UC-NRLF $B 3D6 TDS EG ^ BOOKS 'A xj'r-i Iff STKm .SEEIS .,IFT THIS IS A STATE TEXT BOOK It is the duty of Pupils to assist the State by guarding and using this book with care, so that it may yield good service. Only one book can be given to a pupil. He should cover it with paper or other pro- tective material. If he loses, dam- ages, or destroys it, he should re- place it at his own expense. It is the duty of Teachers to encourage and enforce these provisions. SCHOOL DISTRICT, in County. , 191__. Date of issue : Teachers' Manual of Spelling BY GRACE M. FERNALD, Ph. D. • • n \ • » • » • ••»,»• • • O • » • • o • » ^-1 ej»»»r,, •!•» *•,... Copyright, 1918 By the People of the State op California Copyright, 1918 By Grace M. Fernald » 1 PREFACE The complaint is very common today that the present age is one of poor spellers. Business men particularly are prone to lament the fact that our present system of education does not turn out children as skilled in the intricacies of English spelling as were those of the good old days. These same business men further stipulate that the particular point of defect in our present system is lack of thoroughness and drill. The truth is that many children spell as well as children have ever spelled and acquire their mastery of words in a much shorter time and with much less effort than would have been possible under the old formal system of education. Actual tests of spelling ability show that the average skill in large groups is about the same today as that of similar groups twenty-five years ago. It is true that every class in almost every school has a certain percentage of disgracefully poor spellers, and that these children drag through the seventh and eighth grades and often through high school without ever really learning to spell. As a matter of fact there has never been a time in our educational history when this has not been more or less true. If our modern psychology has the value we claim for it, it should have given us methods by which all children of normal mentality could be taught to spell. The reasons why we still have so many spelling failures seem to be: First, that certain psychological fallacies have crept into our theory of teaching spelling, and, second, that the erroneous supposition has been made that modern methods eliminate the need for drill. This book is not theoretical; it is the result of five years' experimental work with the problem. Over four hundred very poor spellers have been carefully examined and finally taught to spell. We have not failed in a single case in which n TEACHERS' MANUAL OF SPELLING the individual was not feeble-minded. In fact, we have reached the point where we are confident that anyone who is not actually deficient mentally can be taught to spell. Of the persons studied, six were instructors in colleges or normal schools, seventy-five w;ere normal school students, twenty-eight were high school students, five were adults not connected with the schools, and the rest were grade school children. Throughout the last two years the work has been done with groups of children in classes. In the individual work with special cases, the pupil was first tested to determine his general mentality, as mental deficiency would be one possible cause of his inability to spell. This step was omitted when the mentality was obviously of a high type. In case the pupil proved to be mentally normal, special tests were made to determine whether he possessed any striking mental peculiarities. These tests were given with the idea that there must be some difference between the normally bright child who works hard and yet fails to get his spelling and the normally bright child who gets it easily. The second division of our work consisted in the attempt to teach the individual to spell. The author is indebted to the city teachers of Los Angeles and Pasadena for assistance in testing out methods and especially to Miss Elizabeth MacKenzie and Mrs. Clara Preston, of the training depart- ment of the Los Angeles State Normal School, for suggestions concerning the incorporation of these methods into the plan for general class instruction. CONTENTS Page CHAPTER 1. Psychological Processes Involved in Spelling. _ 1 Perception, p. 1. Image, p. 1 — Types of Images, p. 2 ; Imagery tests, p. 3. Habit Formation, p. 8. CHAPTER 2. Application of Psychological Principles to Spelling Perception, p. 10 — Conditions of Presentation, p. 10 ; Errors in Presentation, p. 10. Image, p. 11 — Type of Memory Image (Visual, Auditory, Motor), p. 12; Oral Spelling, p. 13. Habit For- mation, p. 16. 10 CHAPTER 3. Method of Teaching Spelling First Work in Spelling Coincident with First Work in Writing, p. 18. Imagery Tests, p. 19. Steps in Teaching Phonetic Words, p. 20. Steps in Teaching Nonphonetic Words, p. 23. 18 CHAPTER 4. General Conditions Favorable for Learning New Words 26 Discovery of Poor Spellers, p. 2G ; Adaptation to Changed Methods, p. 26 ; Home Study Properly Done, p. 27 ; Spelling Habits, p. 27 ; Development of Individual Methods, p. 27; Use of Dictionary, p. 28 ; Written Spelling Match, p. 28. CHAPTER 5. Spelling Vocabularies. Experimental Word List — Ayres List, p. 30; Jones List, p. 32 ; Chico List, p. 33 ; Groves List, p. 33 ; Cook-0'Shea List, p. 33. 30 APPENDIX. Summary 34 CHAPTER 1 PSYCHOLOGICAL PROCESSES INVOLVED IN SPELLING The psychological processes involved in learning to spell are perception and imagery, and their changes incidental to habit formation. PERCEPTION! Perception may be defined as the consciousness of an object present to sense — of an object w/iij-h' is directly aiim- ulating some sense-organ, as the eye ot3 the , ear, Perception lasts only so long as the stimulus remains. , We pb^c^ivfi'thfe friend who stands before us, the table at which we are seated, the hand organ playing under our windows, or the book we touch in the dark. IMAGE After the object has been removed, we no longer perceive it but we may still recall it in the form of an image. The image thus represents some object which is not present to sense. For example, we perceive the house in which we live as we look at it, but we have an image of it when we think of it afterwards. In the same way most people get visual images of the faces of people they have seen or of any familiar objects. We perceive music while it is being played and have an auditory image of it when we hear the air in our minds afterwards. It should be noted that the term image is used to designate any of the various forms in which we may think an object, 'A more detailed study of perception may be found in any standard psychology. It should be noted that there are imaginal elements in any perception, but that these elements are always simultaneously associated with sensory elements and the whole referred to some external object. In the image or idea the whole experience is imaginal. 2 TEACHERS' MANUAL OF SPELLING whether we visualize it, think it in sound terms or get a touch or kinaesthetic* (motor) after-consciousness of it. TYPES OF IMAGES 1. Reproductive and Productive: Images may be either reproductive or productive. The reproductive image, as involved in the initial stage of spelling, is one which repre- sents, in their proper order, all the elements of some past per- ception; that is, the image represents the details of the object exactly in the order in which we experienced them when the object was present to sense. We recall a picture Whk!h we iia'vjs: s^en,* or a song we have heard, or the delicate lekves of'sbmfe'Hbwer which we have touched, and our image /V^fe' I'^^lrp/Juctife. ' T'he 'productive image is one which repre- sents some object which we have never experienced as a whole in perception. The elements are those of our past perceptual experiences reorganized in such a way that the total object is new. The painter who has a vision of some picture which differs from anything he has ever seen ; the novelist who creates new characters; the inventor who thinks things, not as they are, but as they might be — each experiences a pro- ductive image. 2. Sensory Types op Image :t Individuals differ in the sensory content of both the productive and the reproductive image; some people recall past experiences or think new objects in terms of visual images, others in terms of auditory images, and still others in touch-movement terms. These *By kinsesthetic, we mean the consciousness of our own movements, in terms of muscular, tendinous and joint sensations. We may nave a *iip-motor" image of a word, for example, when we are conscious ot the movements of our lips in forming the words, or a "hand-motor image of the word when we are conscious of the movements the hand makes in writing the word. There is some question whether the actual move- ments are not always reinstated when we have kinsesthetic consciousness, so that the experience would be sensation rather than image. tThe use of the word "type" in connection with individual differences In form of image has been criticized by certain psychologists but still seems the best descriptive term we have. It should be clearly under- stood that the images of most individuals may be designated as ot tne mixed type, but that certain individuals tend to think more specifically In one form of imagery than in any of the other forms. TEACHERS' MANUAL OF SPELLING 3 types we designate as visual, auditor}^, or tactile-motor (tactile-kin^sthetic — see page 2). The images of a great many people are of what we call the mixed type; that is, the images are of more than one type, as auditory-visual, auditory- motor, etc. For example, in recalling music, some people get a visual image of the notes as written on the sheet ; others recall the sound of the music ; others feel themselves making the movements of playing; still others get a mental picture of the notes, hear the air in their minds, and at the same time feel themselves making the notes or feel the movements about the throat as if they were singing the notes. ^ In making this matter clear to both children and adults we have found the performance of imagery tests particularly valuable. We wish to emphasize the fact that the knowledge of the psychology of imagery is essential for an undenstanding of the problem. The following tests have been found partic- ularly good for determining the imagery type in the case of either adults or children. IMAGERY TESTS 1. Recall of Common Objects: First, simply recall any objects which are not now present — people, articles of furni- ture, or scenery. Read a description of a person or object and see what goes on in your mind. 2. Memory for Objects: One very good test for small children is the old game of memory for objects. Place twenty objects on a table and cover with a cloth. When the children are ready, remove the cloth for from twenty to thirty seconds, while the children attempt to fix the objects in their minds. Cover the table again and let the children write the names of the objects or draw pictures of them. Then ask the children how they remember the objects, whether they get pictures of them in their minds or say the names of the objects over to themselves. The writer was at 4 TEACHERS' MANUAL OF SPELLING first very skeptical concerning the ability of children to per- form such introspection, but she has been forced to admit that children are capable of giving remarkably accurate information concerning their own imagery processes. The practical results alone would justify this conclusion. 3. CoLviN AND Myers Imagery Tests: (Colvin, S. S. and ]\Iyers, E. J. The Development of Imagination in School Children, etc. Psy. Rev. Monog. SuppL, Vol. 11, No. 44, 1909, 85-126.) For the children above the third grade the following tests suggested by Professors Colvin and Myers, and somewhat modified for our present purpose, serve as excellent diagnostic tests. Figure 1 is drawn in heavy crayon on a sheet of cardboard. The children make a copy of this on their papers. On a screen 22 by 28 inches is a similar figure, and in each of the angles and spaces are ''meaningless" characters (Fig. 2). The children are allowed to look at Figure 2 for twenty seconds if in a grade below the fifth, and for fifteen seconds if in or above the fifth grade. The screen is then removed and the children are asked to make their figures look like the second figure. The same experiment is repeated with Figure 3. R 4M AOV Fig. 1 Fig. 2 Fig. 3 In each case the child is asked to discover if possible whether the memory process is in terms of visual or auditory or motor imagery — whether he gets a ** picture" of the figure or repeats the names of the parts to himself or feels himself making the figures. In some cases the lip and hand move- ments are evident to the experimenter. TEACHERS' MANUAL OF SPELLING The following test is particularly valuable as an intro- spective exercise for older children and adults: A paper is prepared with the following letters printed upon it in the form of a square (see Fig. 4). The pupil is shown a card with Fio^ure- 5 on it. MXCS SCXM XMSC CSMX X (M Xl|C S| M X C XlfM M SJ IC [C SJIM XI Fig. 4 Fij:. 5 Fig. 6 Careful explanation is made of the fact that certain angles belong to certain letters, for example, ^J belongs to S, so that S would be enclosed as follows, SJ. In the same way, I belongs to X, making it xl, etc. When it is certain that the pupil understands Figure 5, he is told to learn it, and allowed as long a time as he wishes for the process. When he is sure that he knows Figure 5, Figure 4 is substituted for it and he is told to enclose the letters in the angles that belong to them. He is instructed to go straight down the first row, cover that as soon as he has fin- ished it, and proceed to the second. It is very important that the child cover the row as soon as he has filled in the figure, or he will be sure to copy from the figures already completed. Figure 6 shows the letters properly enclosed, and it should not be shown to the child until the test is over. The test is difficult, as the child must not only retain the image, but he must also analyze it. While the image is visual in many cases, the test is almost certain to bring out auditory imagery if the pupil ever uses it. Lip and hand movements in many cases, suggest to the teachers the presence of the motor consciousness (kinaestheic). 6 TEACHERS' MANUAL OF SPELLING 4. Code Test: The code test, which was first used in its simpler form by the Child Study Department of the Chicago City Schools, makes a very good imagery test. For the younger children, eight to thirteen years, we have used the test in the following form: 1 4 7 2 5 8 3 6 9 Fig, 7 Fig. 8 As the child watches, Figure 7 is drawn. Separate parts of the figure are then drawn until the child is able to point to the same part of the whole figure.^ Numbers are then made as in Figure 8. After the child has said the numbers to himself once, the figure is taken away; each part of it is drawn^ and the child is asked to put the correct number in each part. The result, after the child has put the numbers in should be as follows: 528 196437 In performing this experiment, for the purpose we have in mind, it is more important that the child be able to describe the method by which he recalls the original figure than it is for him to make no errors. Any one making the test can readily determine whether he recalls a particular number by getting a picture of it in his mind, by saying the numbers to himself, or by feeling himself make the figure. ^NoTE. — The parts are drawn as follows : n^DCUmLJ^L. TEACHERS' MANUAL OF SPELLING A more complicated form of the same test is the code wrhich was used first in the Psychopathic Institute of Chicago. (Psy. Rev. Monog. SuppL, Vol 13, page 33.) The following figures are drawn while the child watches: ya ^^ / A ^ /C f >d nP 71 .f /^ ^\^ The child's attention is called to the fact that the letters are in the figures in alphabetical succession and that every other figure has a dot in each part. The child is then asked what letter |^ this would stand for, and this IT* . When these two letters have been identified as /( and g, the teacher writes "caught a spy" in the code as follows: njALE >J VLA The child has the key figure before him while this is being done. It is well to have the child point to each part of the. figure, as the experimenter makes the letter in code. The figure is then removed and the child is asked to write the words "come quickly" with no other guide than his memory Image of the figure. The result should be ajs follows: nnuD izAi vi\~M\ Any individual above the age of from fourteen to sixteen years should write these two words in code in from six to ten minutes, without more than two errors. The significance of the test is lost if the child has had previous practice in its performance. The control image may be visual or auditory )r kinaesthetic. The test is particularly likely to bring out 8 TEACHERS' MANUAL OF SPELLING any auditory imagery of which one is capable. It is fre- quently found that individuals use auditory -motor imagery while they are learning the code, but, if they continue the use of it until they are quite familiar with it, visual imagery comes to be the predominating type. As in all cases of imagery, the only way to determine the form of the child's image is through the child's description of it. 5. Writing Words Backward or Learning Foreign or New Words : In order to determine the type of image used in learning words, the child is asked to carry out the following directions, and is asked the following questions: Say to the child ''Think of any well known word of thre.e or more syllables. Now write it backward from memory." For example, "separate," written backward, would be "etarapes. " "Do you see the letters or syllables; do you say them to yourself; do you feel yourself writing them?" Finally, ^t the child to report what he does in learning a new word, whether he pictures it, says the words or letters to himself, or feels himself writing words. Have him observe what goes on in his mind if he learns a word in some foreign language with which he is not familiar. For example, the French word for sixtieth, soixantieme. 6. Other Tests: Many other tests, such as nonsense syllables, series of digits, the Binet figures — anything, in fact, involving a productive or reproductive image may be used as a test for imagery type. • HABIT FORMATION The final step in learning to spell is habit formation. Habit is the repetition of an act, which is at first per- formed consciously, until it becomes so established that it can be carried out successfully without any conscious control. Whenever an idea is expressed often enough in action, a stage of development is finally reached where consciousness can TEACHERS' MANUAL OF SPELLING 9 drop out and we can perform the act without thinking what we are going to do before we do it. Dressing, typewriting, playing the piano, opening and shutting doors, and many of the various everyday activities which we now perform without any attention to details are the outcome of earlier conscious adjustments; even the use of knives, forks and spoons, in eat- ing, which seems so purely automatic, is learned in an elabo- rately conscious manner during early childhood. A baby, in his attempt to convey food to his mouth in a spoon, will illustrate the early stages of habit formation. 10 TEACHERS' MANUAL OF SPELLING CHAPTER 2 APPLICATION OF PSYCHOLOGICAL PRINCIPLES TO SPELLING PERCEPTION (Word Presentation) The first stage in spelling is the perception of the word. We must see the word written, look at it in a spelling book or dictionary, hear it spelled, or, as in the ease of one who is blind and deaf, run the fingers over the letters or symbols standing for the word, or else touch the lips of one who is expressing the Avord. Conditions of Presentation: In order to get a clear per- ception of the word, the stimulus must be clear and distinct, must be such that it is suited to the sensory equipment of the individual, and must be of long enough duration so that all the details are observed. It is desirable to have the word presented in such a way that the child will see it and hear it and feel himself forming it. We must see to it that the child who is in any way defec- tive in vision or hearing, gets as clear an impression of the word as if he were not thus defective. After considerable experimentation, we have selected the method of presentation which seems to give the best results with the average child. The details of this method will be given in the outline of the method of presentation (pages 20-24.). Errors in Presentation : The first common error in pre- sentation is the mispronunciation of the word either by the child or by the teacher. A surprising number of children mispronounce words and still spell them correctly, but the correct pronunciation of the words is an absolute necessity for the child of the auditory imagery type and consequently can not be too much emphasized. It might be noted here that it is foolish to spend as much time as we do in the teaching of TEACHERS' MANUAL OP SPELLING 11 spelling without at the same time teaching the child the cor- rect pronunciation of the word. The following are illustrations of words which are frequently mispronounced and consequently misspelled: February, brethren, separate, interest, description, governor, chimney. The next error in presentation is too short duration of the stimulus. A clear image of the word can be formed only if every detail of it is clearly perceived. In the attempt to keep the child's attention from wandering and to keep up a certain pitch of activity in the classroom, the teacher limits the length of presentation of the word to the time which she considers suitable. There are some children who can get words very easily by this "flash method" and there are others for whom the method is impossible. Children of the auditory type in particular always require a little longer time to form the image than do the other children. If the word is removed even the fraction of a second before the child has perceived all the details, his image will necessarily be defective. If the words are properly taught, it is not necessary to resort to the "flash method" in order to hold the child's attention. Another error is lack of attention to the word on the part of the child during presentation. The lack of attention may be due to the fact that the child is thinking of something altogether different, or it may be due to the distraction of the child's attention from the word itself to the letters of the word, provided he is required to spell orally or is allowed to copy the word letter by letter during presentation. IMAGE (Memory of Word) ^ Obviously the image required in spelling is reproductive rather than productive. Certainly originality is not at a premium in connection with the spelling of words. Even the slightest shift toward the productive image — that is, the least reorganization of the elements given in the original percep- V 12 TEACHERS' MANUAL OF SPELLING \ tion — results in incorrect spelling. Spelling thus remains the one school subject which is entirely dependent on reproductive imagination. After the child has had a perception of the word, he must carry with him some image which is a perfect reproduction of the original perception. This image may be either visual, auditory, tactile-motor, or mixed ; that is, the child may get a' picture of the word in his mind, or he may say the word or the letters of the word to himself, or he may move his fingers as he would in writing the word, or he may do any two or all three of these things at once. The only requirement is that the image be sufficiently clear to give the elements in the proper order. Results of Work With Imagery Tests: It was in the investigation of the imagery processes of poor spellers that we obtained the most interesting results. With four excep- tions, our poor spellers are of the extremely auditory-motor type; they recall past experiences in terms of auditory-motor rather than in terms of visual images. In most cases the type is auditory lip-motor and throat-motor. In the case of the memory for words these poor spellers have a sound image of either the word or the letters of the word and at the same time have a certain consciousness of lip and throat movement. They are unable to get a visual image of the word or letters that make it up. Discussion of Significance of Results of Imagery Tests : Many teachers insist that they have been teaching spelling for some time in such a way as to appeal to all types of imagery ; that they present the word visually for the ''eye-minded" child, orally (give oral spelling) -for the ''ear-minded" child, and have the children write it for the sake of the "motor" child. At this point a peculiar psychological fallacy has crept into the problem. It has been taken for granted that the child's TEACHERS' MANUAL OF SPELLING 13 imagery is of the type corresponding to the type of the sensory stimulus he apperceives most readily ; if he learns a thing best when he sees it, it is taken for granted that his imagery is of the visual type and that his memory image is a mental picture ; if he gets the results best when something is presented in such a way that he hears it, then it is taken for granted that his imagery is of the auditory type, and that he remembers in the form of word or sound images ; if he gets the best results when he expresses the thing in terms of his own movements, then it is taken for granted that his imagery is of the motor type. Consequently, the teacher believes that she is appealing to the various types when she is having words written on the board, spelled orally, and written by each of the children. The last mentioned method of presentation, which is really the most important, is most often neglected. Now, as a matter of fact, the child may perceive a visual stimulus much more readily than he does an auditory, and yet translate the sensation at once into auditory or auditory-motor terms and retain the content in this* form. In the case of spelling, he may learn the word better from a visual than from an auditory stimulus, notwithstanding the fact that he is saying the word or the letters of the word to himself all the while he is looking at the word, and also notwithstanding the fact that it is the auditory image thus created which he retains, and not the original visual impression. The advantage of the visual over the auditory stimulus is that it is usually more stable and does not have a fixed rate of passing, as does the auditory stimulus. With the visual stimulus, the individual sets his own mental pace, as it were. Thus it will be seen that the problem of appealing to the various imagery tyipes has not been met in the least degree by presenting the word as a visual, an auditory, and a motor stimulus. 14 TEACHERS' MANUAL OF SPELLING A further analysis shows that the oral spelling, instead of aiding the auditory child, actually hinders him. The child who gets a clear visual image of the word has an image of the word as a whole while he is either spelling it orally or writing it. His visual image is not interfered with by the process of saying the letters aloud or to himself. On the other hand, the child whose control image is auditory, can not hear the word as a whole at the same time that he hears the separate letters, when he is attempting either to say the letters to himself or to spell the word aloud. It is an easy matter for the reader to illustrate this point to himself if he will attempt to spell a word letter by letter and to hear the word as a whole at the same time, or even to hear the word as a whole and at the same time to follow the letters as the word is spelled aloud by another person. It will be found that one auditory process interferes with the other. The result of this rivalry of the auditory images is that the auditory child says the w-ord and then attempts to spell it without any controlling image of the word as a whole. Consequently, he puts the letters of the word together in almost an}^ order, leaves out letters and syllables, and finally becomes so hopelessly confused that he does not know what he is attempting to spell. The difficulty is due to the fact that as soon as he begins to say the letters of the word aloud, the image of the word as a whole is lost. A high school boy who was a very good student, but an astonishing speller, pronounced the word "familiar" correctly, and yet proceeded to spell it ''fimaler"; ''opportunity" he spelled ''opertunitj^" ''persevere" he wrote ' ' presevere, ' ' etc. He said he did not look words up in a dictionary because he could not find them. Other illustra- tions are: "propily" for "properly," "apperate" for "appreciate," "imagian" for "imagine," "conceence" for "conscientious," "elegiance" for "allegiance." These mis- spelled words are taken from the papers of eighth grade TEACHERS' MANUAL OF SPELLING 15 children, and illustrate the way in which the child loses the idea of the word as soon as he begins to think the letters. An analysis of the facts already presented makes it evident that the three factors essential for the most effective teaching of spelling are: first, the discovery by the individual of the form of image which he can get most clearly; -second, the formation of a clear image of the word in terms of this mental type; and finally, attention to the image during the process of writing the word. It appears further that any form of« oral spelling is distinctly bad for the child of the auditory type. With reference to this last point, it is obvious that spelling functions only when one wishes to express oneself in written form. Consequently, unless it can be shown that oral spelling is a real aid to the acquiring of skill in the correct spelling of written words, there is no justification for employing it. The following facts argue against the value of oral spelling: (1) The fact that an individual has acquired skill in one set of motor reactions does not necessarily mean that he can transfer that skill to some other reaction. For example, a child will frequently spell a word orally quite correctly and be unable to write it correctl;^. (2) Oral spelling dispels the only image of the word as such which the auditory child is able to get. (3) The visual child does not need to go through, the process of auditory spelling, as he has the letters represented in his visual image of the word. (4) The results of numerous experiments with individual cases and with classes of children from the third to the eighth grades all show better results when oral spelling is omitted. The class experiments referred to seem to the writer the strongest argument against oral spelling, as these experiments were made by experienced and successful city and training 16 TEACHERS' MANUAL OF SPELLING school teachers, who in some cases began the work with the conviction that it was a mistake to omit oral spelling. Note. — The experiments referred to were performed as follows: Classes were divided into two sections. The children were selected in such a way that each section contained the same number of good and of poor spellers. The Rice test was made the basis for selection. The two groups were then taught the same words in the same way except that oral spelling was entirely omitted in one group while it was made a part of the study and'recitation in the other group. At the end of the term, the two groups were given the same list of words in a written test. In every case, the average was higher for the group which did not have the oral spelling. A detailed study of the results obtained from the two groups shows that the particular factor which raised the average of the winning ^roup was the improvement on the part of the poor spellers. The dif- ference in method seemed to have no effect whatever on the good spellers. Twenty such group experiments were performed. HABIT FORMATION The last step in learning any w^ord is to make the writing of the word habitual. It is not enough that the child write the word once or twice correctly. He must write it often enough while the image is clear, so that the correct writing becomes automatic and he can write the w^ord correctly with- out attention to the spelling. It is like the case of the man who is learning to drive an automobile. He may know just how the machine is operated, but as long as he has to think just what he has to do to start and stop and change speed, it is not safe for him to attempt to drive rapidly through traffic. He may know exactly what to do, but the process is slow and awkward and given to error as long as he has to stop and think each detail before he can carry it out. At this stage he will not even perform the act correctly if his attention is taken up with something other than the movement he must make. When he sees the obstruc- tion and stops the car automatically, or shifts his gears on a grade without needing to think how it is done; when he can control the ear with his attention on the road because all his adjustments to the car have been carried out so often as to be habit, he is safe. TEACHERS' MANUAL OF SPELLING 17 Just so in spelling; it is necessary to go through the stage when each detail is clear in the mind before the writing of the word, but the child is not safe to dash through the ''traffic" of real writing as thoughts tumble themselves out on paper, until he has written each word often enough so that he can write the word with his attention on what he wants to say. 18 TEACHER^^ANUAL OF SPELLING CHAPTER 3 METHOD OF TEACHING SPELLING First Work in Spelling. The child's first instruction in spelling should be coincident with his first instruction in writ- ing. As soon as he has developed the motor control necessary for writing, he will be ready to write sight words. The very young child is interested in performing what appears to be a mechanical operation over and over again until he perfects it and if left to himself will write sight words until he becomes thoroughly proficient in this form of expression. The teacher has only to suggest that his written repetitions should be made from his own memory image and not copied. This means that, if he is writing on paper, he should cover the word as soon as he has written it. Spelling has no function until the child is ready to write. This is especially true since we no longer use letter by letter study of the word in connection with reading. It is especially important that the first work in spelling be given so that the child will write sight wordS^ over and over again (as he will naturally tend to do if th9 copy is given) and that letter by letter analysis of the word should not be suggested. His first writing work would thus pass on directly into his later written spelling as longer words come to be learned. In his first work the child is interested in the mere mechanical process of forming the words ; as soon as he gets a satisfactory degree of skill in the mechanics of writing, his interest shifts to the idea to be expressed in writ- ing, but the method by which he learns to spell new words wall have been determined by his early work. Essential Factors in Learning to Spell. The following factors must be taken into account in any satisfactory scheme for teaching spelling: 1. A clear perception of the word to be spelled. TEACHERS' 31 AN UAL OF SPELLING 19 2. Formation of a clear image of the word — which image will be of the visual, auditory, motor, or mixed type, depending on the imagery type of the individual. 3. Attention to this image during the writing of the word. 4. Frequent enough writing of the word with the image control so that the process becomes habitual and the word can be written without attention to its form. Imagery Tests. If children are taught to spell correctly from the start, it is not necessary to discuss the imagery prob- lem with them although they are interested in the imagery tests. Children naturally attend to those images that they get most easily and clearly. It is only when we suggest other processes or force children into activities like oral spelling, that they get into habits which make trouble. Sometimes the difficulty is due to the fact that we call the child's attention to some imagery form that he is not able to get clearly, as when we insist that a child of the auditory type attend to a visual image. If they are taught from the start in such a way that the visual children are free to attend to their visual images, the auditory to their auditory images, the motor to motor images, each child will simply develop the process of learning words which suits him befet. If, however, the children have already formed bad habits, it is worth while to discuss the imagery problem with them and to have each child understand enough about his own mental processes to know just what the object of his attention should be. Children are delighted with the imagery tests and they can be given with profit even as early as the third grade. In grades above the second, the imagery tests described on pages 3-8 are given to the child or to the class, as the case may be. The problem of imagery is next discussed with the children. 20 TEACHERS' MANUAL OF SPELLING The point is not that the teacher shall discover how the child thinks, but that the child shall discover the nature of his own mental processes and learn to hold the image of the word, whatever its form may be, until he has expressed it in writing. If the child has a visual image of the word it is not at all important that the teacher should know this ; but it is very important that the child shall focus his attention on the word until his visual image is clear in every detail, and that he shall keep his attention on the image while the word is being written. In the same way the child must learn to form a clear auditory image if he is of the auditory type, and to attend to this auditory image while the word is being written. The same principle will hold in the case of the auditory-motor child. One matter of surprise to the author is that children often get the idea more quickly than do adults. There is no ques- tion but that third and fourth grade children discover which type of image they get most clearly and study words accord- ing to their own individual types with phenomenally good results. Teaching of Words. After the imagery tests have been given, words must be presented in some way which will fulfill the psychological requirements. The following outline gives the steps of a process which we have found satisfactory for general classroom work. Steps in Teaching Phonetic Words. (Words that can be written as they are pronounced) : (1) The teacher writes the word on the board, pro- nouncing it as she writes it. (2) The children pronounce the word after the teacher. (3) The children pronounce the word slowly, looking at the written word to see if it is spelled as it is pro- nounced. While they pronounce the word the second TEACHERS' MANUAL OF SPELLING 21 time, lines are drawn between the syllables or the syllables are underlined, so that the word is divided into convenient sound units. (4) The children are asked to shut their eyes and see if they can form a picture of the word in their minds. If they can not form a picture, or if the picture is not plain enough to give them all the letters of the word, they are told to say the word over to themselves and to be sure that they hear every sound very plainly. All the children may be encouraged to say the word, to themselves, as our visual students report that this process of saying the word clarifies the visual image. These directions are omitted as soon as the children are familiar ivith the process. (5) The word is erased. (6) Each child says the word slowly to himself, with lip movement if necessary and writes it as he says it. This last step must not be omitted under any circum- stances. The whole point of the work is to make the process of writing the word habitual. All habits orig- inate in conscious activity, but depend as much upon the proper expression of the idea as upon its clearness. (7) The next day, the entire list of words is written - from dictation, great care being taken that the child says the word to himself as he writes it. (8) All misspelled words are retaught. Illustration op Method. The word ''separate," is taught as follows: (1) The teacher writes the word on the board saying it as she writes it. (2 & 3) The children then pronounce the word slowly while the teacher marks off the syllables, sep/a/rate. The children see very readily that the word can be written just as it is pronounced. (4) The children shut their eyes and say the word over carefully to themselves, mak- ing sure that the visual or auditory image is clear. It is 22 TEACHERS' MANUAL OF SPELLING particularly important that the children pronounce the second syllable correctly. (5) The word is erased. (6) Finally, the children write the word saying each syllable to themselves as they write it. NoNPHONETic Words or Parts of Words. (Words that cannot be written as they are pronounced). Most words are partly phonetic, and for all phonetic syllables, the method just described should be used. After the child has mastered the simple letter combinations either in the study of phonics or in the process of learning a reason- able number of words, only the nonphonetic parts of new words need to be learned. C-o-n is con, and if the child has once learned it, either as a phonogram or as a part of any word, he should not have to learn it again in a word like conscientious just because a part of the word is nonphonetic. It is astonishing how much of the English language the child learns in the first three grades, and how little we use this knowledge in teaching him the separate words of his later school course. The problem of learning the nonphonetic-^ parts of words is not particularly difficult for the visual child. He simply has to be sure that he has formed a clear visual image of the difficult part of the word. He forms this image very readily. The problem for the auditory-motor child is a very differ- ent one. As he cannot visualize the word, it is necessary that J he form an auditory-motor image of the nonphonetic parts of the word. In the case of many words, he Avill simply say the letters over to himself. In other cases, instead of saying each separate letter, the child says the letter combinations just as they occur in the word, and writes the word as he says the parts. For example, he would not spell out ''W-e-d-n-e-s- d-a-y,'' but would say the word first and then pronounce it for spelling, as it is spelled, *'Wed-nes-day." As he writes the word he simply repeats these three sounds, *'wed,'' '*nes" TEACHERS' MANUAL OF SPELLING 23 and *'day." Thus he learns only three elements instead of nine. The steps in teaching a word which is partly nonphonetic are as follows: (1) The teacher writes the word on the board, saying it as she writes it. (2) The teacher pronounces the word. (3) The children pronounce the word. (4) The children say the word slowly as the teacher marks off the syllables. This makes the nonphonetic parts of the word obvious. (5) The nonphonetic parts of the word are under- lined. (6) The children form a clear auditory or visual image of the difficult parts of the word. (7) The children repeat the word to themselves, mak- ing sure that the recall image is clear for every part of the word. (8) The word is erased. (9) The children write the word saying it to them- selves as they write it. (10) The children write the word the next day from dictation. Illustration of Method. The word ''conscientious,'' is taught as follows: (1) The teacher first writes the word say- ing it as she write it. (2) The teacher pronounces the word and (3) the children say it after her. (4) The children say the word slowly while the teacher marks off the syllables eon/sci/en/tiou|. The con can be written just as it is said; the sci is obviously not written as it is pronounced; en is perfectly familiar, and the children have already learned the endings tioiis and cious so that the only point they have to remember is the t. Thus we find that this seemingly difficult 34 TEACHERS' MANUAL OP SPELLING word has only two elements, sci and t, which have not already been learned in simpler combinations. Each child must he sure that he can pronounce the word and then he must fix the two difficult parts. ]\Iost children who do not visualize will say s-ci, simply giving the sound of the letters, though some children, in writing the word, always spell out the three let- ters. The t gives no trouble, as the visual child forms a visual image of it and the auditory child hears the little click of the t as distinguished from c when he says the word to himself for spelling purposes. General Application of Method. The formal steps out- lined in the plan are carried out very rapidly by the child after he has once acquired the habit of learning words in this way. He learns any phonetic word that is already a part of his spoken vocabulary almost as rapidly as he can say it over once and write it. The method becomes of value when the child applies it to his every day work, particularly when he looks up all doubtful words in the dictionary and learns them at the same time. He can do this by simply observing whether the word in question is phonetic or not; fixing the correct pronunciation; giving special attention to any non- phonetic part ; closing the dictionary ; writing the word from his visual or auditory image of it. The child who forms the dictionary habit in the fourth and fifth grades and who makes it a rule to learn words whenever he has occasion to look them up, will not need the formal teaching of spelling above the sixth grade. Habit Formation. If the child is taught words in common use and is not forced into a position where he has to write words incorrectly, habit will take care of itself. The correct writing of a word several times makes the process habitual, provided the word is not simply copied letter by letter from the dictionary or blackboard, but rather with the attention on the image of the word. The child should always be told TEACHERS' MANUAL OP SPELLING 25 how to spell a word or allowed to look it up in the dictionary when he is doubtful of the spelling, as a bad habit is estab- lished every time the child writes the word incorrectly. For the same reason a child should never see a word incorrectly spelled when it is possible to avoid it. For this reason the custom of having children correct each other's papers should be done away with. 26 TEACHERS' MANUAL OF 8PELL1N(^ CHAPTER 4 GENERAL CONDITIONS WHICH ARE FAVORABLE FOR THE LEARNING OF NEW WORDS The following conditions — most of them mere matters of common-sense psychology — should be observed in teaching words : 1. The teacher should discover her poor spellers as soon as possible, so that she may be able to give them special attention until the new habits of spelling are formed. For this purpose the Ay res scale is excellent (see Chap. 5). 2. The work will go slowly at first, particularly if the children are in the habit of learning words letter by letter. At the beginning of the work they should never be hurried. The auditory child ''goes to pieces" if he is not allowed suffi- cient time to work out his imagery processes. It usually takes about a month for the children to become accustomed to the new method, then the work goes more rapidly than by the old method, as the child uses letter combinations in learning each new word. The important thing is not that the child cover a given number of words in a set time hut that he really learn whatever words he studies and that he develop a method of learning words which he can apply to any new words lie has occasion to use. 3. The teacher should make sure that the children study according to the plan. This is particularly important if the children have already formed the habit of learning words letter by letter. The teacher may present the words perfectly and yet the child may continue to say the letters over and over to himself. It is usually possible to determine what method the child is using by observing his lips. The audi- tory-motor child almost always makes lip movements and these movements are quite noticeably different when he is TEACHERS' MANUAL OF SPELLING 27 saying the letters and when he is saying the syllables. Indi- vidual work may be necessary for a few moments a day to start the correct habits. ,4. If the child is a very poor speller and studies his words at home, the parents should see that he does not use letter by letter oral spelling there. Otherwise, the home study will do more harm than good. 5. The ultimate end of spelling instruction is to make the correct ivriting of the word habitual. Consequently, the child should learn words in common use and have opportu- nity to use them until the hahit has been formed. Every time the child writes the word correctly the habit becomes more fixed and the process becomes more nearly automatic. 6. Every time the child writes tJie word incorrectly, a had hahit is started or fixed. Consequently, the child should be encouraged to look up in the dictionary any words of which he is not sure, or, when this is not possible, to ask for the spelling. He should always be allowed to take time to fix the correct image of the w^ord and should w^rite the word from his own memory-image rather than copy it from the diction- ary or blackboard. He should never be forced to write words incorrectly even in spelling dictation. 7. Words should be taught in context, at least in all the upper grades. If spelling were taught adequately in the lower grades, the child above the sixth grade or even at an earlier stage in his school career, would not need formal instruction in spelling. He would know how to study words, and would simply look them up and fix them whenever his work required the writing of unfamiliar words. Dr. Ayres has found that about a thousand words constitute nine- tenths of our writing vocabulary and that these are the words which we use, no matter what the subject of our writing may be. The words constituting the remaining tenth at any given time vary with the subject under consideration and so 28 TEACHERS' MANUAL OF SPELLING represent our own private interests — our individual vocab- ularies. If the Ayres list were made the basis for the most thorough classroom instruction and drill, the child could be given much of the time now spent in teaching him words he never uses, for the individual study of the words that consti- tute his own particular vocabulary. It should be remembered that little children are more interested in purely mechanical adjustments than are older children and adults. Consequently, the little child enjoys the mere mechanical process of learning to write words as the older child does not. If we took advantage of the early period of childhood and really taught the child a certain number of fundamental words by the proper method, he would have no difficulty in learning the words essential to his own individual vocabulary when occasion for their use arose. 8. In the upper grades the spelling book should give place to the dictionary. A child cannot find the word he needs in most spellers, but he soon forms the habit of looking up and learning the word he uses if he is supplied with a dictionary. "While, under the present law of this state, dictionaries can- not be furnished as school texts, they can be obtained from the county free libraries as supplementary books, in suffi- ciently large numbers so that the children are not left helpless. Many children will thus become sufficiently interested to buy their own books. 9. Finally, if it is desired to continue the old fashioned spelling match, this can be conducted as a written rather than an oral exercise. Sides are chosen as usual, but each child runs to the board and whites the word w^hen his turn comes instead of spelling it orally. If the word is written incor- rectly, it is erased ; another child comes to the board and the child who wrote the w^ord incorrectly is ''out.'* While it is TEACHERS* MANUAL OF SPELLING 29 sometimes true that the best natural spellers in the class pre- fer the oral match at first, they soon become adjusted to the new method and recognize it as a much fairer test of spelling ability. The child of the auditory-motor type is saved untold mortification. Certainly children who have learned to spell from the second or third grades without oral work, have fully as exciting matches as one could wish. 30 TEACHERS' MANUAL OF SPELLING CHAPTER 5 SPELLING VOCABULARIES Purpose of Spelling Book. The purpose of instruction in spelling is to develop ability to write correctly and rapidly such words as one has occasion to use in expressing ideas. Consequently, the speller should be made up of those words which children of given ages have occasion to use in their written expression. It is necessary to distinguish between the writing and the speaking vocabulary, as the latter is much more extensive than the former. All of us limit our Avriting to our special interests and so use fewer words in writing than in talking. Basis for Selection of Spelling Vocabularies. The only basis for the selection of spelling words is some experimental study of the words commonly used by children of various ages. The classic study of this sort is that which resulted in the Ayres list* of the "thousand commonest words" in the Eng- lish language. These thousand commonest words were finally chosen b}^ combining the results of the four most extensive studies of words commonly used in different sorts of English writing. "In every one of the studies it was found that about nine words recur so frequently that they constitute in the aggre- gate one-fourth of the whole number of words written, while about 50 words constitute with their repetitions one-half of all the words we write. With the exception of very these words are all monosyllables."^ "At first the purpose was to identify the 2,000 most com- monly used words, but this project was abandoned because it was soon found to be impossible of realization. It is easily *Ayres, Leonard P., A Measuring Scale for Ability in Spelling. Russell Sage Foundation, New York City. ^Ibid, page 8. TEACHERS' MANUAL OF SPELLING 31 possible to identify the 10 commonest words in written English. These are probably the, and, of, to, I, a, in, that, you, for. With their repetitions they constitute more than one-fourth of all the words we write. * * * It is likewise possible to identify the 50 commonest words, for, like the first 10, they are true construction words and neces- sary, no matter what the nature of the subject under consid- eration. With progressively decreasing reliability the list may be extended to include the 500 commonest words and possibly the 1,000 commonest, but not the 2,000 commonest, for long before this point is reached the identity of the fre- quently used words varies according to the subject under consideration. For this reason it was decided to limit the foundation vocabulary to 1,000 words. "^ The 1,000 words finally selected will be found to constitute approximately nine-tenths of any ordinary written material. This statement may be verified by checking up the Ayres words in any magazine, newspaper or literary paragraph. As Dr. Ayres states, ''While the present list of commonest words can be improved upon, still it is believed to be more reliable as a foundation spelling vocabulary than any. ^one of the pre- vious lists. "^ The Ayres list, then, should be the basis for any spelling list. It should certainly be possible to teach children one thousand words in eight years — an average of one hundred* twenty-five words a year. It is interesting to note here that in a test of entering students at the Los Angeles State Normal Sclfool in the fall of 1917, fifty-two out of four hundred and fifty high school graduates missed at least eight out of fifty Ayres words which constituted the test. There seems to be no reason why any child graduated from the elementary schools in this state should ever fail on any one of these thousand com- monest words. ^Ayers, Leonard P., A Measuring Scale for Ability in Spelling, pages 8, 9. 'Ibid, page 12. 32 TEACHERS' MANUAL OF SPELLING Supplementary AVord Lists. There is considerable diffi- culty in selecting words in addition to the Ayres word^ which we are justified in forcing a child to learn. The ideal procedure would seem to be to teach the Ayres words and then to let the child develop his own additional word lists. He would get his method of study in each grade from the cor- rect studj^ of the AjTCs words and would know how to study additional words which he found necessary for written self- expression. If supplementary words are to be used, it is essential to select those words which are found in subjects which are of special interest to children of a particular age and stage of development. These words can be found only by experi- mental studies of words actually used by children. Such a list would change from time to time with changing conditions. For example — the world war situation adds many war words to our children's written vocabularies. The spontaneous written expression of children, then, should be the basis for determining this supplementary word list. Some teachers insist that such a list will not give us all the w^ords a child should learn, but it is useless to attempt to give the child his vocabulary by arbitrary spelling lessons. The only way to improve a child's written vocabulary is by enlarging his inter- ests so that he has a desire to use more words. The most extensive study of the words used by grade school children is that made by W. Franklin Jones* of the University of South Dakota. Over 75,000 themes written ,by 1,050 children were compared. Out of a total of 15,000,000 words only 4,532 different words were used by the children. The words given in the final Jones list are those used by at least two per cent of the students. *Jones, W. Franklin, Ph.D., Univ. of So. Dakota, Concrete Investiga- tion of the Material of English Spelling. See also. The Child's Own Spelling Book, The Capital Supply Co., Pierre, So. Dakota. TEACHERS' MANUAL OF SPELLING 33 In 1914 the Chico word list was published in this state. This list^ is made up of 542 Ayres words ; of words selected from the list prepared by Miss Effie Mig^adden and Dr. Frederic Burk of the San Francisco Normal School ; and of words used by children in 920 school compositions. These compositions were selected at random from the rural and city schools of the Chico district. , Experimental lists irom both children's and adults' vocabu- laries will be found in the book entitled ''The Child and His Spelling," by W. A. Cook and M. V. O'Stea ( Bobbs-Merrill Company). Further statements with reference to this list will be found in the appendix to the State Speller (last book of this series). During the last few years Mr. W. C. Groves of the Ontario (California) Schools has made a study of the words used in 2,000 spontaneous compositions written by school children; 1,200 of the compositions were written by children in the state of Oregon and the remaining 800 by California children in the Ontario district. The total of words tabulated was approxi- mately 400,000. The final list of most frequently used words consists of 2,800 words including the 1,000 Ayres words. This list (unpublished) has been generously offered to the State by Mr, Groves and was used in selecting the words for the present spellers. ^C. K. Studley and Allison Ware, Cpmmon Essentials in Spelling:, California, State Printing Office, 1914. ^"^ 34 TEACHERS' MANUAL OF SPELLING APPENDIX SUMMARY OF POINTS TO BE EMPHASIZED IN PRESENT PLAN FOR TEACHING SPELLING (1) Omit oral spelling. (2) Children should never correct one another's spelling. (3) Give extension of time when new words are first studied. (4) Drill primarily when words are studied in first presenta- tion in order to fix permanently the complete image of the word. (5) Method of drill — Have children write the word from complete image rather than copy separate letters with the word in sight. (6) Never let drill take the form of writing a word a certain number of times in such a way that the word can. be copied from the word preceding. It is the whole image that must be expressed, hence the necessity for the child to form this image correctly from the very first. (7) Less formal drill is necessary to correct imperfect images, because time and effort have been used to make the child's first image correct. (8) Relatively few words should be taught in connection with children's formal spelling; most words are learned by the child himself as he has occasion to use them in writing. « (9) Children's attention should be directed not to mastering of prescribed lists of words in a speller, but to learning all words necessary for their own self-expression in writing, so that the children will wish to learn to ^ TEACHERS' MANUAL OF SPELLING 35 spell. The spelling book can never adequately stimu- late the child's . interest in spelling. This interest should result from his desire to express himself in writ- ing and this desire to express himself in writing must have its source in his life activities. (10) In presenting a new word the teacher should not spell the word with the children orally letter by letter, but should pronounce it^Carefully as she writes it on the board, syllable by syllable. Non-phonetic syllables will sometimes have to be studied letter by letter, for example, lieu-ten-ant. The only syllable needing special study is lieu. Clearly it is a waste of time as well as a bad method to require the children to spell the whole word orally in concert. Nor should children be asked to spell words orally while the class listens, for the same reason given above. Children should clearly understand that they may say the letters of the non-phonetic syllablesr over to themselves if they cannot remember' them in any other way. Teachers are mistaken if they believe that repeating all the letters of a word aloud in concert helps the child to spell the word. The time so spent is largely wasted. It ought to be given to the cpiiet intensive study of the non-phonetic syllables and each child should be led to do this in his own way. (11) Diacritical marks — Do not confuse children when learn- ing words by placing diacritical marks upon them. The use of diacritical marks should be taught in con- nection with language and reading. Diacritical marks are keys to pronunciation, but their presence upon the letters of a word to be studied for spelling obscures the word itself. 36 TEACHERS' MANUAL OF SPELLING. (12) The very young child is interested in performing what appears to be a mechanical operation over and over again until he perfects it and if left to himself will write sight words until he becomes thoroughly pro- ficient in this form of expression. The teacher has only to suggest that his written repetitions should be made from the child's own memory ini,age and not copied. This means that if he is writing on paper iJPshould cover the word as soon as he has written it. (13) Review all words learned in the week at the end of the week ; review all words learned in the month at the end of the month. The end of the month is a good time to have a written spelling match. (14) Children should not be drilled on words they already know. The teacher can use her ingenuity to avoid this. Good spellers can be excused from the spelling lesson as long as they achieve a certain standard in their daily written work. Children who learn rapidly should be allowed to look over the day's lesson by themselves, and not forced to study it slowly in class. Children making a good record in monthly reviews may be excused from weekly reviews. In determining whether the children know a given list of words the teacher may dictate these words, let- ting the children write only those of which they are certain. In this way she may discover what words really need to be taught. This plan should be used only when children can be trusted : first, to know whether they can spell a word cor- rectly or not ; and, second, when they feel no compulsion to write a word if they are doubtful of its spelling. Although children should never be hurried during the study of a new word, the teacher should not drag out the drill on a word which the children can learn rapidly. Monotonous repetition of a word often leads to error. /^ SPELLER FOR SECOND, THIRD, AND FOURTH GRADES BY GRACE M. FERNALD, PLD. Copyright, 1918 By the People of the State of California Copyright, 1918 By Grace M. Fernald CALIFORNIA STATE PRINTING OFFICE SACRAMENTO 1918 CHILDREN'S PREFACE The Reason for Spelling You study spelling in school so that you may write words correctly. How Words Can Be Remembered The words you are expected to study are usually either written on the blackboard or given to you in books. In order that you may be able to write a word correctly you must remember it in some way, so that you will know how to write it when you do not have a copy of it before you. Some people remember words by getting pictures of them in their minds, other people have to think how the words or the letters sound when they say them, and still others have to feel themselves writing the words. What You Should Do to Learn a New Word 1. Look at the word very carefully and say it over to yourself. If you are not sure of the pronuncia- tion, ask the teacher to say it for you or else look it up in the dictionary. 2. See if the word can be written just the way you say it. Mark any part of the word that cannot be written the way you say it. 3. Shut your eyes and see if you can get a picture of the word in your mind. If you cannot get a clear picture of the word, you can remember the parts that are written the way you say them by pronouncing the word over to yourself or feeling your hand make the movements of writing the word. If you are learning the word ** separate," all you need to do is to say the word "separate" to yourself very carefully and then write what you say. 4 CALIFORNIA STATE SPELLER If there are any parts of a word which you cannot write the way you say them, try to get a clear picture of these syllables in your mind. If you cannot get a perfectly clear picture of these parts of the word, you will probably have to remember them by saying something you can write. Say the letters, if necessary, for these syllables of the word, but not for the rest of the word. For example, in the word "lieutenant," you could write the last part of the word the way you say it, but you would have to get a picture of the first part of the word, lieu, or else you would have to say the letters 1-i-e-uor feel your hand moving as it does when you write the letters. 4. When you are perfectly sure of every part of the word, shut your book or cover the word and write it, saying each syllable to yourself while you write it. 5. If the word is difficult, turn the paper over and write it again. Never copy the word directly from the book or from the one you have just written, but always write it from your memory of it. 6. Later in the day try writing the word again from memory. If you are not sure of it, look it up again before you try to write it. What Words Should Be Learned Some words have to be used no matter what we happen to be writing about. We should learn these first of all. Dr. Ayres of The Russell Sage Foundation has made a list of the 1,000 words that seem to be the most common in the English language. You will find these words printed in this book in heavy type at the beginning of each grade list. Be sure to learn them very thoroughly because they will always be useful to you. SECOND, THIRD, FOURTH GRADES 6 Use of Alphabetical Word List at End of Book At the end of your book all the words in the whole book are arranged in alphabetical order so that you can find very quickly any word you have ever studied. If you are doubt- ful about the spelling of any word, look it up and do just what you do when you learn a word the first time. Picture it, if you can, say it over to yourself, mark any part you cannot write as you say it, shut your book and write the word. This will take a few seconds when you look the word up, but will save you much time when you need to use the word in business or other writing. Make Your Own Spelling Book The Speller gives words that you will all probably need to use in writing, but, in addition to these, you must have some words that tell about the things that especially interest you. You should have a list of your own words — we call it your own vocabulary — just as you have your own clothes and toys and other possessions. Each year make a little book of your own and write in it all the words that specially belong to you. Be sure that every word in the book is really yours and not just borrowed from the dictionary. Have it a real part of you before you write it in your book and then write it once in a while to be sure you do not lose it. Never Write a Word Incorrectly If you are not sure how to write a word, ask the teacher or look it up in your speller or your dictionary. If you will do this, it will soon be so natural for you to write the word correctly that you will never write it any other way. a CALIFORNIA STATE SPELLER TEACHER'S PREFACE The selection of words in this book is based entirely on experimental studies of the words actually used by school children. We are indebted to The Russell Sage Foundation, to Prof. W. Franklin Jones of the University of South Dakota, and to Mr. J. W. Groves, Supervising Principal of the Ontario (California) Schools, for permission to use extensive experimental lists already worked out. These word lists were supplemented by lists made up of the words used in 8,000 compositions written by California school children. These compositions were collected by the Southern California Committee on Minimum Essentials.! One thousand of these compositions are from Los Angeles schools,! and the remainder from districts represented by various members of the committee. CONTENT OF WORD LISTS Words in Group A. The words printed in heavy type at the beginning of each grade list are the Ayres words for that grade.* (See Manual, Chapt. V.) The Ayres words must be taught because the child will need them "no matter what the subject under discussion may be.'' Children should have the significance of the Ayres words explained to them. If this is done, it will be found that most of the children will become very much interested in mastering these words. Children's interest in the Ayres list may be stimulated by suggesting that they check up the words in stories and school books to see how many words on a given page or in a tMembers of committee : Mr. W. C. Roberts, Santa Ana, Chairman ; Miss Edith Blakemore, Pomona ; Miss Carrie Barton, Long Beach ; Miss Ava Gary, Santa Monica ; Miss Elizabeth Wright, Redlands ; Miss Inez E. Hancock, Riverside ; Miss Edith Urquhart, San Bernardino ; L. Elston Glenn, Pasadena. ^Schools contributing compositions : Logan Street, East Sixteenth Street, East First Street, and Grant. *In this book, 79 per cent in terms of the Ayers Scale was taken as the upper limit for the Ayres words of each grade list. SECOND, THIRD, FOURTH GRADES 7 given paragraph are Ayres words. The alphabetical list of words at the end of the book can be used for this as the Ayres words are in heavy type. As soon as the children realize that a thousand words constitute approximately nine- tenths of all the words they will need to use in ordinary writing, they take the initiative in making themselves per- fect in the use of these words. Words in Group B. The second section of the words in each grade is composed of words which are common to at least the Jones, the Ontario and to our own word lists, but are not in the Ayres list. The fact that certain words are found in all these lists means that these words are those used by children of a given grade in discussing those subjects which interest them at a certain age. The ideal way to teach these words would be in connection with the child's individual interests. The child who is learning words because he wishes to use them in self-expression has a genuine interest in the words themselves. IMoreover, the motor expression — writing the word — is spontaneous and repeated each time the child has occasion to use the word, so that the habit of writing the word correctly is formed without the tedious formal ''drill work" which has been so irksome to most children. The teacher who will teach words so that the child learns for himself those words which he wishes to write, can use the Speller merely as an outline for the final review at the end of the term. If the words are correctly chosen and the child has been correctly taught, he will know the words included in Group B. Words in Group C. The third section of words in each grade is made up of those which are in the California lists only. These words are important as most of them are either California words, such as bungulow, arroyo, Japanese, or they are war words representing the shift of interest to the world war conditions. 8 CALIFORNIA STATE SPELLER Alphabetical List of Words.^ At the end of the first book is an alphabetical list of all the words in the book, so that the child may readily find any word that he has ever learned, when he has occasion to use it. A similar list, at the end of the second book, will give all the words in both books. The child should be encouraged to look up any word he is not sure he can spell correctly, take a moment to fix the word, and then write it from the memory image. The child who makes it a rule never to write a word incorrectly cannot escape ultimate mastery of the words he writes. The word list in each book will be very easy to handle and will give the child means of avoiding bad word habits.^ Supplementary Individual Lists. From the very begin- ning of his written work, the child should have his own individual word list. In each grade he should have a little book which he can make and decorate himself, and in which he can write all the new words he has occasion to use. In this book he would have the names of the members of his own family, his pets, local objects of interest, words (whether in his speller or not) that have given him special difficulty, and all those words that deal with his own special interests as distinct from those of any one else. The book should represent, furthermore, the child's actual writing vocabulary. He should learn each word before he writes it in his book and should test himself on the words from time to time to be sure that he can write them correctly. Methods of Teaching Spelling. Details concerning methods of instruction in spelling are given in the Manual which accompanies this series of textbooks. The teacher is earnestly requested to give careful attention to the problems discussed in this Manual, as it is much more important that ^A few of the words given in the alphabetical list are omitted in the; lessons. These are words which the children used, but which it does not seem desirable to emphasize. ^^CO:tfD, TBlttD, Fount H GttADMS D the child should know how to study new words than that he shouM be forced arbitrarily to memorize any fixed series of words. Context for Spelling Words. No attempt has been made to arrange sentences for the words in the speller. Such sentences are artificial and lacking in contextual value. Moreover such sentences as are usually given in spelling books tend co fix peculiar and limited associations with the word. The context for the word should be some idea which the child wishes to express in writing. Words should not be forced upon the child before he has this background for them. We give children enough verbal inanities without compiling our spelling books on this principle. As has already been stated, the purpose of the spelling lesson should be to teach words which the child has already used in speech or in reading and which he now wishes to use in writing. The child should early form the habit of looking up in the dictionary all words whose meaning he does not know. 10 CALIFORNIA STATE SPELLER SECOND GRADE List A (Ayres Words) me you time ring do will may live and we into kill go an him late at my today let on up look big a last did mother it not like three is us six land she am boy cold can good book hot see little by hat run ago have child the old are ice in bad had play so red over sea no of must day now be make eat man but school sit ten this street lot bed aU say box top your come belong he out hand door SECOND, THIRD, FOURTH GRADES 11 yes way- I baby low get as well soft home send about stand much one men yard call has for bring long some ran tell love if was five then how that ball house her his law year them led ask to other lay just 12 CALIFORNIA STATE SPELLER THII ID GRADE List A (Ayres Words) nine lake letter seven face page take forget miss nice Mr. happy ride end after noon tree fall thing think sick ' feet what sister got went than cast north back its card white away- very south spent paper or deep foot put thank inside blow each dear blue block soon west post spring came sold town river Sunday told stay plant show best grand cut Monday form outside song yet far dark winter find gave band stone give alike game free new add boat 4* ' r t SECOND, THIRD, FOURTH GRADED ; 13 rest want print any east girl air could son part fill should help still along city hard place lost only race report name where cover never room week fire found hope first age side same sent gold kind glad mile read life with seem fine here mine even cannot car became without May word brother afternoon line every rain Friday left under keep hour ship most start wife train made mail state saw said eye July pay work glass head large our party story near more upon open down when two short why from they lady bill wind would reach 14 CALIFORNIA STATE SPELLER better delay finish full water pound hurt fail round behind maybe set cost around across stamp price bum tonight light become camp tenth coming class bear sir cent horse clear these night care clean club pass try spell seen shut move poor felt easy Lists mama grandma cousin master papa grandpa nurse self pet dog bird robin puppy cat pigeon duck goose cow hen rat geese pig fish mice food dinner soup loaf dough supper milk ^gg bread cream cookies apple butter com cake lemon SECOND, THIRD, FOURTH GRADES crumbs cook fry fed flour cooking drink feed dish bowl fork spoon cup bottle pan shelf basket clock cloth rope clothes bell string bag hall chair quilt pen floor cradle ink pencil farm fence mill buggy barn gate cart sled shovel seed nut dig chop acorn hay digging dry pull hit dug drying climb wipe hunt laugh sat fly float ate bite flew roll fade chasing crack comb chase saving break curl rose dust snow sky rock sand mud sun bark brush leaf park log branch moss pasture 15 16 CALIFORNIA STATE SPELLER rode dream dance awake sleep dreamed dancing hide kiss giant shadow bee kissed fairy hid bug bat count rang stepped bow bent absent tried ear finger leg arm nose hair toes tongue hadn't wouldn't doing having didn't can't going jumping cap yellow green wore shoes pink gray worn shop tin hill iU brass tip bud till sad cross dare gun cry broken bare fun obey fast cool recess asked faster color corner dirt bath lie sitting muddy bathe lying stayed met choose neat sow boil empty wave fond SECOND, THIRD, FOURTH GRADES 17 tea cheese birthday button candy bun tale coat animal ostrich garden jump brood ant stories flies balloon drum organ funny arms gum doll bigger scare lame danger damp shine blind dull wet bone fur rags mad blood row spool swing lit blufe burnt besides lift hasn't weak below beauty violet sweet higher moon branches ripe nearer List C farmer swallow pick job beans waited cried stranger fan toy playing played frog hole buying fat bop tag peach beat arrow battle Red Cross sling 18 CALIFORNIA STATE SPELLER FOURTH GRADE List A (Ayres Words) catch above dead extra black express leave dress warm turn early beside unless lesson close teach clothing half flower happen began father nothing begun able anything ground collect gone table lead file suit high such provide track talk many sight watch June morning stood dash right however fix fell date mind born fight road shall goes buy March alone hold stop next order drill walk indeed third army grant four push pretty t/ soap herself point stole news power within income small wish done bought war because body paid summer world trust enter SECOND, THIRD, FOURTH GRADES 19 contract office something matter deal great write use almost Miss expect thought brought who need person less died thus nor event change woman January off wire '^ou^^ mean true few fair vote took please dollar courl again picture evening copy inform money plan act both ready broke been heart omit feel yesterday month anyway sure among children except least country build aunt sorry meet understand capture press another follow wrote God trip charge else teacher list says bridge November *peqpl0^^^^>^ member check subject ' everw r ^_ held ' case prove April while heard history cause church ^ ^ also inspect once return itself study own those always himself before 20 CALIFORNIA STAf^ SPELLER 1 know steamer rule hear were speak carry size railroad past chain December unable might death dozen ticket begin learn there account offer wonder tax driven suffer tire number real built pair October recover center question reason mountain front doctor fifth , . /y ListB cottage cellar chimney drawer cupboard ashes basement stove babies asleep king grandmother crib prince queen grandfather chicken pony deer sheep rabbit goat calf kitten invite lawn thick mow goodby rake grown wash sugar sunny cherry daisy orange creek holiday bouquet SECOND, THIRD ', FOURTH GRADES circus elephant tame trick cage monkey savage fox Indian village silent trap desert pole captured target angry worry smile die quarrel wrong tired dying poem desk pupil program studying review taught mark repeat pray share gain replied draw save aim needle sharp kite useful knife stick middle awhile earth marble nickel iron gravel rubber copper silver earn bank drop kept borrow sign dropped grabbed usually rise arithmetic example haven't taking geography truth naughty greedy cute worse loud easily grave lazy habit join threw scream frown hired shook cries 21 22 CALIFORNIA STATE SPELLER discover deliver bathing knock discovered gather listen brick ditch haul drainage powder ditches riding bottom fuel lumber fruit barrel nail chopped market hammer grocery brakeman passenger owner guard team depot baggage manager cloud bonfire steep playmate cloudy canoe nest nephew butterfly creature fern ocean canary fairies smell palm beyond anybody alive ourselves whenever nobody frighten somebody excuse tie quit grade explain tied grab lean carriage trolley motor puncture wagon wheel journey garage porch pail roof candle pump bucket stairs blanket hang sink swim dive touch drove swimming skate SECOND, THIRD •, FOURTH GRADES twenty eleven division hundred twelve fifteen double thousand collar pocket umbrella apron ribbon waist feather cloak bushes berry peaches oats cotton berries walnut crops grow frost caught patch grew rainy sprinkle onion picnic hungry autumn breakfast lunch pie rising peanuts chosen popped bodies beggar clever beaten circle acting neck mouse dime oak silly tail thirteen spot growing drawing living facing hiring cutting making trying crown rich noise queer boast blossom noisy square called given hurry freeze cough laid pause tipped safe lovely using season safely loving laughed nature 23 24 CALIFORNIA STATE SPELLER hook sound twice beast ferry lettuce path dropping tight cure pain stuck closet daily severe stare store honest handful couldn't butcher strong errand isn't wood wrap smoke whistle used beach heat skill bit column rifle fierce canteen march sword brave sailor allies fought victory captain hero fighting freedom List hoUy poppies knit painted fig raining planted tent biggest battleship U-boat tinfoil America American flag SECOND, THIRD, FOURTH GRADES 25 ALPHABETICAL LIST OF WORDS Note: Words printed in heavy type are Ayres ^ words. A American autumn beans a among awake bear able an away beast about and awhile beat above angry beaten absent animal B beauty account a.n other babies beca,nie acorn ant baby because across any back become act anybody bad bed acting anything bag bee add anyway baggage been after apple ball before afternoon April balloon began again apron band beggar age are bank begin ago arithmetic bare begun aim arm bark behind aJr arms barn bell alike army barrel belong alive around basement below all arrow basket bent allies as bat berries almost ashes bath berry alone ask bathe beside along asked bathing besides also asleep battle best always at battleship better am ate be beyond America aunt beach big 26 CALIFORNIA STATE SPELLER bigger boy buying cause biggest brakeman by cellar biU branch cent bird branches center birthday- brass cage chain bit brave cake chair bite bread calf change black break call charge blanket breakfast called chase blind brick came chasing block bridge camp check blood bring can cheese blossom broke canary cherry blow broken candle chicken blue brood candy child bluff brother cannot children boast brought canoe chimney boat brush can't choose bodies bucket canteen. chop body bud cap chopped boil bug captain chosen bone buggy capture church bonfire build captured circle book built car circus bom bun card city borrow burn care class both burnt carriage clean bottle bushes carry clear bottom but cart clever bought butcher case climb bouquet butter cast cloak bow butterfly cat clock bowl button catch close box buy caught closet SECOND, THIRD, FOURTH GRADES 27 cloth cover day dollar clothes cow dead done clothing crack deal door cloud cradle dear double cloudy cream death dough club creature December down coat creek deep dozen cold crib deer drainage collar cried delay draw collect cries deliver drawer color crops depot drawing column cross desert dream comb crown desk dreamed come crumbs did dress coming cry didn't driU contract cup die drink cook cupboard died driven cookies cure dig drop cooking curl digging dropped cool cut dime dropping copper cute dinner drove copy cutting dirt drum corn discover dry corner D discovered drying cost daily dish duck cottage daisy ditch dug cotton damp ditches dull cough dance dive dust could dancing division dying couldn't . danger do count dare doctor E country dark dog each court dash doing ear cousin date doll early 28 CALIFORNIA STATE SPELLER earn fairies fire frown earth fairy first fruit easily fall fish fry east fan five fuel easy far fix full eat farm flag fun egg farmer flew funny elephant fast flies fur eleven faster float else fat floor G empty father flour gain end feather fiower game enter fed fly garage errand feed follow garden even feel fond gate evening feet food gather event fell foot gave ever felt for geese every fence forget geography example fern fork get except ferry form giant excuse few fought girl expect fierce found give explain fifteen four given express fifth fox glad extra fig free glass eye fight freedom go fighting freeze goat F file Friday God face fill frighten goes facing find frog going fade fine from gold fail finger front gone fair finish frost good SECOND, THIRD, FOURTH GRADES 29 goodby hall him income goose hammer himself indeed got hand hired Indian grab handful hiring infoim grabbed hang his ink grade happen history inside grand happy hit inspect grandfather hard hold into grandma has hole invite grandmother hasn't holiday iron grandpa hat holly is grant haul . home isn't grave have honest it gravel haven 't hook its gray having hop itself great hay hope greedy he horse J green head hot January grew hear hour job grocery heard house joined ground heart how journey grow heat however July growing held hundred jump grown help hungry jumping guard hen hunt June gum her hurt just gun here hurry hero K H herself I keep habit hid I kept had hide ice kill hadn't high if kind hair higher iU king half hiU • in kiss 30 CALIFORNIA STATE SPELLER kissed let make month kite letter making moon kitten lettuce mama more knife lick man morning knit lie manager moss knock life many most know lift marble mother light March motor L like march mountain lady line mark mouse laid list market move lake listen master mow lame lit matter Mr. la-nd little May much large live may mud last living maybe muddy late loaf me must laugh log mean my laughed long meet law look member N lawn lost men nail lay- lot met name lazy loud mice nature lead love middle naughty leaf lovely might near lean loving mile nearer learn low milk neat least lumber mill neck leave lunch mind need led lying mine needle left Miss nephew leg M miss nest lemon mad Monday never less made money new lesson mail monkey news SECOND, THIRD, FOURTH GRADES 3] next once passenger point nice one past pole nickel onion pasture pony night only patch poor nine open path popped no or pause poppies nobody noise orange order pay peach porch post noisy noon nor north nose not organ ostrich other our ourselves out peaches peanuts pen pencil people pound powder power pray press nothing outside person pretty November over pet price now own pick prince number owner picnic print nurse picture program nut P pie prove page pig provide paid pigeon pull oak pail pink pump oats pain place puncture obey painted plan pupil ocean pair plant puppy October palm planted push of pan play put off papa played offer paper playing Q office park playmate quarrel old part please queen omit party pocket queer on pass poem question 32 CALIFORNIA STATE SPELLER quilt rifle saw shut quit right say sick ring says side B ripe scare sight rabbit rise school sign race rising scream silent rags river sea silly railroad road season silver rain robin see sink raining rock seed sir rainy- rode seem sister rake roll seen sit ran roof self sitting rang room send six rat rope sent size reach rose set skate read round seven skill ready row severe sky real rubber shadow sled reason rule shall sleep recess run share sling recover sharp small red S she smell Red Cross sad sheep smile repeat safe shelf smoke replied safely shine snow report said ship so rest sailor shoes soap " return same shook soft review sand shop sold ribbon sat short some rich savage should somebody ride save shovel something riding saving show son SECOND, THIRD, FOURTH GRADES 33 song store taking threw soon stories tale thus sorry story talk ticket sound stove tame tie soup stranger target tied south street taught tight sow string tax till speak strong tea time spell stuck teach tin spent study teacher tinfoil spool studying team tip spoon subject tell tipped spot such ten tire spring suffer tent tired sprinkle sugar tenth to square suit than today stairs summer thank toes stamp sun that told stand Sunday the tongue stare sunny them tonight start supper then took state sure there top stay swallow these touch stayed sweet they town stea,mer swim thick toy steep swimming thing track stepped swing think train stick sword third trap still thirteen tree stole T this trick stomach table those tried stone tag thought trip stood tail thousand trolley stop take three true 34 CALIFORNIA STATE SPELLER trust V truth very try- victory trying village turn violet twelve vote twenty twice W two wagon waist U waited U-boat walk umbrella walnut unable wa,nt under war understand warm unless was up wash upon watch us water use wave used way useful we using weak usually week well wonder went wood were word west wore wet work what world wheel worn when worry whenever worse where would while wouldn 't whistle wrap white write who wrong why wrote wife will Y wind yard winter year wipe yellow wire yes wish yesterday with yet within you without young woma^n your SPELLER FOR FIFTH, SIXTH, AND SEVENTH GRADES BY GRACE M. FERNALD, Ph.D. Copyright, 1918 By the People of the State of California Copyright, 1918 By Grace M. Fernald CALIFORNIA STATE PRINTING OFFICE SACRAMENTO 1918 CHILDREN'S PREFACE The Reason for Spelling You study spelling in school so that you may write words correctly. How Words Can Be Remembered The words you are expected to study are usually either written on the blackboard or given to you in books. In order that you may be able to write a word correctly you must remember it in some way, so that you will know how to write it when you do not have a copy of it before you. Some people remember words by getting pictures of them in their minds, other people have to think how the words or the letters sound when they say them, and still others have to feel themselves writing the words. What You Should Do to Learn a New Word 1. Look at the word very carefully and say it over to yourself. If you are not sure of the pronuncia- tion, ask the teacher to say it for you or else look it up in the dictionary. 2. See if the word can be written just the way you say it. Mark any part of the word that cannot be written the way you say it. 3. Shut your eyes and see if you can get a picture of the word in your mind. If you cannot get a clear picture of the word, you can remember the parts that are written the way you say them by pronouncing the word over to yourself or feeling your hand make the movements of writing the word. If you are learning the word "separate," all you need to do is to say the word "separate" to yourself very carefully and then write what you say. 4 CALIFORNIA STATE SPELLER If there are any parts of a word which you cannot write the way you say them, try to get a clear picture of these syllables in your mind. If you cannot get a perfectly clear picture of these parts of the word, you will probably have to remember them by saying something you can write. Say the letters, if necessary, for these syllables of the word, but not for the rest of the word. For example, in the word "lieutenant," you could write the last part of the word the way you say it, but you would have to get a picture of the first part of the word, lieu, or else you would have to say the letters 1-i-e-u or feel your hand moving as it does when you write the letters. 4. When you axe perfectly sure of every part of the word, shut your book or cover the word and write it, saying each syllable to yourself while you write it. 5. If the word is difficult, turn the paper over and write it again. Never copy the word directly from the book or from the one you have just written, but always write it from your memory of it. 6. Later in the day try writing the word again from memory. If you are not sure of it, look it up again before you try to write it. What Words Should Be Learned Some words have to be used no matter what we happen to be writing about. We should learn these first of all. Dr. Ayres of The Russell Sage Foundation has made a list of the 1,000 words that seem to be the most common in the English language. You will find these words printed in this book in heavy type at the beginning of each grade list. Be sure to learn them very thoroughly because they will always be useful to you. FIFTH, SIXTH, SEVENTH GRADES 5 Use af Alphabetical Word List at End of Book At the end of your book all the words in the whole book are arranged in alphabetical order so that you can find very quickly any word you have ever studied. If you are doubt- ful about the spelling of any word, look it up and do just what you do when you learn a word the first time. Picture it, if you can, say it over to yourself, mark any part you cannot write as you say it, shut your book and write the word. This will take a few seconds when you look the word up, but will save you much time when you need to use the word in business or other writing. Make Your Own Spelling Book The Speller gives words that you will all probably need to use in writing, but, in addition to these, you must have some words that tell about the things that especially interest you. You should have a list of your own words — we call it your own vocabulary — just as you have your own clothes and toys and other possessions. Each year make a little book of your own and write in it all the words that specially belong to you. Be sure that every word in the book is really yours and not just borrowed from the dictionary. Have it a real part of you before you write it in your book and then write it once in a while to be sure you do not lose it. Never Write a Word Incorrectly If you are not sure how to write a word, ask the teacher or look it up in your speller or your dictionary. If you will do this, it will soon be so natural for you to write the word correctly that you will never write it any other way. 6 CALIFORNIA STATE SPELLER TEACHER'S PREFACE The selection of words in this book is based entirely on experimental studies of the words actually used by school children. We are indebted to The Russell Sage Foundation, to Prof. W. Franklin Jones of the University of South Dakota, and to Mr. J. W. Groves, Supervising Principal of the Ontario (California) Schools, for permission to use extensive experimental lists already worked out. These word lists were supplemented by lists made up of the words used in 8,000 compositions written by California school children. These compositions were collected by the Southern California Committee on Minimum Essentials.! One thousand of these compositions are from Los Angeles schools,^ and the remainder from districts represented by various members of the committee, CONTENT OF WORD LISTS Words in Group A. The words printed in heavy type at the beginning of each grade list are the Ayres words for that grade.* (See Manual, Chapt. V.) The Ayres words must be taught because the child will need them ''no matter what the subject under discussion may be." Children should have the significance of the Ayres words explained to them. If this is done, it will be found that most of the children will become very much interested in mastering these words. Children's interest in the Ayres list may be stimulated by suggesting that they check up the words in stories and school books to see how many words on a given page or in a tMembers of committee : Mr, W. C. Roberts, Santa Ana, Chairman ; Miss Edith Blakemore, Pomona ; Miss Carrie Barton, Long Beach ; Miss Ava Gary, Santa Monica ; Miss Elizabeth Wright, Redlands ; Miss Inez E. Hancock, Riverside ; Miss Edith Urquhart, San Bernardino ; L. Elston Glenn, Pasadena. ^Schools contributing compositions: Logan Street, East Sixteenth Street, East First Street, and Grant. *In this book, 79 per cent in terms of the Ayers Scale was taken as the upper limit for the Ayres words of each grade list. FIFTH, SIXTH, SEVENTH GRADES. 7 given paragraph are Ayres words. The alphabetical list of words at the end of the book can be used for this as the Ayres words are in heavy type. As soon as the children realize that a thousand words constitute approximately nine- tenths of all the words they will need to use in ordinary writing, they take the initiative in making themselves per- fect in the use of these words. Words in Group B. The second section of the words in each grade is composed of words which are common to at least the Jones, the Ontario and to our own word lists, but are not in the Ayres list. The fact that certain words are found in all these lists means that these words are those used by children of a given grade in discussing those subjects which interest them at a certain age. The ideal way to teach these words would be in connection with the child's individual interests. The child who is learning words because he wishes to use them in self-expression has a genuine interest in the words themselves. Moreover, the motor expression — writing the word — is spontaneous and repeated each time the child has occasion to use the word, so that the habit of writing the word correctly is formed without the tedious formal *' drill work'' which has been so irksome to most children. The teacher who will teach words so that the child learns for himself those words which he wishes to write, can use the Speller merely as an outline for the final review at the end of the term. If the words are correctly chosen and the child has been correctly taught, he will know the words included in Group B. Words in Graup C. The third section of words in each grade is made up of those which are in the California lists only. These words are important as most of them are either California words, such as bungalow, arroyo, Japanese, or they are war words representing the shift of interest to the world war conditions. 8 CALIFORNIA STATE SPELLER Alphabetical List of Words/ At the end of the first book is an alphabetical list of all the words in the book, so that the child may readily find any word that he has ever learned, when he has occasion to use it. A similar list, at the end of the second book, will give all the words in both books. The child should be encouraged to look up any word he is not sure he can spell correctly, take a moment to fix the word, and then write it from the memory image. The child who makes it a rule never to write a word incorrectly cannot escape ultimate mastery of the words he writes. The word list in each book will be very easy to handle and will give the child means of avoiding bad word habits.^ Supplementary Individual Lists. From the very begin- ning of his written work, the child should have his own individual word list. In each grade he should have a little book which he can make and decorate himself, and in which he can write all the new words he has occasion to use. In this book he would have the names of the members of his own family, his pets, local objects of interest, words (whether in his speller or not) that have given him special difficulty, and all those words that deal with his own special interests as distinct from those of any one else. The book should represent, furthermore, the child's actual writing vocabulary. He should learn each word before he writes it in his book and should test himself on the words from time to time to be sure that he can write them correctly. Methods of Teaching Spelling. Details concerning methods of instruction in spelling are given in the Manual which accompanies this series of textbooks. The teacher is earnestly requested to give careful attention to the problems discussed in this Manual, as it is much more important that ^A few of the words given in the alphabetical list are omitted in the; lessons. These are words which the children used, but which it does not seem desirable to emphasize. FIFTH, SIXTH, SEVENTH GRADES 9 the child should know how to study new words than that he should be forced arbitrarily to memorize any fixed series of words. Context for Spelling Words. No attempt has been made to arrange sentences for the words in the speller. Such sentences are artificial and lacking in contextual value. Moreover such sentences as are usually given in spelling books tend to fix peculiar and limited associations with the word. The context for the word should be some idea which the child wishes to express in writing. Words should not be forced upon the child before he has this background for them. We give children enough verbal inanities without compiling our spelling books on this principle. As has already been stated, the purpose of the spelling lesson should be to teach words which the child has already used in speech or in reading and which he now wishes to use in writing. The child should early form the habit of looking up in the dictionary all words whose meaning he does not know. 10 CALIFORNIA STATE SPELLER FIFTH GRADE List A (Ayres List) eight contain liberty afraid figure enough uncle sudden fact rather forty board comfort instead September elect throw station aboard personal attend jail eversrthing between shed rate public retire chief friend refuse perfect during district second through restrain slide police royal farther until objection duty madam pleasure intend truly navy company whole fourth quite address population none request proper knew raise judge remain August weather direct Tuesday worth appear struck FIFTH, SIXTH, SEVENTH GRADES getting empire o^clock don^t mayor support Thursday wait does spend beg regard enjoy degree escape awful prison since usual engine which complaint visit length auto guest destroy vacation department newspaper beautiful obtain daughter flight family answer travel favor reply rapid Mrs. oblige repair husband sail trouble amount cities entrance human known importance view several carried election desire loss clerk nearly fortune though List B cabin carpet ceiling ranch pitcher attic pillow net window furnish curtain kitchen 11 12 CALIFORNIA STATE SPELLER paint cement pavement stack carpenter engineer shepherd mate irrigate canal orchard vegetable honey grain potato loaves biscuit bacon coffee wheat cabbage melon pear pumpkin meal radish taste groceries sandwich feast grape carrot banana meat roast dining piano violin music sing choir duet angel heaven quiet quietly kneel softly bloom meadow valley pine shore canyon (canon) cliff cave . island pearl gypsy castle coyote grizzly jack-rabbit eagle quail flock crow snake insect caterpillar creep crawl tear roar growl scratch tossed flutter rush match heavy coarse clumsy rough FIFTH, SIXTH, SEVENTH GRADES 13 harvest citrus weed dew lamb stable donkey hitched saddle harness drive , driving sew sewing bundle parcel purse handkerchief purchase wrapped sleeve stocking sweater yarn hotel cashier trunk coach depart traveler space New York southern northern voyage route ugly strange gentle comfortable straight loose stiff homely timid pitiful cruel generous accidentally nicely surely merely afterwards ahead slowly rapidly I'll doesn't myself hasn't failed proved hurried entered promoted covered stretched hatched answered drowned interested dried punish settle seek guide attach accuse abuse admit admire require notice invent 14 CALIFORNIA STATE SPELLER fourteen fraction couple diagram twenty-five zero eighteen divisible million sixth eighty quarter astonish deserve fitted wade wake . dismiss approach improve relieve shock wrestle advance sorrow medicine disease grief poison hoarse bandage hospital dentist wound bloody fever kaee shoulder throat forehead tooth breathe thumb teeth exercise skin mouth drank amuse amusing deny denying slept awoke woke arose quick bright merry brilliant sense idea scholar recite library recollect memory imagine examine educate dictionary grammar FIFTH, SIXTH, SEVENTH GRADES 15 storm thunder comet flame slippery fragrant prominent knot difficult solid sort dispute spade shape flake sale kettle coin stuff broom bicycle compass fasten spoke fault sunk absurd nuisance error mischief crazy bother horrid injury debt waste opening source wide frozen tramp idle narrow upper disappear planned dodge rescue sentence secret message messenger choice welcome marry married wander industry seal peace salute valentine gift souvenir happily whisper eager eagerly benefit hoping fixing changing 16 CALIFORNIA STATE SPELLER county capital continent Thanksgiving arctic equator depth edge highest junior lonesome shown enemy enemies shell mask moment shot prisoner German cannon fort parade banner courage aeroplane (airplane) soldier dangerous exciting shone faithful won List C oil gas gasoline electric kelp barley raisin beet tuna peacock squirrel wasn't brick pier surf apartment San Francisco monks sloyd Mexican arroyo California fame Lincoln patriot Joan of Are Japanese Italian France ambulance picked furlough trenches bombs FIFTH, SIXTH, SEVENTH GRADES 1? SIXTH GRADE List A (Ayres List) sometimes relative whom declare progress arrest engage entire themselves final president special terrible measure women surprise famous present period serve action addition estate justice employ either gentleman property effort enclose select important await connection due suppose firm include wonderful region running direction convict allow forward private position remember command field although debate ledge prompt crowd claim attempt factory primary whose publish result statement represent Saturday perhaps term appoint their section information imprison 18 CALIFORNIA STATE SPELLER written promise convention arrange wreck increase forenoon prepare manner lose vessel feature combination interest article avenue busy service neighbor prefer injure weigh illustrate effect wear different distribute entertain object general salary provision tomorrow visitor according consider publication already against machine attention complete toward education search success director treasure drown purpose popular adopt common Christmas secure . diamond together Lists honor football sport contest active challenge weight earnest delivery attack spirit advantage protect FIFTH , SIlTS, SFVE^TM GttADES motorcycle pedal distance speed design operate trail frame summit explore control record crew excursion distant harbor star zone tide salt display wharf odor natural quality manufacture manage quantity merchant freight score yield development plenty process sell woolen starch belt knitting scissors thread chest gown ' cushici? calico robe pattern drug juice appetite druggist thirsty health liquid crush breath bubbles pour muscle knowledge magazine speech graduate conversation explanation essay instruction student phrase memorize intelligent l§ 20 CALIFORNIA STATE SPELLER exactly gloomy guilty gradually awkward decent splendid anxious ignorant valuable innocent curious vineyard grove cherries moisture dense growth rubbish acres grass chores cattle straw tobacco servant range furniture salad salmon cozy tomato fried bargain molasses spread pride families orphan proud parents adopted labor kindness companion chance maiden chose artist agent voice musician conductor privilege concert exhibit commence entertainment poetry delightful tourist modern hello preparation glimpse frigid astonishment style climate enjoyable wedding native FIFTH, SIXTH, SEVENTH GRADES 21 thirty inch afford ninety ninth rent fortieth percentage brief fifty seventh medium hinge heavily coward foundation admission strike being drift defenseless refusal flat coast practice resemble deceive excite ruin pretend fear shout ashamed realize decrease remind distress disturb contrary mistake disturbed tease anger tore gamble forgotten torn thief genuine excellent future plain fortunate former steady easier safety smooth satisfy remedy fled darkness stung scatter smoking hung leap drew dumb drawn raising drunk tiger desperate panic cunning fright hollow monster fraud surface dwarf evaporate beneath 22 califor:nia state speller compare permit permission strictly boss continue disgrace defeat bury heed flash fulfill metal precious pure jewel forest coal deposit crust mining electricity current telephone emptied omitted finished disappointed refused buried determined destroyed situated delighted included delayed frequent frequently careful carefully equal equally affectionate affectionately entirely immediately generally certainly agree agreed agreeable cheerful introduce introduction behave behavior cultivate cultivator describe description religion obedient assistance holy patience custom tempt belief Christian gratitude hail duties nation French English Dutch governor Columbus territory boundary Chicago Philadelphia Capitol union FIFTH, SIXTH, SEVENTH GRADES 23 conqueror conquered caution damage advice occur aid credit breast badge shining cheer bravery flier flying defend plane shoot noble reward List C allied medal emblem decorated olive alfalfa strawberries timber pile almond instant tons quickly submarine shame wicked spy salvage Austria helmet prevent autocracy Russian bayonet ammunition thrift Arizona Irish Canadian British Belgium aircraft scouts patriotic bugle truck uniform solemn honorable training Washington United States 24 CALIFORNIA STATE SPELLER SEVENTH GRADE List A (Ay res List) often government accept stopped opinion impossible motion believe concern theater system associate improveiYient possible automobile century piece various total certain decide mention witness entitle arrive investigate political supply therefore national assist too recent difference pleasant business examination guess refer particular circular minute affair argument ought course volume absence neither organize conference local summon Wednesday marriage official really further victim celebration serious estimate folks doubt accident meant condition invitation earliest FIFTH, SIXTH, SEVENTH GRADES 25 whether receive appreciate distinguish respectfully sincerely consideration agreement athletic colonies unfortunate extreme assure majority practical relief elaborate proceed occupy citizen cordially probably necessary character foreign divide separate expense principal February responsible testimony immediate beginning discussion convenient application arrangement receipt difficulty reference preliminary scene evidence disappoint finally experience especially develop sessi'on annual circumstance secretary committee issue association decision material career principle suggest height judgment mere organization recommend senate emergency allege 26 CALIFORNIA STATE SPELLER Lists agriculture science college fertile museum university dairy catalog certificate poultry alphabet diploma benefited civilized sufficient opportunity civilization respectable responsibility conscience accustomed society perceive average pronounce commit - reception announce commission appreciation announcement confidential performance conclude ceremony festival commerce abundance premium commercial abundant corporation advertise plural superintendent advertisement essential employee attorney calendar definition physician journal composition surgeon lecture incident author discuss correspondence acquaintance guardian treasury acquainted signature durable fellow mortgage regular pioneer fund permanent FIFTH, SIXTH, SEVENTH GRADES 27 niece indulged fashion darling embroidery fashionable merrily ornament economy elbow wealthy gingham gymnasium restaurant machinery physical recipe kerosene discipline delicious laundry diet domestic faucet jealous terror grudge envy frantic hate ignorance furious embarrass disaster indignant selfish dreadful destitute detect horrible feeble sympathy epidemic failure exhausted devastate dreary extremely haste deceit disguise scold deceitful condemned correction suspicious irregular scheme despise opposite criticize apply curiosity criticism interrupt imaginary conduct concerned vacant confess dealt ghost 28 CALIFORNIA STATE SPELLER license endeavor pleasing transfer encourage satisfactory telegram courtesy attractive telegraph courteous previous instinct changeable nervous intellect peculiar unconscious ability positive energy original initial leisure ventilation favorable , group temperature singular mass audience continually council considerable altogether esteem immigrant eastern enterprise colony diameter glory expedition midst glorious frontier junction excel erect equipped pursue launch forcible emphasize abolish familiar huge defense commenced immense ballot opponent candidate polls tariff favorite politics democratic genial campaign constitution champion FIFTH, SIXTH, SEVENTH GRADES crystal fresh fountain delicate scenery geyser emerald prairie camera dawn cemetery horizon adventure courageous balance aviator efficient tube aviation endure cylinder colonel endurance guarantee 29 List C marine invention dynamite troops mission irresistible volunteer recognize Scotch 90 CALIFORNIA STATE SPELLER ONE HUNDRED SPELLING DEMONS OF THE ENGLISH LANGUAGE The **one hundred demons" are the words which Dr. W. Franklin Jones found to be most frequently misspelled in the 75,000 children's compositions from which he took the words of the Jones list. The words are all so easy that a little attention to them will make every child sure of each one of them. which can't guess they their loose says half there lose having break separate Wednesday just buy don't country doctor again meant February whether very business know believe none many could knew week friend seems laid often some Tuesday tear whole been wear choose won't since answer tired cough used two grammar piece always too minute raise where ready any ache women forty much read done hour beginning said hear trouble blue hoarse here among though shoes write busy coming tonight writing built early wrote heard color instead enough does making easy truly once dear through sugar would sure every straight — Jones, W. Franklin, Concrete Investigation of the Material of English Spelling, p. 25. FIFTH, SIXTH, SEVENTH GRADES 31 RULES FOR THE SPELLING OF ENGLISH WORDS^ ^There is much in the spelling of English words for which no rule can be given. No practicable rule can tell the student why grandeur should end in eur and moisture in ure ; why boat should be spelled with oa and rope with plain o for the same sound; nor why rohin should have but one h, while bobbin that rimes with it has two. But for certain forms a few simple rules may be given which will help the student to decide many cases without each time referring to the dictionary. These rules are the fol- lowing : (1) Final consonants doubled. — Monosyllables ending in /, I, or s, immediately preceded by a single vowel, double the final consonant ; as, cliff, bell, brass. Exceptions : clef, if, of, sol, as, gas, has, his, is, thus, us, was, yes. (2) Final consonants not doubled. — Monosyllables ending in any other consonant than /, I, or s, immediately preceded by a single vowel, do not double the final consonant; as, cab, bin, dip, hit, etc. Exceptions: abb, ebb, add, odd, egg, inn, err, fizz. (3) Consonants doubled before suffix. — Monosyllables end- ing in a single consonant, preceded by a single vowel, double the consonant before a suffix beginning with a vowel; accented final syllables follow the same rule; as, dip, dip' per, a-bet% a-beVtor. Exceptions: {a) Syllables ending in x do not double the final letter; as, box, boxes, boxing-, (b) when the accent in the derivative is carried farther back, the consonant is likely to ^These rules are given for the convenience of those who find them oi assistance in learning to spell. Children should never be forced to learn spelling rules. 2 — Fernald, James C, A Working Grammar of the English Language, p. 315-316. Funk and Wagnalls Company. 32 CALIFORNIA STATE SPELLER remain single; as, pre-fer', pref^er-ence, but pre-fer^ring, re-fer% ref'er-a-hle, but also re-fer^ri-hle; (c) the derivatives of the word gas (except gassed, gassing, and gassy) are writ- ten with but one s; as, gaseous. (4) Silent e omitted before sufiftx. — Silent e final is ordi narily omitted before a suffix beginning with a vowel; as, love, loving, lovable. Exceptions: (a) Words ending in ce or ge retain the e before ahle or ous, in order to avoid hardening the c ov g; as, effaceahle, changeahle; (h) the e is retained in hoeing, shoe- ing, and toeing; (c) also in the derivatives of dye, singe, springe, swinge, and tinge, thus distinguishing dyeing from dying, etc., and keeping the g soft in tingeing. (5) Silent e retained before suffix. — Silent e final is ordi- narily retained before a suffix beginning with a consonant ; as, dire, direful; amaz.e, amazement. Exceptions : The e is always dropped in duly, truly, wholly, argument, and commonly in abridgment, acknowledgment, awful, judgment, and lodgment. (6) Change of y to i before suffix. — Words ending in y, when the y is preceded by a consonant, change the y into i before any suffix except one beginning with i\ as, icy, icily, pity, pitiable, pitiful ; but marry, marrying. Exceptions : Adjectives of one syllable ending in y preceded by a consonant ordinarily retain the y; as, shy, shyly; dry forms dryly or drily. (7) Plurals of nouns ending in y. — Nouns ending in y preceded by a consonant change y to i and add es to form the plural ; as, lady, ladies ; — Nouns ending in y preceded bj^ a vowel add s only to form the plural; as, boy, boys; valley, valleys. FIFTH, SIXTH, SEVENTH GRADES 33 (8) Full as suffix changed to ful. — The word full, used as a suffix, drops one I; as, cupful, mouthful, spoonful, etc. (plural cupfuls, etc.). (9) How to choose between ei and ie. — When ei or ie has the sound of e {=ee in feel)^ the usage may be discriminated as follows: After c the combination is ei; as, ceiling, perceive, receive. After any other letter than c the combination is ie; as believe, grieve, reprieve. Exceptions : In leisure, seize, and neither, ei is used, though not following c. Note. — ei sounded as a (=a in fate) may follow any consonant; as, neighbor, sleigh, weigh. (The following jingle has helped some people remember this rule: "i" before "e" except after ''c," or when sounded like *'a" as in ''neighbor'^ and ''weigh.") 34 CALIFORNIA STATE SPELLER ALPHABETICAL LIST OF WORDS Words in heavy type are Ayers words. Numerals in parentheses Indi- cate grade lists in which words are to be found. A admire (5) air a admission (6) aircraft (6C) ability (7) admit (5) alfalfa (6C) able adopt alike aboard adopted (6) alive (4) abolish (7) advance (5) all about advantage (6) allege above adventure (7) allied (6) absence advertise (7) allies (4) absent (3) advertisement (7) allow absurd (5) advice (6) almond (6C) abundance (7) aeroplane (5) almost abundant (7) aflfair alone abuse (5) affectionate (6) along accept affectionately (6) alphabet (7) accident afford (6) already accidentally (5) afraid also according after although account afternoon altogether (7) accuse (5) afterwards (5) always accustomed (7) again am acorn (3) against ambulance (5C) acquaintance (7) age America (4C) acquainted (7) agent (6) American (4C) acres (6) ago ammunition (6C) across agree (6) among act agreeable (6) amount acting (4) ^ agreed (6) amuse (5) action agreement amusing (5) active (6) agriculture (7) an add ahead (5) and addition aid (6) angel (5) address aim (4) anger (6) FIFTH, SIXTH, SEVENTH GRADES 35 angry (4) animal (3) announce (7) announcement (7) annual another answer answered (5) ant (3) anxious (6) any anybody (4) anything anyway apartment (5C) appear appetite (6) apple (3) application apply (7) appoint appreciate appreciation (7) approach (5) April apron (4) arctic (5) are argument arithmetic (4) Arizona (6C) arm (3) arms (3) army arose (5) around arrange arrangement arrest arrive arrow (3C) arroyo (5C) article artist (6) as ashamed (6) ashes (4) ask asked (3) asleep (4) assist assistance (6) associate association assure astonish (5) astonishment (6) at ate (3) athletic attach (5) attack (6) attempt attend attention attic (5) attorney (7) attractive (7) audience (7) August aunt Austria (6C) author (7) auto autocracy (6C) automobile autumn (4) avenue average (7) aviation (7) aviator (7) await awake (3) away awful awhile (4) awkward (6) awoke (5) B babies (4) baby back bacon (5) bad badge (6) bag (3) baggage (4) balance (7) ball balloon (3) ballot (7) banana (5) band bandage (5) 36 CALIFORNIA STATE SPELLER bank (4) began biscuit (5) banner (5) beggar (4) bit (4) bare (3) begin bite (3) bargain (6) beginning black bark (3) begun blanket (4) barley (5C) behave (6) blind (3) barn (3) behavior (6) block barrel (4) behind blood (3) basement (4) being (6) bloody (5) basket (3) Belgium (6C) bloom (5) bat (3) belief (6) blossom (4) bath (3) believe blow bathe (3) bell (3) blue bathing (4) belong bluff (4) battle (3C) below (3) board battleship (4) belt (6) boast (4) bayonet (6C) beneath (6) boat be benefit (5) bodies (4) beach (4) benefited (7) body beans (3C) bent (3) boil (3) bear berries (4) bombs (5C) beast (4) berry (4) bone (3) beat (3C) beside bonfire (4) beaten (4) besides (3) book beautiful best born beauty (3) better borrow (4) became between boss (6) because beyond (4) both become bicycle (5) bother (5) bed big bottle (3) bee (3) bigger (3) bottom (4) been biggest (4C) bought beet (5C) bill boundary (6) before bird (3) bouquet (4) beg birthday (3) bow (3) FIFTH, SIXTH, SEVENTH GRADES 37 bowl (3) build can box built Canadian (6C) boy bun (3) canal (5) brakeman (4) bundle (5) canary (4) branch (3) buried (6) candidate (7) branches (3) bum candle (4) brass (3) burnt (4) candy (3) brave (4) bury (6) cannon (5) bravery (6) bushes (4) cannot bread (3) business canoe (4) break (3) busy can't (3) breakfast (4) but canteen (4) breast (6) butcher (4) canyon (canon) (5) breath (6) butter (3) cap (3) breathe (5) butterfly (4) capital (5) brick (4) button (4) Capitol (6) bridge buy captain (4) brief (6) buying (3C) capture bright (5) by captured (4) brilliant (5) car bring c card British (6C) cabbage (5) care broke cabin (5) career broken (3) cage (4) careful (6) brood (3) cake (3) carefully (6) broom (5) calendar (7) carpenter (5) brother calf (4) carpet (5) brought calico (6) carriage (4) brush (3) California (5C) carried bubbles (6) call carrot (5) bucket (4) called (4) carry bud (3) ca,Tne cart (3) bug (3) camera (7) case buggy (3) ca,mp cashier (5) bugle (6C) campaign (7) cast 38 CALIFORNIA STATE SPELLER castle (5) cat (3) catalog (7) catch caterpillar (5) cattle (6) caught (4) cause caution (6) cave (5) ceiling (5) celebration cellar (4) cement (5) cemetery (7) cent center century ceremony (7) certain certainly (6) certificate (7) chain chair (3) challenge (6) champion (7) chance (6) change changeable (7) changing (5) character charge chase (3) chasing (3) check cheer (6) cheerful (6) cheese (3) cherries (6) cherry (4) chest (6) Chicago (6) chicken (4) chief child children chimney (4) choice (5) choir (5) choose (3) chop (3) chopped (4) chores (6) chose (6) chosen (4) Christian (6) Christmas church circle (4) circular circumstance circus (4) cities citizen citrus (5) city civilization (7) civilized (7) claim class clean clear clerk clever (4) cliff (5) climate (6) climb (3) cloak (4) clock (3) close closet (4) cloth (3) clothes (3) clothing cloud (4) cloudy (4) club clumsy (5) coach (5) coal (6) coarse (5) coast (6) coat (3) coffee (5) coin (5) cold collar (4) collect college (7) colonel (7) colonies colony (7) color (3) Columbus (6) column (4) FIFTH, I^IXTH, SEVENTH GRADES 39 comb (3) combination come comet (5) comfort comfortable (5) coming command commence (6) commenced (7) commerce (7) commercial (7) commission (7) commit (7) committee common companion (6) company- compare (6) compass (5) complaint complete composition (7) concern concerned (7) concert (6) conclude (7) condemned (7) condition conduct (7) conductor (6) conference confess (7) confidential (7) connection conquered (6) conqueror (6) conscience (7) consider considerable (7) consideration constitution (7) contain contest (6) continent (5) continually (7) continue (6) contract contrary (6) control (6) convenient convention conversation (6) convict cook (3) cookies (3) cooking (3) cool (3) copper (4) copy cordially corn (3) corner (3) corporation (7) correction (7) correspondence (7) cost cottage (4) cotton (4) cough (4) could couldn't (4) council (7) count (3) country county (5) couple (5) courage (5) courageous (7) course court courteous (7) courtesy (7) cousin (3) cover covered (5) cow (3) coward (6) coyote (5) cozy (6) crack (3) cradle (3) crawl (5) crazy (5) cream (3) creature (4) credit (6) creek (4) creep (5) crew (6) crib (4) cried (3C) cries (4) criticism (7) criticize (7) 40 CALIFORNIA STATE SPELLER crops (4) cross (3) erow (5) crowd crown (4) cruel (5) crumbs (3) crush (6) crust (6) cry (3) crystal (7) cultivate (6) cultivator (6) cunning (6) cup (3) cupboard (4) cure (4) curiosity (7) curious (6) curl (3) current (6) curtain (5) cushion (6) custom (6) cut cute (4) cutting (4) cylinder (7) D daily (4) dairy (7) daisy (4) damage (6) damp (3) dance (3) dancing (3) dandy (5) danger (3) dangerous (5) dare (3) dark darkness (6) darling (7) dash date daughter dawn (7) day dead deal dealt (7) dear death debate debt (5) deceit (7) deceitful (7) deceive (6) December decent (6) decide decision declare decorated (6) decrease (6) deep deer (4) defeat (6) defend (6) defense (7) defenseless (6) definition (7) degree delay delayed (6) delicate (7) delicious (7) delighted (6) delightful (6) deliver (4) delivery (6) democrat (5) democratic (7) dense (6) dentist (5) deny (5) denying (5) depart (5) department deposit (6) depot (4) depth (5) describe (6) description (6) desert (4) deserve (5) design (6) desire desk (4) desperate (6) despise (7) destitute (7) destroy destroj^ed (6) FIFTH, SIXTH, BEVENTH (jfBADES 41 detect (7) determined (6) devastate (7) develop development (6) dew (5) diagram (5) diameter (7) diamond dictionary (5) did didn^t (3) die (4) died diet (7) difference different difficult (5) difficulty dig (3) digging (3) dime (4) dining (5) dinner (3) diploma (7) direct direction director dirt (3) disax)pear (5) disappoint disappointed (6) disaster (7) discipline (7) discover (4) discovered (4) discuss (7) discussion disease (5) disgrace (6) disguise (7) dish (3) dismiss (5) display (6) dispute (5) distance (6) distant (6) distinguish distress (6) distribute district disturb (6) disturbed (6) ditch (4) ditches (4) dive (4) divide divisible (5) division (4) do doctor dodge (5) does doesn't (5) dog (3) doing (3) doll (3) dollar domestic (7) done donkey (5) don't door double (4) doubt dough (3) down dozen drainage (4) drank (5) draw (4) drawer (4) drawing (4) drawn (6) dreadful (7) dream (3) dreamed (3) dreary (7) dress drew (6) dried (5) drift (6) drill drink (3) drive (5) driven driving (5) drop (4) dropped (4) dropping (4) drove (4) drown drowned (5) drug (6) druggist (6) 42 CALIFORNIA STATE SPELLER drum (3) drunk (6) dry (3) drying (3) duck (3) due duet (5) dug (3) dull (3) dumb (6) durable (7) during dust (3) Dutch (6) duties (6) duty dwarf (6) dying (4) dynamite (7C) E each eager (5) eagerly (5) eagle (5) ear (3) earliest early earn (4) earnest (6) earth (4) easier (6) easily (4) east eastern (7) easy eat economy (7) edge (5) educate (5) education effect efficient (7) effort ^^^ (3) eight eighteen (5) eighty (5) either elaborate elbow (7) elect election electric (5) electricity (6) elephant (4) eleven (4) else embarrass (7) emblem (6) embroidery (7) emerald (7) emergency emphasize (7) empire employ employee (7) emptied (6) empty (3) enclose encourage (7) end endeavor (7) endurance (7) endure (7) enemies (5) enemy (5) energy (7) engage engine engineer (5) English (6) enjoy enjoyable (6) enough enter entered (5) enterprise (7) entertain entertainment (6) entire entirely (6) entitle entrance envy (7) epidemic (7) equal (6) equally (6) equator (5) equipped (7) erect (7) errand (4) error (5) escape especially FIFTH, SIXTH, SEVENTH GRADES 43 essay (6) essential (7) estate esteem (7) estimate evaporate (6) even evening event ever every everything evidence exactly (6) examination examine (5) example (4) excel (7) excellent (6) except excite (6) exciting (5) excursion (6) excuse (4) exercise (5) exhausted (7) exhibit (6) expect expedition (7) expense experience explain (4) explanation (6) explore (6) express extra extreme extremely (7) eye F face facing (4) fact factory fade (3) fail failed (5) failure (7) fair fairies (4) fairy (3) faithful (5) fall fame (5C) familiar (7) families (6) family famous fan (3C) far farm (3) farmer (3C) farther fashion (7) fashionable (7) fast (3) fasten (5) faster (3) fat (3C) father fatten (5) faucet (7) fault (5) favor favorable (7) favorite (7) fear (6) feast (5) feather (4) feature . February feeble (7) feed (3) fed (3) feel feet fell fellow (7) felt fence (3) fern (4) ferry (4) fertile (7) festival (7) fever (5) few field fierce (4) fifteen (4) fifth fifty (6) fig (4C) fight fighting (4) 44 CALIFORNIA STATE SPELLER figure file fiU final finally find fine finger (3) finish finished (6) fire firm first fish (3) fitted (5) five fix fixing (5) flag (4C) flake (5) flame (5) flash (6) flat (6) fled (6) flew (3) flier (6) flies (3) fiight float (3) flock (5) floor (3) flour (3) fiower flutter (5) fly (3) flying (6) folks follow fond (3) food (3) foot football (6) for forcible (7) forehead (5) foreign forenoon forest (6) forget forgotten (6) fork (3) form former (6) fort (5) fortieth (6) fortunate (6) fortune forty forward fought (4) found foundation (6) fountain (7) four fourteen (5) fourth fox (4) fraction (5) fragrant (5) frame (6) France (5C) frantic (7) fraud (6) free freedom (4) freeze (4) freight (6) French (6) frequent (6) frequently (6) fresh (7) Friday fried (6) friend fright (6) frighten (4) frigid (6) frog (3) from front frontier (7) frost (4) frown (4) frozen (5) fruit (4) fry (3) fuel (4) fulfill (6) full fun (3) fund (7) funny (3) fur (3) furious (7) furlough (5C) FIFTH, SIXTH, SEVENTH GRADES 45 furnish (5) given (4) grape (5) furniture (6) glad grass (6) further glass gratitude (6) future (6) glimpse (6) grave (4) G • / A \ gloomy (6) gravel (4) glorious (7) gray (3) gain (4) glory (7) great gamble (6) go greedy (4) garage (4) garden (3) goat (4) green (3) God grew (4) gas (5) goes grief (5) gasoline (5) going (3) grizzly (5) gate (3) gold groceries (5) gather (4) gone grocery (4) gave good ground geese (3) goodby (4) group (7) general goose (3) grove (6) generally (6) got grow (4) generous (5) government growing (4) genial (7) governor (6) growl (5) gentle (5) gown (6) grown (4) gentleman grab (4) growth (6) genuine (6) grabbed (4) grudge (7) geography (4) grade (4) guarantee (7) German (5) gradually (6) guard (4) get graduate (6) guardian (7) getting grain (5) guess geyser (7) grammar (5) guest ghost (7) gra,Tid guide (5) giant (3) grandfather (4) guilty (6) gift (5) grandma (3) gum (3) gingham (7) grandmother (4) gun (3) girl grandpa (3) gymnasium (7) give grant gypsy (5) 46 CALIFORNIA STATE SPELLER H heard holiday (4) habit (4) heart hollow (6) had heat (4) holly (4C) hadn't (3) heaven (5) holy (6) hail (6) heavily (6) home hair (3) heavy (5) homely (5) half heed (6) honest (4) hall (3) height honey (5) hammer (4) held honor hand hello (6) honorable (6C) handful (4) helmet (6C) hook (4) handkerchief (5) help hop (3C) hang (4) hen (3) hope happen her hoping (5) happily (5) here horizon (7) happy hero (4) horrible (7) harbor (6) herself horrid (5) hard hid (3) horse harness (5) hide (3) hospital (5) harvest (5) high hot has higher (3) hotel (5) hasn't (4) highest (5) hour haste (7) hill (3) house hat him how hatched (5) himself however hate (7) hinge (6) huge (7) haul (4) hired (4) human have hiring (4) hundred (4) haven't (4) his hung (6) having (3) history hungry (4) hay (3) hit (3) hunt (3) he hitched (5) hurried (5) head hoarse (5) hurry (4) health (6) hold hurt hear hole (3C) husband FIFTH, SIXTH, SEVENTH GRADES 47 ice idea (5) idle (5) if ignorance (7) ignorant (6) ill (3) I'll (5) illustrate imaginary (7) imagine (5) immediate immediately (6) immense (7) immigrant (7) importance important impossible imprison improve (5) improvement in inch (6) incident (7) include included (6) income increase indeed Indian (4) indignant (7) indulged (7) industry (5) inform isn^t (4) information issue initial (7) it injure Italian (5C) injury (5) its ink (3) itself innocent (6) insect (5) J inside jack-rabbit (5) inspect jail instant (6C) January instead Japanese (5C) instinct (7) jealous (7) instruction (6) jewel (6) intellect (7) Joan of Arc (5C) intelligent (6) job (3) . intend join (4) interest journal (7) interested (5) journey (4) interrupt (7) judge into judgment introduce (6) juice (6) introduction (6) July invent (5) jump (3) invention (7C) jumping (3) investigate junction (7) invitation June invite (4) junior (5) Irish (6C) just iron (4) justice irregular (7) irresistible (7C) K irrigate (5) Kaiser (6C) is keep island (5) kelp (5C) 48 CALIFORNIA STATE SPELLER kept (4) late kerosene (7) laugh (3) kettle (5) laughed (4) kill launch (7) kind laundry (7) kindness (6) law king (4) lawn (4) kiss (3) lay- kissed (3) lazy (4) kitchen (5) lead kite (4) leaf (3) kitten (4) lean (4) knee (5) leap (6) kneel (5) learn knew least knife (4) leave knit (4C) lecture (7) knitting (6) led knock (4) ledge knot (5) left know leg (3) knowledge (6). leisure (7) known lemon (3) length L less labor (6) lesson lady- let laid (4) letter lake lettuce (4) lamb (5) liberty lame (3) library (5) land license (7) large lick (3) last Ue (3) life lift (4) light like Lincoln (5C) line liquid (6) list listen (4) lit (4) little live living (4) loaf (3) loaves (5) local log (3) lonesome (5) long look loose (5) lose loss lost lot loud (4) love lovely (4) loving (4) low lumber (4) lunch (4) lying (3) FIFTH, SIXTH, SEVENTH GRADES 49 M machine machinery (7) mad (3) madam made magazine (6) maiden (6) mail majority- make making (4) mama (3) man manage (6) manager (4) manner manufacture (6) many- marble (4) March march (4) marine (7C) mark (4) market (4) marriage married (5) marry (5) mask (5) mass (7) master (3) match (5) mate (5) material matter May- may maybe mayor me meadow (5) meal (5) mean meant measure meat (5) medal (6) medicine (5) medium (6) meet melon (5) member memorize (6) memory (5) men mention merchant (6) mere merely (5) merrily (7) merry (5) message (5) messenger (5) met (3) metal (6) Mexican (5C) mice (3) ^ middle (4) midst (7) might mile milk (3) mill (3) million (5) mind mine mining (6) minute mischief (5) Miss miss mission (7C) mistake (6) modern (6) moisture (6) molasses (6) moment (5) Monday money monkey (4) monks (5C) monster (6) month moon (3) more morning mortgage (7) moss (3) most mother motion motor (4) motorcycle (6) mountain mouse (4) 50 CALIFORNIA STATE SPELLER mouth (5) neighbor now move neither nuisance (5) mow (4) nephew (4) number Mr. nervous (7) nurse (3) Mrs. nest (4) nut (3) much net (5) mud (3) never muddy (3) new oak (4) muscle (6) news oats (4) museum (7) newspaper obedient (6) music (5) New York (5) obey (3) musician (6) next object must nice objection my nicely (5) oblige myself (5) nickel (4) obtain niece (7) occupy N night occur (6) nail (4) nine ocean (4) name ninety (6) o'clock narrow (5) ninth (6) October nation (6) no odor (6) national noble (6) of native (6) nobody (4) off natural (6) noise (4) offer nature (4) noisy (4) office naughty (4) none official navy noon often near nor oil (5) nearer (3) north old nearly northern (5) olive (6C) neat (3) nose (3) omit necessary not omitted (6) neck (4) nothing on need notice (5) once needle (4) November one FIFTH, SIXTH, SEVENTH GRADES 51 onion (4) only open opening (5) operate (6) opinion opponent (7) opportunity (7) opposite (7) or orange (4) orchard (5) order organ (3) organization organize original (7) ornament (7) orphan (6) ostrich (3) other ought our ourselves (4) out outside over own owner (4) P page paid pail (4) pain (4) paint (5) painted (4C) pair palm (4) pan (3) panic (6) papa (4) paper parade (5) parcel (5) parents (6) park (3) part particular party- pass passenger (4) past pasture (3) patch (4) path (4) patience (6) patriot (5C) patriotic (6C) pattern (6) pause (4) pavement (5) pay peace (5) peach (3C) peaches (4) peacock (5C) peanuts (4) pear (5) pearl (5) peculiar (7) pedal (6) pen (3) pencil (3) people perceive (7) percentage (6) perfect performance (7) perhaps period permanent (7) permission (6) permit (6) person personal pet (3) Philadelphia (6) phrase (6) physical (7) physician (7) piano (5) pick (3C) picked (5C) picnic (4) picture pie (4) piece pier (5C) pig (3) . pigeon (3). pile (6C) pillow (5) \ pine (5) pink (3) i 52 CALIFORNIA STATE SPELLER pioneer (7) pitcher (5) pitiful (5) place plain (6) plan plane (6) planned (5) plant planted (4C) play played (3C) playing (3C) playmate (4) pleasant please pleasing (7) pleasure plenty (6) plural (7) pocket (4) poem (4) poetry (6) point poison (5) pole (4) police political politics (7) polls (7) pony (4) poor popped (4) poppies (4C) popular population porch (4) position positive (7) possible post potato (5) poultrj^ (7) pound pour (6) powder (4) power practical practice (6) prairie (7) pray (4) precious (6) prefer preliminary premium (7) preparation (6) prepare present president press pretend (6) pretty prevent (6C) previous (7) price pride (6) primary prince (4) principal principle print prison prisoner (5) private privilege (6) probably proceed process (6) program (4) progress prominent (5) promise promoted (5) prompt pronounce (7) proper property protect (6) proud (6) prove proved (5) provide provision public publication publish pull (3) pump (4) pumpkin (5) puncture (4) punish (5) pupil (4) puppy (3) purchase (5) pure (6) FIFTH, SIXTH, SEVENTH GRADES 5B purpose purse (5) pursue (7) push put Q quail (5) quality (6) quantity (6) quarrel (4) quarter (5) queen (4) queer (4) question quick (5) quickly (6C) quiet (5) quietly (5) quilt (3) quit (4) quite R rabbit (4) race radish (5) rags (3) railroad rain raining (4C) rainy (4) raise raisin (5C) raising (6) rake (4) ran ranch (5) rang (3) range (6) rapid rapidly (5) rat (3) rate rather reach read ready real realize (6) really reason receipt receive recent reception (7) recess (3) recipe (7) recite (5) recognize (7C) recollect (5) recommend record (6) recover red Red Cross (3C) refer reference refusal (6) refuse refused (6) regard region regular (7) relative relief relieve (5) religion (6) remain remedy (6) remember remind (6) rent (6) repair repeat (4) replied (4) reply report represent request require (5) rescue (5) resemble (6) respectable (7) respectfully responsible responsibility (7) rest restaurant (7) restrain result retire return review (4) reward (6) ribbon (4) 54 CALIFORNIA STATE SPELLER rich (4) S scholar (5) ride sad (3) school riding (4) saddle (5) science (7) rifle (4) safe (4) scissors (6) right safely (4) scold (7) ring safety (6) score (6) ripe (3) said Scotch (7C) rise (4) sail scouts (6C) rising (4) sailor (4) scratch (5) river salad (6) scream (4) road salary sea roar (5) sale (5) seal (5) roast (5) salmon (6) search robe (6) salt (6) season (4) robin (3) salute (5) second rock (3) salvage (6C) secret (5) rode (3) same secretary roll (3) sand (3) section roof (4) sandwich (5) secure room San Francisco (5C) see rope (3) sat (3) seed (3) rose (3) satisfactory (7) seek (5) rough (5) satisfy (6) seem round Saturday seen route (5) savage (4) select row (3) save (4) self (3) royal saving (3) selfish (5C) rubber (4) saw sell (6) rubbish (6) say senate ruin (6) says send rule scare (3) sense (5) run scatter (6) sent running scene sentence (5) rush (5) scenery (7) separate Russian (6C) scheme (7) September FIFTH, SIXTH, SEVENTH GRADES 55 serious servant (6) serve service session set settle (5) seven seventh (6) several severe (4) sew (5) sewing (5) shadow (3) shall shame (6C) shape (5) share (4) sharp (4) she shed sheep (4) shelf (3) shell (5) shepherd (5) shine (3) shining (6) ship shock (5) shoes (3) shone (5) shook (4) shoot (6) shop (3) shore (5) short shot (5) should shoulder (5) shout (6) shovel (3) show shown (5) shut sick side sight sign (4) signature (7) silent (4) silly (4) silver (4) since sincerely sing (5) singular (7) sink (4) sir sister sit sitting (3) situated (6) six sixth (5) size skate (4) skill (4) skin (5) skinned (5) sky (3) sled (3) sleep (3) sleeve (5) slept (5) slide sling (3C) slippery (5) slowly (5) sloyd (5C) small smell (4) smile (4) smoke (4) smoking (6) smooth (6) snake (5) snow (3) so soap society (7) soft softly (5) sold soldier (5) solemn (6C) solid (5) some somebody (4) something sometimes son song soon sorrow (5) sorry 56 CALIFORNIA STATE SPELLER sort (5) sound (4) soup (3) source (5) south southern (5) souvenir (5) sow (3) space (5) spade (5) speak special speech (6) speed (6) spell spend spent spirit (6) splendid (6) spoke (5) spool (3) spoon (3) sport (6) spot (4) spread (6) spring sprinkle (4) spy (6C) square (4) squirrel (5C) stable (5) stack (5) stairs (4) stamp star (6) starch (6) stare (4) start state statement station stay stayed (3) steady (6) steamer steep (4) stepped (3) stick (4) stiff (5) still stocking (5) stole stomach (4) stone stood stop stopped store (4) stories (3) storm (5) Story stove (4) straight (5) strange (5) stranger (3C) straw (6) strawberries (6C) street stretched (5) strictly (6) strike (6) string (3) strong (4) struck stuck (4) student (6) study studying (4) stuff (5) stung (6) style (6) subject submarine (6C) success such sudden suffer sufficient (7) sugar (4) suggest suit summer summit (6) summon sun (3) Sunday sunk (5) sunny (4) superintendent (7) supper (3) supply support suppose sure FIFTH, SIXTH, SEVENTH GRADES 57 surely (5) tease (6) thirsty (6) surf (5C) teeth (5) thirteen (4) surface (6) telegram (7) thirty (6). surgeon (7) telegraph (7) this surprise telephone (6) those suspicious (7) tell though swallow (3C) temperature (7) thought sweater (5) tempt (6) thousand (4 sweet (3) ten thread (6) swim (4) tent (4C) three swimming (4) tenth threw (4) swing (3) term thrift (6C) sword (4) terrible throat (5) sympathy (7) territory (6) through system terror (7) throw testimony thumb (5) T than thunder (5) table thank Thursday tag (3C) Thanksgiving (5) thus tail (4) that ticket take the tide (6) taking (4) theater tie (4) tale (3) their tied (4) talk them tiger (6) tame (4) • themselves tight (4) target (4) then till (3) tariff (7) there timber (6C) taste (5) therefore time taught (4) these timid (5) tax they tin (3) tea (3) thick (4) tinfoil (4C) teach thief (6) tip (3) teacher thing tipped (4) team (4) . think tire tear (5) third tired (4) 58 CALIFORNIA STATE SPELLER to tobacco (6) today toes (3) together told tomato (6) tomorrow tongue (3) tonight tons (6C) too took tooth (5) top tore (6) torn (6) tossed (5) total touch (4) tourist (6) toward town toy (3C) track trail (6) train training (6C) tramp (5) transfer (7) trap (4) travel traveler (5) treasure treasury (7) tree trenches (5C) trick (4) tried (3) trip trolley (4) troops (7C) trouble truck (5C) true truly trunk (5) trust truth (4) try trying (4) tube (7) Tuesday tuna (5C) turn twelve (4) twenty (4) twenty-five (5) twice (4) two U U-boat (4C) ugly (5) umbrella (4) unable uncle unconscious (7) under understand unfortunate uniform (6C) union (6) United States (6C) university (7) unless until up upon upper (5) us use used (4) useful (4) using (4) usual usually (4) V vacant (7) vacation valentine (5) valley (5) valuable (6) various vegetable (5) ventilation (7) very vessel victim victory (4) view village (4) vineyard (6) violet (4) FIFTH, SIXTH, SEVENTH GRADED 59 violin (5) wear wife visit weather will visitor wedding (6) • win (5C) voice (6) Wednesday wind volume weed (5) window (5) volunteer (7C) week winter vote weigh wipe (3) voyage (5) weight (6) wire welcome (5) wish W well with wade (5) went , within , ,.„ wagon (4) were *. .with'oiit V-* waist (4) west .*. witness..,..*... wait wet (3) V- .'«'wtiki:(^)- :•%!♦.•• waited (3C) wharf (6) woman wake (5) what women walk wheat (5) won (5) w^alnut (4) wheel (4) wonder wander (5) when wonderful want whenever (4) wood (4) war where woolen (6) warm whether word was which wore (3) wash (4) while work Washington (6C) whisper (5) world wasn't (5C) whistle (4) worn (3) waste (5) white worry (4) watch who worse (4) water whole worth w^ave (3) whom would way whose wouldn't (3) we why wound (5) weak (4) wicked (60) wrap (4) wealthy (7) wide (5) wrapped (5) CALIFORNIA STATE SPELLER wreck wrestle (5) write writing (5) written wrong (4) wrote Y yield (6) yaxd you yarn (5) young yeax your yellow (3) yes Z yesterday zero (5) yet zone (6) THIS BOOK IS DUE ON THE LAST DATE STAMPED BELOW AN INITIAL FINE OP 25 CENTS WILL BE ASSESSED FOR FAILURE TO RETURN THIS BOOK ON THE DATE DUE. THE PENALTY WILL INCREASE TO 50 CENTS ON THE FOURTH DAY AND TO $1.00 ON THE SEVENTH DAY OVERDUE. m 28 A936 n»^'* Ot^T 29 1938 "'' '^ m, 1 n ki ''^^ 6 7943 NOV 21 18*5 ,^ -^SffFSS^ rrrTr~tt5^=trTrt- x:-.» w- UGV i UMIV. OF CAU! MAY 2 3 2007 -^r LOA N ii:^/^:^ t^^^ 3^,RlCt \^ LD 21-100>n-7,'33 Yd Ho4do ^47125 UNIVERSITY OF CALIFORNIA LIBRARY