UC-NRLF $B 3D7 DbE v_^-uC!> '^'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