bite
breve
cape
are
bine
bribe
care
awe
blade
bride
cave
bad^
blame
bridge
carve
badge
blare
brine
case
bake
blaze
brogue
casque
bale
blithe
broke
cede
bane
bode
bronze
cere
bare
bole
brusque
chafe
barque
bone
brute
chance
base
bore
budge
chase
82
HOW TO LEARN TO SPELL.
LESSON 164.
CLASS C.
choke
cote
dike
dunce
€]/4yle
cove
dime
dupe
change
crane
dine
dyne
charge
crape
dire
edge
chaste
crate
dirge
eke
chide
crave
dive
eh^
chime
craze
dodge
ere
chore
crime
dole
eve
chose
crude
dome
face
9hute
cube
done
fade
cinque
cure
dope
fake
cite
curs^
dose
false
clime
curv^
dote
fame
close (s,
s) cute
dove
fane
clothe
cyme
doze
farce
clove
dale
drake
fare
coke
dame
drape
fate
cole
Dane
dredge
fence
come
dance
drive
fete
cone
dare
drone
fife
cope
date
drove
file
cops^
daze
drudge
fine
core
delv^
drupe
fire
corps^
dens^
dude
five
cors^
dice
duke
n^ke
HOW TO LEARN TO SPELL.
83
LESSON 165.
CLASS C.
What is a Class A root ? Jriow do Class A
roots take on a consonant suffix ? How do we
add a vowel suffix to a Class A root? What
letters are not repeated before a vowel suffix ?
What is a Class B root? How do Class B
roots take on suffixes ?
Class C roots retain final e when taking on a
consonant suffix, std. Exceptions:
whole . . . wholly nurse . . . nursling
wise . . . wisdom awe . . . awful, awfully
Class C roots drop final e before a vowel suf-
fix, std. Exceptions:
mile ...mileage singe ... singeing
swinge . . swingeing tinge . . . tingeing
Words ending in ce and ge retain e before
able.
Words ending in ge retain e before ous.
peace ^
charge
trace
damage
courage
service
- able
manage
-able
outrage
entice
marriage
advantage
notice -^
voyage ^
ous
The ending dge drops e before all suffixes; as,
judge . . . judgment, judged, judging.
84 HOW TO LEARN TO SPELL.
BUILDING DERIVATIVES, MODEL.
c. s. — ful, less, ling, ly, ment, ness.
V. s. — ed, er, ing,, ish, y.
awful, awfully
awed
baleful, balefully
baled, baling
baseless, basely, basement, (baseman)
based, basing, (basis)
blameful, (blamefully, blamefulness)
blameless, (blamelessness, blameworthy)
blamed, blaming
awe
bale
base
blame .
■I
•I
•I
Begin with Lesson 163 and form derivatives of
the words in sequence. Build only words that you
know.
Note. — Some of the words in parenthesis show that
the endings may be compounded; some show that less
common endings are at times used; baseman and blame-
worthy may be regarded as compound words.
flame
fore
fudge
gaze
flange
forge
fugue
giv^
flare
forte
fume
glade
fledge
frame
fuse
glance
flute
fringe
gape
glare
force
froze
gate
glaze
HOW TO LEAKN TO SPELL.
85
LESSON 166.
CLASS C.
glide
hence
kine
lore
glimpse
helv^
kite
lose
globe
here
lake
love
glove
hide
lame
lunge
gone
hinge
lane
lure
gore
hire
lance
lute
grade
hive
lapse
lyre
grange
home
large
mace
grape
hone
late
made
grate
hope
lathe
make
grave
horse
lave
male
graze
ho§e
ledge
mane
grebe
huge
lice
mange
gripe
ice
life
marque
grope
ire
like
mate
grudge
i;«le
lime
maze
hale
jade
line
mere
halve
jibe
lithe
merge
hare
joke
live
mete
haste
Jove
lobe
mice
hate
judge
lode
mile
haze
June
lone
mince
hedge
jute
lope
mine
86
HOW TO LEARN TO SPELL.
LESSON 167.
CLASS C.
Words of all classes take on a consonant suf-
fix without change in the root. std.
Give the four roots of Class C that violate
this standard; also, name the three-letter ending
that drops e before all suffixes. (There are more
than twenty words of Class C having the dge
ending,)
Class C words drop final e before a vowel
suffix, std. Name one Class C word that does
not drop e before age; name three words of
Class C that do not drop e before ing; name
two two-letter endings that retain e before able;
name one two-letter ending that retains e before
ous.
mire
move
nich^
nudge
mite
muse
nine
nurse
mode
mute
node
ode
mole
name
nonce
one
mope
nape
Norse
once
more
nave
nose
ore
morgue
nerve
note
owe
mote
nice
nude
pace
HOW TO LEARN TO SPELL.
87
T.F.SSON 168.
CLASS C.
page
pole
race
rule
pale
pope
rage
ruse
pane
pore
rake
safe
parse
pose
range
sake
paste
price
rare
sale
pave
pride
rate
sa/v^
pence
prime
raze
same
phone*
prince
rice
sane
phrase
prize
ride
save
pike
probe
rife
scale
pile
prose
rime
scape
pine
prove
rine
scarce
pipe
prude
rins^
scathe
pique
prune
ripe
scene
place
pure
rite
scheme
plague
purge
robe
scope
plane
purse
rode
score
plaque
quake
role
scrape
plate
quince
rope
scribe
pledge
quire
rogue
scythe
plume
quite
ro§e
sedge
plunge
quote
rove
sens^
*This contraction must soon become a standard word.
88
HOW TO LEARN TO SPELL.
LESSON 169.
.
CLASS C.
sere
skate
spile
strove
serge
sl^ve
spine
style
serve
sledge
spire
^ure (sh)
shade
slice
spite
surge
shake
slide
spoke
swale
shale
slime
sponge
swerve
shame
slope
spore
swine
shape
smile
stake
swinge
share
smite
stale
take
shave
smoke
stare
tale
shelv^
smote
starve
tame
shine
smudge
state
tape
shire
. snake
stave
tare
shone
snare
stile
taste
shore
snipe
stoke
tens^
shov^
snore
stole
theme
shrike
sole
stone
there
shrine
some
stove
thine
shrive
sore
stride
those
side
spade
strife
thrive
since
spake
strike
throne
singe
spare
stripe
throve
sire
sparse
strive
t)4yme
site
spice
strode
tide
size
spike
stroke
tile
low TO LEARN TO SPELL.
89
LESSON 170.
CLASS C.
time
twelv^
wage
wide
tinge
twice
wake
wife
tire
twine
wale
wile
tithe
type
wane
wine
tone
use
ware
wipe
tongue
vague
waste
wire
tore
vale
wave
wi§e
trace
valve
wedge
woke
trade
vane
were
wore
tribe
verge
whale
wove
tripe
vers^
whence
writhe
trite
vice
where
write
truce
vile
while
wrote
trudge
vise
whine
yoke
tube
vogue
white
yore
tulle
vote
whole
yule
tune
wade
whose
zone
LESSON 171.
CLASS C.
Select all Class C words having standard er,
ir, or ur; complete the following list and remem-
ber the words.
merge dirge curse
etc. etc. etc.
go HOW TO LEARN TO SPELL.
LESSON 172.
CLASS C.
Select all Class C words having se equal to
s; complete the following list and remember the
words.
base else purse
etc. etc. etc.
LESSON 173.
CLASS C.
Select all Class C words having se equal to z;
complete the following list and remember the j
words.
chose pose use
etc. etc. etc.
LESSON 174..
CLASS C.
Select all Class C words ending in gue and
que; complete the following list and remember
the words.
plague barque
etc. etc.
LESSON 175.
CLASS C.
Select all Class C words ending in dge; com-
plete the following list and remember the words.
badge fudge nudge
etc. etc. etc.
Why are the following words difficult to spell?
al lege' ob liged' priv' i lege
col' lege prej' u dice sac' ri lege
HOW TO LEARN TO SPELL. 9I
LESSON 176.
CLASS C.
Select all Class C words, not included in the
former selections, having two consonants between
the vowels. Notice that in nearly all of these, the
first vowel has the short sound. Give Law 3.
LESSON 177.
CLASS C.
Learn these difficult words:
ache
gape
once
thyme
awe
isle
'phone
tulle
bade
ewe
scene
type
chyle
lose
scythe
writhe
chute
knife
style
write
dyne
one
sure
wrote
LESSON 178.
CLASS C.
As the teacher dictates, write plurals of Class
C words at the rate of twenty-five per minute.
Note. — A few Class C words drop fe and take on ves
in forming the plural; as, knife, life, wife; other words
form the plural in the standard way. How?
LESSON 179.
CLASS C.
a. As the teacher dictates roots, write plurals.
b. Tell how derivatives of Class A, Class B,
or Class C are formed. Give the exceptions.
92
HOW TO LEARN TO SPELL.
LESSON 180.
TWO-PART ROOTS.
Review Lessons 120, 122, 123. Describe fully
a two-part root of Form One.
The second syllable of a two-part root may
belong to Class C.
a. German Method, b. Pronounce and give
synonymous meaning, rapidly, c. Point out all
syllables that differ in spelling from a Class C root
having the same sound; as, disperse (purse). Such
words are not numerous.
Form One.
(There are many words of this
form.)
due' tile
fre' quence
con' clave
rep' tile
com' merce
sub lime'
ter' race
ser' vice
fir trate
of fice
di vorce'
na' tive
si' lence
bro cade'
ca' nine
pin' nace
ar cade'
frus' trate
es' sence
rum' mage
fes' tive
fur' nace
cas cade'
pen' sive
sen' tence
re gale'
pas' sive
fer' tile
bri gade'
pas' ture
se' quence
em pale'
cul' ture
hos' tile
ga zette'
mem' brane
cor' nice
pa rade'
mun'dane
fu' tile
CO quette'
ven' ture
now TO LEARN TO Sl'ELL.
93
LESSON 181.
TWO-PART ROOTS.
a. German Method.
b. Pronounce correctly.
c. Pronounce the last syllable first, then the
word; as, age, forage; uce, prod'uce; etc.*
Form Two. (irregular)
(There are but few words of this form.)
ad' age syr' inge pres' ence
fig' ure ' trib' une sched' ule
man' age trib' ute chal' ice
■for' age vol' ume an' ise
men' ace ag' ile gran' ite
min' ute az' ure stat' ute
hom' age bal' ance ol' ive
im' age dam' age fer' ule
in ure' dec' ade leg' ume
pal' ace del' uge mal' ice
pal' ate dis use' per uke'
pref ace doc' ile pum' ice
prel' ate ag' ate frig' ate
prod' uce stat' ure lig' ule
prom' ise at one' mis' use
sat' ire ref uge pom' ace
stip' ule sol' ace rap' ine
*The first vowel of the second syllable is long by rule,
obscure by accent.
94
HOW TO LEARN TO SPELL.
The following prefixes are used with a syllable
that sounds like seed:
ac, ante, con, inter, pre, re, retro, se;
ex, pro, sue;
super.
Remember. — super sede;
ex, pro, sue ceed;
all others cede.
Form One. For the teacher's use.
a base'
ad vance'
a skance'
be side'
a bate'
ad vise'
as pire'
be stride'
a bide'
a flame'
as sume'
be take'
a blaze'
a face'
as sure'
be tide'
a bode'
a fore'
a stride'
be times'
a bove'
al' cove
as tute'
bond' age
ab rade'
a like'
ath' lete
bo' vine
a bridge'
a live'
at tire'
brim' stone
ab' sence
al lege'
at tune'
bro cade'
ab solve'
air spice
a venge'
bro chure'
ab struse'
al lude'
a verse'
bru nette'
a buse'
al lure'
a wake'
buck' eye
ac cede'
a lone'
bag' gage
bur lesque'
ac cuse'
a maze'
band' age
busi' ness
ac quire'
a pace'
be chance'
cab' bage
ad duce'
ap prize'
be come'
ca' dence
ad here'
ap prove'
be fore'
cap size'
ad judge'
ar' chive
be gone'
cap' tive
ad jure'
a rise'
be grudge'
cap' ture
ad mire'
ar range'
be have'
car' nage
a dore'
ar rive'
be like'
car' tridge
HOW TO LEARN TO SPELL.
95
Form One. For the
cas cade' con nate'
cath' ode
cen' sure
chal' lenge
chas tise'
che mise'
cli' mate
clo' sure
CO erce'
cog' nate
com plete'
com prise'
com pute'
com' rade
con' cave
con cise'
con' clave
con elude'
con' Crete
con dense'
con dole'
con done'
con duce'
con fide'
con fine'
con fuse'
con' jure
con nive
con serve'
con sole'
con sume'
con' trite
con trive'
con tuse'
con vene'
con verge'
con verse'
con voke'
con vulse'
cop' pice
cor' date
cor rode'
cor' sage
cot' tage
ere' mate
ere' ole
crev asse
crev' ice
crib' bage
cross' wise
cru sade'
curb' stone
cy' clone
teacher's use.
de cide'
de clare' .
de cline'
de duce'
de face'
de fame'
de fense'
de file'
de fine
de grade
de lude'
de mise'
de mure'
de note'
de plete'
de plore'
de pose'
de prave'
de prive'
de pute'
de range'
de ride'
de rive'
de scribe'
de sire'
des' tine
de throne'
de vice'
de vise'
de volve'
de vote'
die' tate
dif fuse'
di late'
di lute'
dis burse'
dis charge'
dis Crete'
dis like'
dis pense'
dis perse'
dis place'
dis pose'
dis prove'
dis pute'
dis robe'
dis solve'
dis' tance
dis taste'
di verge'
di vide'
di vine'
di vorce'
di vulge'
96
HOW TO LEARN TO SPELL.
Form One. For the teacher's use.
doc' trine en trance' gar bage in elude'
do'nate
en' trance
gen darme'
in' come
do' tage
en twine'
gen' tile
in dorse'
du' ranee
er' mine
ger mane'
in dulge'
e clipse'
es cape'
ges' ture
in flame'
e duce'
es quire'
gro tesque'
in flate'
ef fuse'
es' sence
gy' rate
in fringe'
e late'
es tate'
han^' some
in fuse'
e lapse'
es trange'
hard' ware
in here'
e lide'
e vade'
gen' tie
in' jure
e lude'
e voke'
hin' drance
in' mate
em brace'
e volve'
hirsute'
in' nate
e merge'
ex cept'
ig nite'
in quire'
em' pire
ex change
ig nore'
in sane'
en large'
ex cise'
im mense'
in scribe'
en close'
ex cite'
im merse'
in' side
en core' (aN)
ex Crete'
im mure'
in spire'
en dure'
ex cuse'
im plore'
in state'
en force'
ex hale'
im prove'
in sure'
en gage'
ex hume'
im' pulse
in tense'
en' gine
ex pire'
im pure'
in ter fere'
en grave'
ex plode'
im pute'
in'ter lude
en hance'
ex pose'
in case'
in ter pose'
en shrine'
ex punge'
in cense'
in ter sperse'
en snare'
ex treme'
in cise'
in' ter stice
en tice'
fa tigue'
in cite'
in trigue'
en tire'
gan' grene
in cline'
in tro duce'
HOW TO LEARN TO SPELL.
97
Form One.
In trude'
in vite'
in' voice
n voke'
jave'lin
je June'
jo cose'
jus' tice
a crosse'
at' tice
ec' ture
eg' ume*
Le' vite
I' cense
Iq'///^*(wid)
iq' ?/^r* (er)
ma chine'
mag' nate
Mai tese'
man grove
ma nure'
ma ture'
mem'brane
For the teacher's use.
mor' tise pla' cate pro pose
mun' dane po lice'
nar rate' po lite'
Nep' tune pos' ture
non' sense prac' tice
o bese' pre cede'
ob late' pre cise'
ob lige' pref ace*
ob scure' pre elude'
ob lique' prem' ise*
ob serve' pre pare'
of fense't pre sage'
op pose' pre scribe
out' line pres' ence'
pal' ace* pre serve'
pal' ate* pre sume'
pal' ette* pro' bate
par' lance pro cure'
par take' pro duce'
pas' sive pro fane'
pen' sive
prod' ucf*
per fume'(v.) pro' file
phos' phate pro fuse'
men' ace* pil' lage prolapse'
mi ra£-e{r2izh) pin' nace prom' ise* re fuse
mis' sile pi 'rate pro mote' re fute'
* Form Two. f fence, but of fense, de fense.
pro rogue
pros' trate
pro trude'
pro vide'
prov' ince
pro voke'
pro pose'
phy sique'
pic' ture
pit' tance
por' ridge
pre' lude
pri' vate
pul' sate
pur' pose
quad' rate
qua drille'
re cite'
re cline'
re cluse'
re duce'
re fine'
ref uge*
98
HOW TO LEARN TO SPELL.
Form
re gale'
re late'
re morse'
re mote'
re move'
re pose'
re prove'
rep' tile
re pulse'
re pute'
re quire'
re quite'
re serve'
re side'
re spire'
res' pite
re sume'
res' tive
re store'
re tire'
re venge'
re vere'
re verse'
re vile'
re vive'
re voke'
* Form
One. For the teacher's use.
re volve' sub side' u nique'
sub' stance u nite'
sub' tile un like'
sur' face un nerve'
suf frage un wise'
suf fuse' un yoke'
su preme' ur bane'
sur vive' u' rine
sur mise va' cate
sur' name va Use'
sur' plice po lice'
sur prise' vam' pire
su' ture van' tage
tad' pole ver' dure
tex' tile ves' tige
tirade' vol'ume*
trans fuse' vul' ture
trans late' ward' robe
ro mance
rum' mage
san'guine
sea lene'
sched'ule*
sci'ence
scrim' mage
scrip' ture
sculp' ture
se elude'
sem'blance
sin cere'
sol' ace*
sol' stice
stam pede'
Stat' ure*
Stat' ute^'^
stock ade'
stric' ture
struc' ture
strych' nine
sub lime'
sub merge'
sub scribe'
sub serve'
Two.
trans mute' war'' fare
tran spire' wel' come
tra peze
trav' erse
tre phine'
tri'une
um'pire
un hinge'
wel' fare
whet' stone
whole' sale
win' some
yoke' mate
Yule' tide
HOW TO LEARN TO SPELL. OO
LESSON 182,
CLASS D
Class D includes all words having two vowels
side by side, as:
aid straight breadth cheese ooze oak
Not all of the following possible vowel dupli-
cates are used in words.
aa
ea
la
oa
ua
ae
ee
ie
oe
ue
ai
ei
ii
oi
ui
ao
eo
io
OO
uo
au
eu
iu
ou
uu
ay
ey
iy
oy
uy
a. These word-lists are in no sense spelling
lessons, b. Study with the pupils, and assist them
in selecting a synonymous meaning for each word
listed, c. Pronounce, and give meaning at a rapid
rate.
aam
bait
chain
faint
aid
bay
chair
fair
ail
blain
claim
faith
aim
braid
drain
frail
air
brain
dray
gain
^i;^le
cae cal
frail
gait
bail
Cae sar
fain
gay
lOO
HOW TO LEARN TO SPELL.
LESSON 183.
grail
prai' rie
trait
haughty
grain
praise
twain
haunt
gray
pray
vain
jaundice
hail
quail
waif
jaunt
hair
quaint
wail
laud
hay
raid
waist
laugh
jail
rail
wait
launch
jay
rain
waive
laundry
laid
raise
bauble
maul
lain
said (sed)
caucus
naught
lair
sail
caught
nausea .
lay
saint
caudal
nautical
mail
saith (seth)
cause
Paul
maid
say
causal
paunch
main
slay
caustic
pauper
maize
snail
caution
pause
May
Spain
clause
applause
nail
sprain
draught (draft) staunch
nay
stain
daub
taught
paid
stair
fault
vaunt
pail
straight
flaunt
beach
paint
strait
fraud
bead
pay
strain
fraught
beak
pla/d
swain
gaudy
beam
plain
tail
gaiige
bear
plaint
taint
gaunt
beard
plait
trail
gauze
beast
HOW TO LEARN TO SPELL.
lOI
LESSON 184.
CLASS D.
bean
each
he^rs^
peach
bleach
ear ,
h^art
peak
bleak
e^rl
heath
peal
blear
e^trn
he^lve
pear
bleat
e^rth
jeydous
pe$(rl
breach
ey{se
knead
peat
bre$(th
e^sy
lea
peasant
breathe
east
leach
phe^§ant
breast
eat
lead
plea
cease
e?(ves
leaf
plead
cheat
fear
league
ple^§ant
clean
feast
leak
please
clear
feat
lean
preach
cleat
feather
leap
reach
creak
flea
le^rn
read
cream
freak
mead
re?(lm
crease
gear
meadow
ream
deacon
glean
meal
reap
de^d
great
mean
rear
deaf
he^d
me^nt
reason
dean
heal
meat
sea
dear
health
neap
seam
de,^,th
heap
near
sear
dre?(d
hear
neat
search
dream
he^rd
neath
sea§on
drear
hearken
pea
seat
I02
HOW TO LEARN TO SPELL.
LESSON 185.
CLASS D.
scream
team
yeast
feed
sheaf
tear
zeal
feel
shear
tea§e
zealot
flee
sheath
threald
bee
fleece
sheathe
thre?(t
beech
fleet
smear
treason
beef
free
sneak
treasure
beer
freeze
speak
treat
beet
geese
spear
tweak
breech
glee
spread
wealth
breed
Greek
squeak
wean
breeze
green
squeal
wear
cheek
greet
ste^d
weary
cheep
heed
steak
weasel
cheer
jeer
steal
weather
cheese
keel
stealth
we^ve
creed
keen
steam
weal
creek
keep
streak
wheat
creep
knee
stream
wreak
deed
kneel
swear
wreath
deem
lee
swe^t
wreathe
deep
leech
tea
yea
deer
leek
teach
year
eel
leer
teal
yeirn
fee
peel
HOW TO LEARN TO SPELL. IO3
LESSON 186.
CLASS D.
Class D words form derivatives as Class C;
how?
Exceptions:
due . . . duly, duty, dutiful
true . . truly
woe . . . woful, wofully
agree . . agreeing, agreeable, agreeably
dye . . . dyeing
fee . . . feeing
flee . . . fleeing
free . . . freeing
shoe. . . shoeing
hoe . . . hoeing
BUILDING DERIVATIVES, MODEL.
c. s. — ful, less, ling, ly, ment, ness.
V. s. — ed, er, ing, ish, y.
ailment
ai!
j ai:
f ai:
( ailing
aimless
aim
med, aiming
etc.
Each day, build the derivatives of a column of
Class D words. Build only words that you know.
I04
HOW TO LEARN TO SPELL.
T.F.SSON
187.
CLASS
D.
peep
teeth
broach
moat
peer
three
broad
poach
reed
tree
cloak
roach
reef
wheel
coal
road
reel
wheeze
coarse
roam
screech
je^p'ardize
coast
roan
see
je^p' ard y
coat
roar
seed
le^p' ard
croak
roast
seek
peo' pie
float
soak
seem
d^uce
foal
soap
seen
f^ud
gloam
soar
seep
feudal
gloat
shoal
seer
neuter
goad
whoa
seethe
neutral
goal
doe
sleep
- pleura
goat
floe
sneeze
pleurisy
groan
foe
speech
pneumonia
hoard
hoe
spree
oak
hoarse
roe
squeeze
oar
hoax
shoe
steed
oat
load
toe
steel
oath
loaf
woe
steep
boar
loam
brooch
steer
board
loan
door
street
boast
loath
floor
sweet
boat
loathe
cue
teem
bloat
moan
clue
HOW TO LEARN TO SPELL. IO5
LESSON 188.
CLASS D.
clue
slue
ju/ce
beau (bo)
due
true
suit
b^^u' ty
flue
byiild
suite (sweet)
bu' reau (ro)
glue
bvlilt
nui sance
• p\3. ^.eau (to)
hue
bru/se
tui tion
\.2i bleaii (bio)
que]4^
bru/t
b^oy
sue gyiise
Note. — For ei, ie, oi, 00, ou, and oy, see Rhythmic
Groups.
LESSON 189.
CLASS D.
Select all words of Class D having ea = e; as,
head. Complete this list.
bread dread lead meant
breath feather health spread
etc. etc. etc. etc.
LESSON 190.
CLASS D.
Select all words of Class D having ea = e; as,
glean. Complete this list.
beach bead bean peal
cheat beam meat speak
etc. etc. etc. etc.
I06 HOW TO LEARN TO SPELL.
LESSON 191,
CLASS D.
Select all words of Class D that fall under
the Rule of S. Complete this list.
aisle cause raise case
praise clause pause cease
etc. etc. etc. etc.
LESSON 192.
CLASS D.
A letter may be silent in both sound and in-
fluence; as, ^ifle. Select all words of Class D
having a vowel silent in both sound and influence.
Complete this list.
aisle heifer thread realm
kerchief friend blood jeopardy
etc. etc. etc. etc.
HOW TO LEARN TO SPELL.
107
LESSON 193.
TWO-PART ROOTS.
Some of the words below are two-part roots,
some are compounds, and some are derivatives;
but the derivatives are of a form that you have
not built.
Remember, u after g or s in the second syl-
lable, the syllable being of the form of a Class
D root, usually has the sound of w; as, anguish,
assuage, etc.
Pronounce and account for the vowel sounds.
sub due'
cur' t^in
on' ion*
an' cient
atp' ]/)6:Jird (cub)
pas' sion
gai' ter
au' ger
ver' sion
an' guish
con geal'
pars' ley
trou' sers
■plan' tain
Ian' guage
mael' strom
bludgeon*
pea' nut
poul' try
ha,r' £-am (gen)
as suage'
pen' guin
p'lgyon*
dis suade'
dough' nut
sur' g^on
Ian' guid
san'guine
stur' g^on
rai' §in
bre^k fast
dun g^on
Ian' guish
wee' vil
lei' sure
biscuit
wain' scot
ad?^Q'
lin'gual
as sault'
ten' sion
lin' guist
chim' ney
sau' sage
e^r' ly
sau^r kraut (ou)
mis' sion
Ian' gvlor
* Form Two.
io8
HOW TO LEARN TO SPELL.
LESSON 194.
Two-part words containing at least one Class
D syllable.
For the teacher's use.
bivW^^*(wak) ve neer'
bed' ste^d
sau' cer
ca no^'
a roii§e'
bu' reau
beau' ti ful
pla teau'
trea tise
trea' son
nup' tial
sea' son
dea' con
gldi'szQr (zh)
ea' §el
9hani'^/>* (niy) de vour
al' ley
wea' sel
tu reen'
rein' deer
foun' tain
moun' tain
clay' ey*
pul' ley
thir teen
eight' eenth*
mar' riage
au' gust
* Form Two.
hei' nous
ac crue'
ad journ'
a droit'
a field'
a float'
a foot'
a foul'
a fraid'
a g'am (gen)
a^^^;/st'(gen)
a gree'
a ground'
a head'
al' oe*
a loud'
a main'
an neal'
a noint'
anx' ious
a piece'
ap pease'
ap plaud'
ap point'
ap praise'
ap proach'
ar' gue
a rouse'
ar raign'
ar ray'
ar rear'
a sleep'
as sault'
as say.
a stound'
a stray'
at tain'
aug ment'
a vail'
a vaunt'
avoid'
a vouch'
a wait'
a way'
barou9he'
by(y' ou
bea' die
beak'er
be cause'
bed' spread
be friend'
be guile'
be hoove'
be lie'
HOW TO LEARN TO SI'ELl
109
LESSON 195.
Two-part words containing at least
D syllable.
For the teacher's use.
be lieve' car' riage
be lief cau' tion
Cay eny(^'
cen' taur
cer' tain
9ha peau'
chap' lain
chir blain
Chris' tian
cir' cuit
clear' ance*
cock' roach
cock' tail
col' league
com' peer
be neath'
be queath'
be reave'
be seech'
be ware'
bil'lion
bil' ious*
bil' Hards
boat' swain
bor' ough*
bre vier'
bril' liant
bril' liance
brough' am* com plain'
buck' board com plaint'
buck' wheat com' pound
bun' ion* con ceal'
ca reen' con ceit'
ca reer' con ceive'
ca rouse' con' course
*Form Two.
con found'
con join'
con joint'
con' science
con strain'
con strue'
con tain'
con tour'
con vey'
cor' dial
cor' sair
cour' age*
court' ier*
cous' in*
cru' cial
cur' tain
dai' sy
de bauch'
deb OLKph'
de cay'
de ceit'
de ceive'
one Class
de coy'
de crease'
de cree'
de fault'
de feat'
de fraud'
de laine'
de lay'
de nounce'
de ploy'
de spair'
de spoil'
de stroy'
de tail'
de tain'
de tour'
de void'
de vout'
dis' count
dis dain'
di§ ease'*
dis guise'
no
HOW TO LEARN TO SPELL.
LESSON 196.
Two-part words containing at least one Class
D syllable.
For the teacher's use.
dis join'
dis mount'
dis please'
dor' mouse
doub' le
doub' let
dove' tail
drear' y
dudg' eon
em ploy'
en chain'
en dear
en join'
en joy'
en' nui (aN' we) fea' ture
fie' tion
fif teen
en treat
en' voy
es pouse'
es teem'
ex ceed'
ex claim'
ex haust'
ex plain'
ex ploit'
ex pound'
fa' cial
fail'ure*
fa' mous
fac' tion
gen ms'^
gen teel'
gen' tian
gla' cial
goa tee'
gor' geous
haugh' ty
im pair'
in' grain
in stead'
mean time
mea' sles
me^s'ure*
mil' lion
*
je^J'ous
e nough'
en sconce'
en shroud'
en sue'
en tail'
en throne'
en' trails
*Form Two.
flam' beau le^p' ard
func' tion le'^ion(zh)
fu see' less ee'
fu'i-ion (zh) lev ee'
fu' ture main tain'
mm ion
mo' tion
mur' rain
nan keen'
nee' die
neigh' bor
noi' some
je/p' ard y no' tion
June' tion nui'sance
jun' ior ob tain'
lar' board o' cean
lea'g^ier pa'tient
le' ^1071 (un) pleas' ant*
pen'sion
pin ion*
pe^s' ant*
ple^§' ure*
pon' iard*
HOW TO LEARN TO SPELL.
I I
LESSON 197.
Two-part roots containing at least one Class
D syllable.
For the teacher's use.
por tion re peal'
por' trait re peat'
pre vail' re proach'
pro found' res' cue
pur loin' re search'
re claim'
re coil'
re cruit'
re deem'
re gain'
re gard'
re hearse'
re joice'
re join'
re lief
re main'
re pair'
re course
re strain'
re tail'
re tain'
re toyich'-
re trieve'
re veal'
re view'
Rus' sian
sane' tion
saun' ter
scape' goat
sen lor*
ser' ge^nt
slaugh' ter
so' j^urn
sol' dier
spe' cial
stal' lion
sta' tion
Stat' ue*
steer' age
sua'j-ion (zh)
sue ceed'
sur' feit
sur mount'
sus tain'
ta bleau'
ti5-';^ue (sh)
tor' t^is^
tran' sient
trea' cle
ty' phoid
ty phoon'
un' guent
uYi' ion*
un clean'
unload'
un tie'
un true'
un veil'
up braid'
val' ue*
ven' ue*
vi^t']/ials*
vil' lain
* Form Two.
112 HOW TO LEARN TO SPELL.
' LESSON 198.
PRONUNCIATION.
Any vowel in an unaccented syllable is usually
obscure.
In rapid pronunciation, an obscure vowel can
scarcely be distinguished from neutral u. For
neutral u, see Lesson 9.
The second syllable of the words below could
be spelled with neutral u without affecting the
pronunciation.
mus' tard
gram' mar
beg gar
lunar
ce dar
pil lar
mo lar
vie ar
col lar
po lar
dol lar
burg lar
favor
ru mor
savor
la bor
hu mor
tu tor
The ending nal (al) is of the same nature;
here, however, the tip of the tongue rising to
produce the 1 element, causes the neutral u ele-
ment to be very brief.
ve nal fi' nal re nal
le' gal pe nal re' gal
There is a tendency to misspell words having
an obscure vowel. This tendency may be over-
come by Special Pronunciation.
Plan. Pronounce the obscure syllable, then
the word. In pronouncing the obscure syllable,
give the vowel the sound that it would have were
the syllable standing alone; as,
mar, gram' mar; chor, an'chor; ar, sug' ar, etc.
HOW TO LEARN TO SPELL.
113
Pronounce the following words according to
the plan of special pronunciation; thereafter you
will not misspell them.
SPECIAL PRONUNCIATION.
re' al
cel'l
ar
fa' vor
cen' tral
le gal
vul gar
talon
dol lar
mus tard
vas sal
labor
clam or
lu nar
men tal
tenor
mir ror
ve nal
ras cal
ru mor
cas tor
fi nal
pop lar
vis or
ac tor
pe nal
cym bal
hu mor
error
regal
neu tral
rec tor
arbor
vital
stew ard
vapor
doc tor
mo lar
nor mal
hec tor
au thor
mo dal
fru gal
savor
liquor
mu ral
burg lar
debt or
hor ror
pa pal
schol ar
tu tor
ra zor
na§al
gram mar
hon or
sue cor
re nal
col lar
tu mor
mayor
ral
liz
ran cor
vie tor
val
wiz
-ard
ju ror
har bor
po lar
haz^
an chor
con dor
na tal
buz1
1
major
ar mor
ce dar
giz lizard
do nor
war rior
ri val
blizJ
jun ior
stu por
du cal
pil lar
sen ior
stub born
vie ar
beg gar
splen dor
brough am
ru ral
scan
dal
can dor
pe^s ant
114
HOW TO LEARN TO SPELL.
LESSON 199.
cy, std.
Consider cy, as in decency, the standard spell
ing; learn the following words in sy; you can then
spell them all.
a pos ta sy
au top sy
cat a lep sy
cler i sy
con tro ver sy
cour te sy
curt sy
drop sy
ec sta sy
em bas sy
ep i lep sy
fan ta sy
Gip sy
her e sy
hyp oc ri sy
id i o syn era sy
po e sy
proph e sy
(proph e cy)
pleu ri sy
tip sy
top sy tur vy
LESSON 200,
ize, std.
Consider ize, as in memorize, the standard
spelling; learn the following words in ise; you
can then spell them all.
ad ver tise
ad vise
chas tise
cir cum cise
com prise
com pro mise
de mise
de spise
de vise
dis fran chise
en fran chise
ex er cise
ex or cise
fran chise
m cise
mer chan dise
pre mise
re vise
su per vise
sur mise
sur prise
HOW TO LEARN TO SPELL.
II
LESSON 201.
able, ably, std.
Words ending in able are very numerous.
Words ending in ible are few; consider able
standard; learn the words ending in ible; you can
then spell them all.
Common. Less Common. Rare.
*accessible
*admissible
*audible
*combustible
*compatible
contemptible
♦credible
♦digestible
♦divisible
♦eligible
♦exhaustible
♦fallible
feasible
♦flexible
forcible,
♦♦horrible
gullible
legible
♦♦♦♦possible
♦sensible
♦tangible
terrible
♦visible
♦compressible
contractible
convertible
♦corrigible
♦corruptible
♦defeasible
♦destructible
discernible
edible
♦expressible
♦frangible
♦fusible
impressible
♦♦♦♦♦intelligible
irascible
permissible
♦♦♦♦♦pervertible
♦♦♦responsible
♦♦♦reversible
♦susceptible
transfusible
transmissible
transmittible
♦Will take the prefix in.
**Will take the prefix ab.
***Will take the prefix ir.
****Will take the prefix ira.
*****Win take the prefix un.
tCapable of suffering.
apprehensible
avertible
affectible
cognoscible
conducible
♦♦♦♦♦controvertible
deducible
deductible
descendible
diffusible
distensible
docible
effectible
evincible
expansible
extendible
extensible
immiscible
impartible
imprescriptible
imputrescible
incomprehensible
indefectible
invertible
miscible
neglig-ible
♦♦♦♦ j passiblef
♦♦♦♦ ( passable
prehensible
prescriptible
reducible
refrangible
remissible
reprehensible
ii6
HOW TO LEARN TO SPELL.
LESSON 202.
ance, ant, std.
The endings, ent, ence; ant, ance; occur with
equal frequency. Consider ance, ant, std.; learn
the words ending in ence; you can then spell
them all.
Pronounce the last syllable, then the word.
abhorrence
absence
abstinence
accidence
acquiescence
adherence
adolescence
advertence
affluence
antecedence
arborescence
ascendency
audience
belligerence
beneficence
benevolence
cadence
circumference
coalescence
coexistence
competence
complacence
(complaisance)
concrescence
concurrence
conference
confidence
congruence
conscience
consistence
continence
contingency
convalescence
convenience
diffidence
diligence
effervescence
efficience "
effulgence
emergency
eminence
evidence
excrescence
existence
experience
frequence
imminence
impatience
impotence
improvidence
convergence
correspondence imprudence
dependence impudence
despondency inadvertence
Other prefixes may be attached to some of
these words.
HOW TO LEARN TO SPELL.
117
Incandescence
incompetence
incongruence
indifference
indigence
indolence
influence
innocence
insolence
insurgence
intelligence
interference
intermittence
negligence
obedience
omnipotence
patience
permanence
persistence
precedence
preeminence
preexistence
presence
pretence
prevalence
prominence
providence
prudence
putrescence
recurrence
redolence
reference
reminiscence
residence
reverence
sapience
science
subsidence
subsistence
LESSON 203.
a nal' y sis
an' a lyze
a sy' lum
Brook' lyn
chrys' a lis
cy' clone
cyl' in der
cy' press
E' gypt
y out of place.
en cy clo pe' di a syn' od
giy' ser
glyc' er ine
gym' nast
gyp'sum
hy' gi ene
hy' brid
hy' dra
syn' tax
typ' ic al
zeph' yr
dys' en ter y
gym na' si um
hy' drant
hy e' na
hy' phen
hyp' no tism
ii8
HOW TO LEARN TO SPELL.
hy poth' e sis
hys te' ri a
hymn
lab' y rinth
lynx
ly ce' um
lymph
lynch
lyre
myth
mys' ter y
mar' tyr
nymph
o' nyx
ox' y gen
E gyp' tian
a byss'
a bys' mal
lye
lyr' ic
am' e thyst
myrrh
an a lyt' ic
myr tie
a non' y mous
O lym' pic
hy' oid
i'dyl
syn op sis
type
ty phoon'
cy' no sure
dy' nas ty
hy drau' lie
oys' ters
phy si' cian
rhythm
sys' tem
syn' di cate
strych' nine
scythe
symp' tom
syl' la ble
syc' a more
an' to nym
py' thon
a poc' a lypse
pan e gyr' ic
bar' y tone
pa py' rus
ca' lyx
par al'y sis
chyme
phys' ic
pyr' a mid
pros' e lyte
hyp' o crite
syc' o phant
syl' lo gism
sym' bol
sym' met ry
sym' pa thy
sym' pho ny
syr' inge
sat' yr
syn' o nym
syn on'y mous
ty' phoid
ty' phus
dy nam' ic
dy' na mite
dys pep' si a
crypt
po lyg' a my
crys' tal
pol' yp
cym' bal
cyst
e lys' ian
er y sip'e las
hyp o der' mic
pyg'my
lar' ynx
Pres by te' ri an
HOW TO LEARN TO SPELL.
1 19
LESSON 204.
SPECIAL PRONUNCIATION.
When, by law, is a vowel long? Repeat the
laws of long vowels.
A vowel in position to be long may be obscure
when not under accent.
By special pronunciation , one can learn to spell
words having obscure vowels; thus, pronounce
the last two syllables, then the word; as,
a rate, sep'arate; a sol, par' a sol; etc.
SPECIAL PRONUNCIATION.
obscure a.
mar' ma lade
gel' a tine
mac a ro' ni
ma hog' a ny
syc' a more
cat' a ract
gran' a ry
cav' al ry
par' a sol
pi' ra cy
di' a ry
an a con' da
sal a man' der
va' ry ing
sep' a rate
ar' a ble
Ni ag' a ra
mag' a zine
bot' a nize
car' a mel
cat' a logue
cig a rette'
dem' a gogue
strat' a gem
ad' a mant
ag gra vate
Am' a zon
a nom'a ly
chrys'a lis
cin'na mon
cur' a tive
dec' a logue
e soph' a gus
I20
HOW TO LEARN TO SPELL.
LESSON 205.
PRONOUNCING LESSON.
Each column may be considered a lesson.
ab do' men
a cad' e my
ac' cu ra cy
ac rop' o lis
ad' ver sa ry
ad ver' si ty
a' er i form
a' er o naut
ag' gra vate
ag' gre gate
ag' i tate
a lac' ri ty
aide'-de-camp
al' li ga tor
abil'i ty
ac qui esce'
am big' u ous
am' nes ty
am phib' i ous
a nal' o gy
an' arch y
a nat' o my
and' i ron
an' i mal
an ni' hi late
an ni ver sa ry
an ten' na
an' thra cite
an tip' o des
a pos' tro phe
ap pa ra' tus
an' ces tor
an' ec dote
an noy' ance
an nu' i ty
an' nu al
an' o dyne
a nom' a ly
a non'y mous
3.W te lope
an tic' i pate
an' ti dote
an tip' a thy
a' pi a ry
a pol' o gy
ap' o plex y
a pos' ta sy
ap' pe tite
ap pren tice
ap pur'te nance
a' pri cot
ar bit' ra ment
ar' chi tect
ar is toe' ra cy
a rith' me tic
ar raign'
ar' ro gant
ar' se nal
ar te' sian
ar' ti cle
ar ti fi' cial
artil'lery
as cend' en cy
as sim' i late
as so' ci ate
as' ter isk
as trin' gent
as tron' o my
a sy' lum
ath e ne'um
ath' lete
at ten' tion
HOW TO LEARN TO SPELL.
LESSON 206.
PRONOUNCING LESSON.
Each column may be considered a lesson,
cat' er pil lar com par' I son con va lesce'
cav' al ry
cav' i ty
Cay enne'
eel' e brate
eel' i ba cy
eel' lu loid
cer' e mo ny
chan' tl cleer
char' ac ter
char' i ty
chas' tise ment
chem' ic al
choc' o late
chol'er a
cir' cu lar
cit' i zen
clas' si fy
CO a lesce'
coch' i neal
col li' slon
col' lo quy
com bus' tion
com' mis sa ry
com' plai sant
com po'nent
com' pie ment
com' pli ment
com po si' tion
con cil' i ate
con di' tion
con'di ment
con ^c nial
con jec' ture
con' se crate
con'se quence
con sid' er
con sist'ent
con spic'u ous
con' Stan cy
con stit' u ent
con sum' mate
con sump' tion
con ta' gious
con ten' tious
con ti^' u ous
con tract' or
con ve ment
con ver sa' tion
con ver' sion
cor' du roy
cos mo pol' i tan
coun' ter poise
ere' o sote
croc'o dile
cur ric' u lum
cyl' in der
daf fo dil
da guerre' o type
de ci' sion
de clen'sion
ded' i cate
de fi' cient
de lin' e ate
dem' a gogue
de moc' ra cy
de mon'e tize
de nom' i nate
dep' re cate
der' e lict
122
HOW TO LEARN TO SPELL.
LESSON 207.
PRONOUNCING LESSON.
Each column may be considered a lesson.
effervesce'
ef fi' cient
e lab' o rate
e lee trie' i ty
el' o quent
e man' ci pate
em bar' rass
em' bas sy
embez' zle
em broid' er
em' bry o
e mer' gen cy
em' i nence
em' u late
en gl neer'
en thu' si asm
e nun' ci ate
ep' i sode
e pit' o me
e qua' tor
e ques' tri an
e qui lib' ri um
eq' ui page
e soph' a gus
es pe' cial
et' i quette
e vap' o rate
ex ag' ger ate
ex' ca vate
ex cres' cence
ex hib' it
ex hir a rate
ex' i gen cy
ex pe' ri ence
ex per' i ment
ex plic' it
ex po' nent
ex plo' slon
ex po' sure
ex pul' sion
ex' qui site
ex tem' po re
Fah' ren heit
fa mil' iar
fas tid' i ous
fea' si ble
fe lie' i ty
fer' til ize
fir a ment
fla gi' tious
for ma' tion
for ti fi ca' tion
friv' o lous
fron' tis piece
fun da men' tal
gay' e ty
gal' ax y
gar' ri son
gel' a tine
ger ma' tion
ex traor' di na ry ge og' ra phy
ex trav' a gant ge om' e try
fa ce' tious ge ra' ni um
fa cil' i ty glad' i a tor
fac sim' i le glos' sa ry
fac ti' tious gov' ern ment
HOW TO LEARN TO SPELL.
123
LESSON 208.
PRONOUNCING LESSON.
Each column may be considered a lesson.
im par'tial
ju' ve nile
lit' a ny
im'ple ment
kan' ga roo
lith' graph
im' pli cate
la' bi al
lit' i gate
incar'cer ate
lab' ra tg ry
Ion gi tude
in'ci dent
lab' y rinth
lu' era tive
in cip' i ent
*lac' ri mal
lu' di crous
indefinite
lar' ce ny
lux u ry
in'di cate
las' si tude
mac ad' am ize
infal'li ble
lat' i tude
mack'er el
in'fi nite
leg ate
mac a ro' ni
in iq' ui ty
le ga' tion
mack' in tosh
in tan' gi ble
leg' is late
mag a zine'
in' terstice
leth' ar gy
ma hog' a ny
in' tersti ces
lev' i ty
maj' es ty
in tu i'tion
li' bra ry
ma jor' i ty
ir' ri gate
lieu ten' ant
ma neu' ver
i sos' ce les
lig'a ment
man' ga nese
i'so^therni
lin' e age
man' i fold
Is' ra el ite
lin' e al
mar' gue rite
i' vo ry
lin' e ar
mar' i time
ju' bi lant
lin'e a ment
mar' ma lade
ju'gu lar
lin'i ment
mar' tin gale
June' tion
liq' ue fy
mas' sa ere
* lach' ry mal
124
HOW TO LEARN TO SPELL.
LESSON 209.
PRONOUNCING LESSON.
Each column may be considered a lesson
a tor
ches tra
gan ize
mon 1 tor
mon op' o ly
mos qui' to
m.u' ci lage
Mus' sul man
mu' ti late
mu' tl ny
mys' ter y
nat' u ral
nau' tic al
nee' es sa ry
ne ces'sl ty
neg' li gent
non cha lance
non pa reil'
o bei' sance
ob' e lisk
ob' se quies
ob' so lete
oc ca' sion
op' e ra
o' pi ate
o pin' ion
or' a cle
or
or'
or'
or'
or' na ment
pag' eant
pa ja' mas
pal I sade'
pal' li ate
pam' phlet
pan a ce' a
Pan' the on
pan' to mime
pa' pa cy
par' a chute
par' al lei
par al' y sis
par' a mount
par' a pet
par' a site
par' ox ysm
par' ra keet
par' ti ci pie
par' ti tive
pas sen ger
patri'cian
ped' es tal
ped' i eel
ped un' cle
pen in'su la
pen' i tent
pel' i can
Pen' ta teucJi (tuk)
Pen' te cost
per' ma nent
per' qui site
per' ti nent
pet' i ole
pe ti' tion
pha' e ton
phar' ma cy
pin' a fore
plat' i tude
plau' si ble
pie be' ian
pome' gran ate
por' phy ry
porte' mon naie
HOW TO LEARN TO SPELL.
125
LESSON 210.
PRONOUNCING LESSON.
Each coUimn may be considered a lesson.
prom 1 nent
prom' on to ry
pro pri' et or
pro pri' et v
pro pul' sion
prox' i mate
Pu' ri tan
py ro tech' nic
quan' ti ty
quer' u lous
rad' i cal
rec' on dite
rel' e gate
rel' e vant
ren' de,. vo]4)^
ren' e gade
ren' o vate
res' er voir
res ur rec' tion
ret' i na
ret' i nue
rev eil le'
rhap' so dy
rhi noc' e ros
rid' i cule
ru'di ment
sac' cha rine
sat' u rate
sen' ti ment
sen' ti nel
sep' a rate
ser e nade'
sig' na ture
sil hou ette'
sim'ilar
ski' a graph
so HI' o quy
sou ve nir'
spec' i men
spir' i tu al
spon ta' ne ous
stim' u lant
strat' a gem
strat' e gy
sub' ju gate
sub' si dy
sup' pie ment
sup' pu rate
sur veil' lance
sus pi' cion
su' ze rain
syc' a more
syc' o phant
sym' met ry
sym' pa thy
sym' pho ny
syn' a gogue
syn' di cate
syn' o nym
syn' the sis
tan' gi ble
tan' ta lize
tan ta mount
tel' e graph
ten'e ment
ter' mi nal
ter' ti a ry
thor'ough-fare
to bog' gan
tom'a hawk
tra' che a
tri' cy cle
126 HOW TO LEARN TO SPELL.
SUPPLEMENT,
Selected Class A words having a single front
letter:
1
2
3
4
5
6
bag
ban
bat
bed
beg
bet
bob
bog
box
bud
bug
bun
cot
cab
. cup
cut
dab
dam
dig
den
dim
dug
dun
fag
fad
fan
fog
fox
fun
fur
gab
hat
hen
hit
hod
hog
7
8
9
10
11
12
hop
jam
jet
jog
jug
lag
lop
lot
lug
mat
mix
mob
nib
nit
nod
nut
pan .
pat
pun
pup
pus
rag
ram
rat
run
sad
sag
sap
sin
sip
tax
tip
tug
vex
wag
web
13
14
15
16
17
18
bib
bid
big
bin
bit
but
can
cap
cat
cog
cod
cot
dim
dip
dog
don
dot
dub
fat
, fez
fib
fig
fin
fit
fix
gag
gas
get
gun
had
ham
hot
hub
hug
hum
hut
19
20
21
22
23
24
jab
lap
log
leg
let
lip
lit
mop
mud
mux
nag
net
pen
pet
pin
pit
pop
rap
rob
rim
rot
rub
rug
rut
sit
sob
sup
tag
tan
tap
wed
wet
win
wit
mad
man
HOW TO LEARN TO SPELL.
127
Selected Class B words havintr a single front
letter:
1
2
3
4
5
6
back
band
bang
bank
beck
belch
bend
bent
berg
berth
best
bill
bond
bosh
boss
buck
buff
bulb
bung
bunk
bunt
burg
burn
burnt
cant
cash
cock
cost
cuff
cull
curd
curl
curst
curt
cusp
daft
7
8
9
10
11
12
deck
deft
dell
delt
dent
desk
dish
disk
dock
doff
doll
duck
dust
fang
fell
felt
fern
fill
firm
first
fish
fist
fond
font
gush
gash
germ
gift
gild
gill
girl
girt
girth
gist
hack
hand
13
14
15
16
17
18
bell
belt
bench
birch
bird
birth
bulk
bump
bunch
burst
bust
butt
culm
cult
curb
damp
dash
dill
dirk
dirt
dull
durst
dusk
film
filth
finch
furl
gaff
hemp
gilt
gimp
gird
hang
hash
hasp
hast
19
20
21
22
23
24
hath
heft
held
helm
help
zinc
hint
hilt
hiss
hist
hill
hock
hump
hunch
hung
hulk
hunt
hurl
jack
jerk
jest
Jill
jilt
jump
kick
kill
kilt
king
kink
kirk
lamp
land
lank
lash
lass
lath
128
HOW TO LEARN TO SPELL.
25
26
27
28
29
30
lent
less
lest
lick
lift
limp
lisp
list
lock
loft-
loll
lost
lump
lunch
lung
lurch
lurk
zest
mesh
mess
milk
mill
mink
yelp
miss
mist
mock
mush
musk
muss
nick
' hull
pack
pang
pant
yell
31
32
33
34
35
36
perch
perk
pert
pest
pick
yank
pith
pomp
pond
puff
pulp
with
punt
purl
rack
raft
ranch
rang
rend
rent
rest
rich
rift
rill
rock
romp
ruff
rump
rung
runt
samp
sand
sang
sank
sash
self
37
38
39
40
41
42
sick
sift
silk
sill
silt
sing
soft
song
such
sulk
sung
wing
tack
tank
• tell
tempt
tend
tent
tick
tiff
till
tilt
tuck
tuft
turf
turn
vend
vent
verb
vest
well
welt
west
wick
will
wilt
43
44
45
46
47
48
wind
hemp
herb
hill
went
hulk
hull
hurt
hush
husk
junk
just
kiss
kith
lack
left
lend
length
lynch
link
lint
luck
luff
lull
mash
melt
mend
mint
mirth
muck
muff
must
neck
nest
peck
pelt
HOW TO LEARN TO SPELL.
129
49
50
51
52
53
54
pill
pinch
pink
pump
punch
punk
rank
rant
rock
reck
ring
rink
risk
rush
rust
sack
sell
send
sent
sink
sizz
sock
sunk
surd
surf
tenth
term
test
tint
tongs
toss
tush
tuck
vamp
wench
wend
Selected Class A and Class B words having
two letters before the vowel:
55
56
57
58
59
60
black
bland
blank
blend
bless
blest
bled
blench
blink
bliss
block
blond
blot
blotch
bluff
blunt
blur
blush
bract
brad
brag
bran
brand
brant
brash
brass
bred
brick
brig
brink
brim
bring
brisk
champ
chap
^Jiasm
61
62
63
64
65
66
chat
check
chess
chest
chick
chill
chin
chinch
chink
chintz
chip
chirp
chit
chomp
chop
Christ
chub
chuck
chum
chaff
chunk
church
churn
clack
clad
clam
clamp
clan
clang
clank
clasp
clash
clasp
cleft
clench
clerk
67
68
69
70
71
72
click
clinch
cliff
cling
clink
clip
clock
clod
clog
clot
cloth
club
cluck
clump
clung
clutch
crab
crack
craft
crag
cram
cramp
cranch
crank
crash
crass
crest
crib
eric
crick
crimp
crisp
crook
crop
cross
crotch
130
iOW TO LEARN TO SPELL.
73
74
75
76
77
78
crus
crush
crust
draft
drank
dregs
crunch
crutch
crux
drab
drag
dram
drench
dress
drift
drill
drink
drip
drop
dross
drug
drum
drunk
flag
flank
flap
flask
flat
flax
fleck
flesh
fled
flex
flick
flinch
fling
79
80
81
82
83
84
flint
flip
flirt
flit
flock
flog
flop
floss
fluff
flung
flunk
flush
flux
flock
frank
French
fresh
fret
frill
frith
friz
frock
frog
from
front
frost
froth
glad
gland
glass
glen
glib
glint
gloss
glum
glut
85
86
87
88
89
90
grab
grand
grin
gnp
grist
grit
grog
grub
gruff
grum
grump
grunt
plan
plank
plant
plash
plasm
plat
pluck
pled
plinth
plug
plum
plump
plus
plush
plod
plot
phlox
press
prick
prig
prim
primp
prink
print
91
92
93
94
95
96
prism
prod
prompt
scab
scalp
scamp
scan
scant
scat
scant
scoff
Scot
scrag
scrap
scratch
scrimp
script
scrub
scud
scuff
scull
scum
scurf
shack
shad
shaft
shall
shalt
sham
shank
shed
shelf
shell
shift
shin
ship
HOW TO LEARN TO Sl'KLL.
131
97
91
99
100
101
102
shirk
shirt
shock
shod
shop
shot
shed
shrill
shrimj)
shrub
shrug
shrunk
>huck
shun
shut
sketch
skiff
skill
.kip
skimp
skin
skip
skirt
skull
kulk
skiUik
slab
slack
slag
slam
slan^
slant
slap
slash
slat
sled
103
104
105
106
107
108
slept
slick
slid
slim
sling
slink
slip
slit
slot
slosh
sloth
slug
slum
slump
slung
smelt
slur
slush
smack
smash
smell
snag
smirch
smith
smock
smut
smutch
snip
snap
snatch
snath
snell
sniff
snob
snub
snuff
109
110
111
112
113
114
spasm
speck
spell
spend
sperm
spill
snug
span
spank
spat
sped
sphinx
spin
spit
splash
splint
split
splotch
spot
sprang
sprig
spring
sprint
sprung
spun
spunk
spur
spurn
spurt
stab
stack
staff
stag
stamp
stand
step
115
116
117
118
119
120
stem
stench
stent
stern
stick
stiff
still
stilt
sting
stint
stir
stitch
stock
stop
strand
strap
stress
strength
stretch
strict
string
strip
strong
struck
strung
strut
stub
stuck
stud
stuff
stump
stun
stung
stunt
swag
swam
132
HOW TO LEARN TO SPELL.
121
122
123
124
125
126
swell
swept
swift
swill
swim
swirl
swish
switch
swung
than
thing
think
that
thatch
them
thick
thill-
thin
thank
third
thirst
thong
thrash
thresh
thrift
thrill
throb
throng
thrush
thrust
thud
thug
thump
thus
thwack
track
127
128
129
130
131
132
tram
tramp
trap
trash
trench
trend
tress
trick
trill
trim
trip
truss
trot
troth
truck
trump
trunk
twin
trust
twang
twelfth
twig
twill
whang-
twirl
twist
twit
twitch
whack
whiff
whelm
when
whir
whet
which
whip
whim
whelp
whirl
whist
whit
whiz
ONE MONTH USE
^TT-rrmN TO DESK
PLEASE RETURN i^^^p
Kenewalsandrech^l ^ ^^^^
7
1 r> 2lA-30m
-5,'75
General Lxjrary
YB 36537
54nm9
UNIVERSITY OF CAUFORNIA LIBRARY