Chapter II: Part 2

1. For finding if any given word is to be found in the text of the first two grades.

2. For excellent drill in preparation for the use of the dictionary.

3. For a review list at the end of the year’s work.

PHONIC SERIES

The phonic series used in this book are presented first in the text as short lists. On page 65, Part I, will be found more complete lists for supplementary drill, if desired. These are numbered in the same order and are similar to those found on the Aldine Phonic Chart. If one of these charts is available, it will be found of great assistance in the teaching of spelling in these early grades. Drills on these complete series may well be given whenever a review or an additional lesson is possible. The pupil may study from his book, quick drills may be given from the chart, and then a selected list may be dictated by the teacher. Too much _intelligent_ drill on these phonic series cannot be given.

SUGGESTIONS FOR THIRD YEAR

USE OF STORIES

That stories have helped in other branches of the curriculum outside of spelling is a well-known fact. Up to the present, spelling has been so stereotyped, so humdrum, that stories have had little or no place in the spelling lesson. Spelling, however, is the result of forming right habits and these right habits can be stimulated and encouraged by the right kind of stories. At the beginning of the work of the third grade is told the story of “The King’s Rules.” This story should be told to the children along with other stories of the grade, dramatized, and every means used to fix the point of the story. During the year constant reference should be made to “The King’s Rules.” For example, in teaching Lesson 91 reference should be made to the king’s second rule. In Lessons 92 and 94 reference should be made to the king’s third rule. Whenever a pupil mispronounces a word his attention should be directed to the first two rules. Care should be exercised in referring to these three rules that the interest is quickened and not deadened by the constant repetition and reference to the same story.

USE OF PICTURES

Throughout the book illustrations are given. The words of a lesson will be found to be illustrated in the pictures connected with the lesson. Pupils may be asked to cover the words of a lesson and write all the words that they find connected with the picture.

PHONETIC WORDS

The third grade work continues the work in phonics started in the first and second grades. The suggestions given on pages 28 and 36, for the first and second year’s work, apply equally well to the work of the third year.

QUOTATIONS

The sentences used in connection with the lessons may be used in a variety of ways:

(_a_) They are placed in the book primarily for the purpose of illustrating the use of the word.

(_b_) They have been very carefully selected from our best authors and many of them may wisely be memorized.

(_c_) They may be used as dictation exercises. In this case misspelled words should be counted as errors. All other mistakes should be corrected by referring to the book but should not be counted against the child as an error in spelling.

SUGGESTIONS FOR STUDY

At the end of many lessons, or groups of lessons, will be found suggestions for the pupils to use in their study. The teacher should call attention to these. They will be of great help to the pupil if he has been taught how to use them. They are, however, incomplete owing to the lack of space, and the wise teacher will find other suggestions to give the pupils as she finds, through the correcting of papers, other difficulties which arise in the spelling of particular words.

ABBREVIATIONS

The use of the capital letter has been presented in connection with the beginning of the sentence, and the spelling of the names of the months and of proper names. In the third grade the names of the days have been added, and a few abbreviations. (See Lessons 100, 101, 114, 115, 124, etc.) These should be thoroughly taught with emphasis on the use of the period.

PREPARATION FOR DICTIONARY WORK

1. Early in the year have the pupils arrange the words in any lesson, lessons, or on a page, in alphabetical order; as, Lessons 22–25, page 15. Pupils write as follows:

A. B C D
around bowl clean dash etc.
beside cash
bottom
bean

2. Have the pupils turn to the third grade vocabulary, page 43.

(_a_) Have them make an alphabetical list of words from the vocabulary; as, _able_, _beam_, _cage_, _daily_, etc.

(_b_) _Finding Words Quickly._ Teacher says, “Read this list of words until you find the word _cane_.” After the pupils have complied the teacher says, “Count all the words you read before you found the word _cane_.” Pupils count and answer, “Seventy-one.” Teacher asks, “How could I have saved time in finding this word?” The pupils easily discover the fact that they can save time by looking for the word among the words beginning with the same letter. The teacher tests and proves this to be true by calling for other words; as, “With what letter does _face_ begin? Where shall we find it?” Pupils answer, “_Face_ begins with _f_; we shall find it with the words beginning with _f_.” They do so. Teacher asks, “How many words did you have to read before finding the word _face_? How many do you think you would have to read if you counted from the beginning?” Conclusion to be discovered and expressed by the pupils: An alphabetical arrangement of words saves time in finding any particular word.

(_c_) _Finding Words Easily._ Teacher says, “Who can find the word _autumn_ first?” Pupils find it. Teacher asks the first pupil ready with the word, “Where did you find it?” Pupil answers, “I found it among the words beginning with _a_ at the beginning of the list.” Teacher calls for more words from different parts of the list; as, _farm_, _yellow_, _branch_, _taste_, _many_, etc. In every case pupils must determine first, the initial letter of the word; second, the place in the alphabetical list for words beginning with that letter.

Conclusion to be discovered and expressed: An alphabetical arrangement of words makes it easier to find any given word in a given list.

3. Have the pupils arrange the hundred words on pages 41 and 42 in alphabetical order, considering only the initial letter of each word. This may be done by having each word copied on an oblong piece of paper, or on oak tag cards, and these cards placed in alphabetical order, or by having columns marked off, headed by letters alphabetically arranged; as:

A B C D E F G

4. (_a_) Have the children list the words from sentences or short stories in alphabetical order, as those in “The Golden Eggs,” page 17.

(_b_) After the list has been made (see _a_ above) have the pupils read through the sentences again to make sure that every word in them has been listed. The exercise emphasizes the value of alphabetical arrangement. Example: Teacher says, “If you wish to make sure that you have the word _the_ on your list, how can you find out easily and quickly?” Pupil answers, “I will look near the end of my list among the words beginning with _t_.”

(_c_) _Adding to an Alphabetical List of Words._ Teacher says, “I would like to have the word _do_ added to the list. (See (_a_) above.) Where should it be written?” Pupil answers, “Put it with _day_ because it begins with _d_.” The teacher says, “There is no word beginning with _i_ in the list; if I wish to add the word _into_, where shall I place it?” Pupil answers, “Place it after the words beginning with _h_ (or before the words beginning with _j_) because that is the place of _i_ in the alphabet.”

5. Have the pupils arrange themselves in a line in alphabetical order, considering first the initial letter of their first names. Have the pupils take their places as the teacher calls the letters. Thus, the teacher calls _a_, and Alice, Andrew, and Anna step into line. At once the question arises as to who shall stand first—all names begin with _a_. Teacher writes the names on the board and says, “Look at the second letter in each name.” The pupils study the second letter with the teacher, and decide that as _l_, the second letter in Alice, comes before _n_, the second letter in Anna and Andrew, Alice should have first place. To fix the place of Andrew and Anna the third letters of each name must be considered.

6. On page 29 is a lesson on arranging by the second letter. Following this have the pupils arrange other lists of words in alphabetical order, (_a_) considering the first two letters of the word; (_b_) considering the first three letters.

7. Have the children give all the reasons that they can think of to prove that the alphabetical arrangement of a list of words is a good one.

SUGGESTIONS FOR FOURTH YEAR

HOW TO STUDY SPELLING

When the pupil enters the fourth grade he begins to learn to depend more and more upon himself. He does more of his work by himself. This is as it should be, but there is still need of a guiding hand. If the pupil is to acquire a real _spelling consciousness_, and form a good habit which is real and lasting, these helps must be plentiful, but at the same time arise in such a way that they will be helpful in forming and strengthening the good habits, and tend to break any bad habits which may have been started.

The suggestions accompanying the lessons in the first three grades are continued in the fourth, in such a way that, with the preparation which the pupil has had in the early grades, he can apply the helps himself with the minimum amount of care and watchfulness on the part of the teacher.

As pointed out in Part I of the manual, page 18, the derived form in most cases presents a new spelling problem even though the root word has been taught. By focusing the attention on the part common to both the root word and the derivative, and fixing the change by numerous examples, the change from root to derivative is made with less trouble. Lessons 4, 5, 15, 16, and 74 illustrate this point.

DICTIONARY WORK

During the previous three years the pupils have been prepared to use the dictionary. They have been made thoroughly familiar with the alphabet, and are familiar with the arrangement of words in alphabetical lists. They have learned to arrange words in alphabetical lists, as well as to find words easily in a short list which is alphabetically arranged. The work of the fourth year is the teaching of the formal use of the dictionary. The following story is presented as an interesting way of approach. Let us attempt to vitalize our work in the dictionary. The place to begin this vitalizing is in the fourth grade. A “story with a hint in it” for fourth grade teachers is a suggestion along this line.

A “STORY WITH A HINT IN IT” FOR FOURTH GRADE TEACHERS

The Third Graders had been promoted into the Fourth Grade! They sat very tall and behaved just like Fourth Graders as Miss Merlin, their new teacher, said pleasantly: “This morning as I rode to school in the street car, I read over the market advertisements. I found in one a word that is new to me. I don’t know how to pronounce it, and I don’t know what it means. I will write it on the board. Perhaps some one may know the word and tell me how to pronounce it and what it means.”

Miss Merlin wrote the word on the board—_broccoli_—then turned to the pupils and said, “Can any one pronounce this word?”

Alice stood by her desk ready to speak. “Have you seen this word before, Alice?” asked Miss Merlin.

“No,” answered Alice, “but I think I can guess how it is pronounced.”

“Oh!” said Miss Merlin, “I don’t want any guessing. You might guess wrong. If I hear the word incorrectly pronounced for the first time, I am afraid I shall find it harder to learn the correct pronunciation. Two reasons why so many words are pronounced incorrectly are: people guess a wrong pronunciation instead of finding the correct one; and people hear the incorrect pronunciation instead of the right one. I want the correct pronunciation for the word on the board. If you cannot give it to me, perhaps you can tell me where I can get it.”

John jumped to his feet. “Go ask the market man,” he said.

“I might,” answered Miss Merlin, “but there are reasons why I would rather not.”

“It’s too far to the market,” “It would take too long,” “You can’t go until after school and by then the market may be closed,” were some of the objections made by the pupils.

“Those are all good reasons,” answered Miss Merlin, “but if there were no other way to learn the correct pronunciation of the word I might manage somehow to make a trip to the market. And I really need not take the trouble. I can find out all I want to know about that word right here in our own schoolroom.”

The pupils looked at one another with troubled faces. In the third grade they had always gone to their teacher with bothersome words, and here was Miss Merlin bringing hard words to them and expecting them to help her to learn the pronunciation and the meaning. Never had they felt so helpless. Suddenly John cried out, “Oh, I know! The dictionary!” and running to the front of the room, he placed his hand on a great, heavy book that lay on the small table near Miss Merlin’s desk. “My father has a dictionary like this,” he continued, “and he often looks up words in it.”

“Good, John!” said Miss Merlin, “you have shown me the best place to go for the help I need. This book contains 400,000 words. My word is one of those 400,000. How can I find my one word among so many?”

“I know,” answered John. “My father showed me. The words are arranged like the alphabet, first the _a_’s, then, the _b_’s, and then the _c_’s, and so on.”

“John is right,” said Miss Merlin. “If you will all come forward and stand near the table I will show you just as John’s father showed him.”

The pupils came forward and Miss Merlin showed them that the dictionary words were arranged in alphabetical order. “Now where shall I look for my word?” she asked.

The pupils glanced at the word on the board and answered, “Look among the words beginning with _b_.”

Miss Merlin opened the dictionary and held all the pages containing words beginning with _b_ between her two hands. “If I begin with the first word beginning with _b_ and read each one, it will take me hours,” she said, “but the maker of the dictionary has so arranged the words that I can find the word I want in a few seconds. Let us see if we can discover just how the words have been arranged to help us find any one quickly. We have seen that the words are arranged alphabetically according to the first letter in each. Now let us look at the second letter in the word beginning with _b_.”

The pupils watched as the pages were turned over and discovered that the words were grouped in alphabetical order according to the second letter in each.

“Then,” said Miss Merlin, “if I want to find a word beginning _ba_ where in the list of words beginning with _b_ shall I look?”

“Look near the beginning,” was the answer.

“If I want one beginning _bl_ where shall I look?” asked Miss Merlin.

“Look towards the middle of the list,” answered the pupils.

“But I want to find one beginning with _br_,” said Miss Merlin, pointing to the word on the board.

“Look near the end of the list,” said Alice.

Miss Merlin found the first word beginning with _br_. “Shall I find my word near the beginning of the _br_ list?” she asked, holding the page toward the pupils.

They looked at the page and answered, “No, all the words on this page begin _bra_ and you want a word beginning _bro_.”

“How shall I find my word?” asked Miss Merlin.

John turned over the pages slowly while the other pupils looked on. “Oh,” cried Alice, “the words are arranged in alphabetical order for the third letter, so you must look beyond the middle of the list!”

Miss Merlin asked Alice to find the first word beginning with _bro_. When it was found the children discovered that the alphabetical arrangement of letters extended to the fourth and fifth letters and even unto the end.

“Some job!” said John, moved by the efficiency of the arrangement as well as by the bigness of the task. “Now I know how I can find any word in the dictionary—just trail the alphabet from the first to the last letter of the word you are looking for.”

Miss Merlin laughed. “I don’t believe that I’ll try to improve upon your rule, John,” she said. “The Alphabet Trail is a pretty good one to follow in tracking any word to its dictionary den.”

Following John’s rule, the word sought—_broccoli_—was soon found. “So that you may all see exactly how the dictionary helps us pronounce this word, I will copy on the blackboard exactly what I find written here.”

Stepping to the board, Miss Merlin copied the word, divided into syllables and marked exactly as it appeared in the dictionary—(brǒk´ō-lǐ).

Some of the pupils understood the diacritical marks for the short sounds of _o_ and _i_; others did not. None knew the meaning of the mark above the _o_ of the second syllable.

“Well,” said Miss Merlin, “let us see how the dictionary is ready to help us. Look at the words written at the bottom of the page. They are all little words that you know. What letter is marked in the first eight words?”

The pupils near enough the dictionary to read replied, “The letter _a_.” “And,” added Mary, “each _a_ is marked in a different way.”

“Read the words with the marked _a_’s and see if you can discover the reason why each _a_ has a different mark,” said Miss Merlin.

Mary read the words, pronouncing each clearly and distinctly. When she had finished every child was ready to answer; but Miss Merlin smiled at Mary, who said, “The _a_ in each word has a sound different from all the other _a_’s.”

In the same way the pupils discovered the different sounds of _e_, _i_, _o_, and _u_. “Those are all the vowel sounds,” said Alice.

“Yes,” added John, “and the dictionary man has arranged them in alphabetical order. Didn’t he stick close to the alphabet though!”

“These little words at the bottom of the page are called key words,” said Miss Merlin. “Can any one tell why?”

The pupils thought for a moment. Then Tom said, “I know. Because they unlock the pronunciation of the new word.”

“Good,” said Miss Merlin, “pronounce the first syllable in our new word on the board, Tom, using the key word.”

Tom looked at the mark over the _o_ in the first syllable, found the same mark over the _o_ in _odd_, the key word at the bottom of the page, and said, “Odd—ǒ—brǒk.”

“Good!” said Miss Merlin. “That’s the way. Now, Jack, pronounce the second syllable.”

Jack looked at the mark over _o_, the only letter in the second syllable, found the same mark over the _o_ in the key word _obey_ at the bottom of the page, and said, “Obey—ō.”

In the same way Alice studied the last syllable, finding a mark like the one used over the _i_ in the key word _ill_ at the bottom of the page and said very clearly, “Ill—ĭ—lĭ.”

“Fine!” said Miss Merlin. “John, you may pronounce the whole word.” John did so, sounding the letters correctly but placing the accent on the second syllable, thus, “Brok-o´-li.”

“Not quite right,” said Miss Merlin. “I am going to pronounce the word correctly. As I speak it notice which syllable I accent or emphasize.” She then repeated the word, placing the accent correctly.

“You accented the first syllable,” said Alice.

“Yes,” answered Miss Merlin, “I did. Now look at the word as I have copied it on the board from the dictionary and see if you can discover anything that tells me which syllable should be accented.”

“Oh, I know,” cried John. “There is a little mark something like a slanting exclamation mark after the first syllable! Is that why you read it like an exclamation, Miss Merlin?”

Miss Merlin laughed and answered, “Well, we call the mark an accent. But it is something like an exclamation mark in looks, and an accented syllable sounds not unlike an exclamation, John. Now pronounce the word correctly.”

John did so, and then other pupils repeated it after him.

“Now I know how to pronounce the new word but I don’t know what it means,” said Miss Merlin. “The meaning of the word is written right after the correct pronunciation. Mary, will you read what is written?”

Mary looked at the printed page for a moment, then read aloud, “Broccoli. A hardy cauliflower.”

“How many know what a cauliflower is?” asked Miss Merlin. She looked at the upraised hands and added, “I see that you all know, but if any one didn’t know how could he find out from the dictionary?”

Eagerly the pupils told Miss Merlin how to find the word—“track it down,” John said—in the dictionary; how to learn to pronounce it; and how to find the meaning.

“Good,” said Miss Merlin. “What have you learned in this lesson?”

“I have learned that I can find the pronunciation and meaning of any new word in the dictionary,” said Alice.

“I have learned how to find any word I want,” said Tom.

“I have learned how to unlock the pronunciation of any word with the keys at the bottom of the page,” said Jack.

“I have learned how to accent the right syllable,” said Mary.

“I have learned where to look for the meaning of a word,” said Henry.

“Then you have learned almost all that is necessary for a helpful use of the dictionary,” said Miss Merlin. “Tomorrow we will have some dictionary practice.”

The teacher may read the above story to her pupils or make a similar introductory study of the dictionary with any word she may select.

SUGGESTIONS FOR FIFTH YEAR

USE OF STORY

At the beginning of Part II, the story of “The King’s Rules” was given to the children. This story should be reviewed for it emphasizes three important factors in learning to spell.

1. To _listen_ carefully when the word is spoken.

2. To _say_ it correctly when you speak it.

3. To _look_ at the word thoughtfully to get an exact picture of it in your mind.

The work of the fifth and sixth grades opens with another story to emphasize the same three points in a different way. The story of “The Two Scouts” emphasizes the fact that a good speller is a good speller because he

_Sees_ exactly
_Hears_ exactly
_Pronounces_ exactly

It is hoped that fifth and sixth grade teachers will continually emphasize these three fundamental principles.

DICTIONARY WORK

The new work of grade IV consisted in the presentation of the formal use of the dictionary. Many drill lessons were given in connection with language, reading, and spelling lessons. A good habit has been started. The children, however, have not become sufficiently familiar with the dictionary to make the finding of words easy. Much practice in searching for words needs to be given so that such searching becomes more or less automatic. They have little need outside of school to use the dictionary, and there are many matters which the fourth grade teacher did not have the time to teach, even if the children had been prepared for it. To give all the drill that is necessary without the work becoming a burden which the children will approach with little or no interest will tax the best ingenuity of the teacher.

The fifth grade teacher, therefore, must continue the good work begun in the fourth grade. She must attempt to make the habit more automatic. Children must be taught that they have a real need for the dictionary. The fourth grade was taught the use of the long and the short vowels in the word. The fifth grade completes this work by presenting the other sounds of the vowels and the use of the key at the bottom of the page in every dictionary. This work is presented in Lesson 7. Accompanying this lesson is a list of words which present some difficulty in pronunciation. Pupils are asked to look up the pronunciation in the dictionary. _This should be done under the immediate supervision of the teacher._ Directions are given the pupil as an aid in fixing this phase of the work in the memory, _not as a substitute for the teaching_.

Toward the latter part of the year a further phase of the use of the dictionary is presented. Lesson 145 deals with the subject of finding the spelling of a word of which the pupil is not quite sure.

Steps in finding the spelling of a word:

1. Think carefully how the word might be spelled.

(_a_) Note the syllables.

(_b_) Note the sound of vowels and consonants in each syllable.

(_c_) Note the possibilities to represent each sound.

2. Find the word in the dictionary.

(_a_) Call attention to the fact that the first two or three
letters will approximately locate a short word.

(_b_) The first four or five letters will approximately locate
nearly every word.

(_c_) Every word in the dictionary is arranged in exact
alphabetical order.

Words in Lessons 3, 17, 39, and 40 illustrate a third phase with the development of root words and derivatives which will be taught formally in the seventh grade. These lessons bring together words which have a common root. The teacher should be continually on the watch for these common roots and call the attention of the children to them. In undertaking to develop a spelling consciousness there is probably nothing that will help so much as this phase of the work. In _agree_, _agreeable_, _disagreeable_, and _agreement_, _agree_ is the common part. Children do not always recognize this, as shown by the fact that children spell the derivative with a lower degree of accuracy than they spell the root word. (See page 19 of this manual.)

ENUNCIATION

Along with the teaching of the various sounds of the vowels and consonants should come at this time a strong effort to impress the need of clear enunciation. Great care should be taken that a vowel is given its true value, that all sounds are given, that silent letters are not sounded, and that the syllabication is correct.

Poor enunciation is a common source of error. Do not permit “in” for “ing,” final “ed” to be sounded like “t,” or “body” to be pronounced “buddy.” Remember that _a word correctly pronounced is half spelled_.

TEACHING OF RULES

In the text of the earlier grades, emphasis has been frequently directed toward the changes in words in forming plurals and adding suffixes and prefixes. Very little has been said when the only change has been the adding of “_s_.” This regular form causes no great trouble.

During the fifth year a few simple rules are presented. These have been frequently illustrated in earlier grades. The rules presented are those for which there is frequent use.

On pages 14, 17, and 19 the rule for writing derivatives of words ending in _y_ preceded by a consonant is given with many illustrations. Throughout the year’s work, however, these words are occurring. Such words will be found in Lessons 20, 32, 34, 37, 39, 40, 41, 42, 50, 59, 91, 114, 115, 156. On page 28 the rule for writing the plurals of nouns ending in _f_ or _fe_ is given with illustrations. After these rules are taught the teacher should take every advantage offered for fixing the rules.

SPELLING DEMONS

Spelling demons have been described as words which give trouble and need to be attacked as the knights of old attacked and overcame dragons and demons that brought trouble to mankind.

In Lessons 64 to 75 the hundred words described by Dr. Jones as the Hundred Demons of the English Language are given. Each of these words has been previously taught, some of them as early as the second grade. It is very probable, therefore, that for some children only a few of the words are “demons,” for a demon conquered is a demon no longer.

These lessons, therefore, should be used as a test to find out which children need further drill or new presentations of these difficult words. These words should have been fixed in previous grades, but if any pupil has _not_ mastered the word now is the time to attempt to master it. However, it is individual work, _not class work_, which is needed.

On page 42 have been collected 132 of the 1,000 commonest words as selected by Ayres. This list should be used in a similar way. All of these words have been taught. The method to follow, then, is to test first to see what words, if any, need to be taught again _to the class_, and then what words should be emphasized with individuals.

SUGGESTIONS FOR SIXTH YEAR

WORDS USED IN THE SCHOOLROOM

In many courses of study the formal teaching of history begins in the sixth grade. The spelling work of this grade gives many lessons directly, or indirectly, connected with the teaching of history. Lessons 1 to 17, and 104 to 109, have for their foundation lessons on the flag and government.

However, there are always special words in various subjects of the curriculum which should be learned because of their use in the school work of the year, rather than for their general use in the world at large. These words are not included in the spelling book and should be taught as supplementary words as occasion requires. This is also true of local and proper names. Proper names, with very few exceptions, are not taught in this text. The teacher should make up a list of such local names as her pupils need to know, and _teach_ the spelling of any that have spelling difficulty.

DICTIONARY WORK

The dictionary work of the sixth year aims to establish the dictionary habit. Lesson 30 is the beginning of the use of the synonym, although this word is not used in the pupil’s text at this point. This lesson should be worked out very carefully under the immediate supervision of the teacher. The formal work on synonyms is presented in the seventh grade, but this preliminary work is of very great importance.

The rule for forming the plurals of nouns ending in _o_ is given in Lesson 35, and for nouns ending in _s_, _sh_, _ch_, and _x_, is given in Lesson 36.

On pages 63 and 64 are presented lessons consisting of words having _i_ before _e_, or _e_ before _i_. After teaching Lessons 45 to 50 inclusive, the words of these lessons should be reviewed as a whole. Other reviews of them should be frequent enough to be sure that the rule is fixed in the child’s mind and is being followed. There is no greater cause for misspelling than the confusion existing because of these two combinations of letters. Careful teaching at this point means much. Lessons 51 to 54, inclusive, are exceptions to the rule and should be carefully noted.

Individual words are constantly occurring which well illustrate the rules that have been taught. Teachers should not fail to take advantage of these opportunities in the teaching part of the lesson.

BUILDING A VOCABULARY

Throughout the book every possible opportunity to present root words and derivatives together has been taken. Lessons 6, 8, 9, 13, 20, 30, 55, 67, and many others illustrate this feature. It was not possible to present derivatives in all cases, or to present all that might well be discussed with each root word. A great opportunity for splendid word building exists in connection with the spelling lesson. The resourceful teacher will supply additional words of this class at every opportunity, calling especial attention to any changes of form because of the formation of the derivative. This will mean not only a larger spelling vocabulary but a larger speaking vocabulary.

Teaching synonyms also furnishes a chance to greatly increase the speaking vocabulary.

DEMON AND REVIEW WORDS

On page 65 is given another list of “demons” prepared by the authors. The sixth grade teacher should hold herself responsible for this list. Keep on urging and testing until each child has mastered _his particular demons_. Remember that they are an individual affair and that no two pupils have the same difficulties.

A special review list of common words is also given on pages 84 and 85. This list should be tested from time to time, and a very high percentage of accuracy may reasonably be expected.

VOCABULARY

The vocabulary at the end of the work for the grade serves four purposes:

1. It shows the teacher all the words which are in the text.

2. It enables the pupil to find the word which has occurred in the year’s work.

3. The asterisk shows which words have been previously taught.

4. It gives a list of words with which to test the pupils at the end of the year’s work.

SUGGESTIONS FOR SEVENTH YEAR

THE STORY

The work of each book begins with a story intended to impress the children with the importance of _seeing_ the word exactly, _hearing_ the word correctly, and _pronouncing_ the word accurately. “The Efficient Guide” emphasizes these points together with the necessity of learning to spell the word correctly the first time. The right use of the story will help to impress upon the children the fact that in spelling, as in the industrial world, there is no second chance. A thing is right or it is wrong.

ROOTS AND DERIVATIVES

The ALDINE SPELLER has emphasized throughout its text the importance of developing a “spelling consciousness.” A simple list of words is inadequate to accomplish this. The work of the seventh grade continues this development by emphasizing the importance of roots and derivatives. Teachers have been repeatedly urged to present all derivatives whenever the root word has been given. The formal study of roots and derivatives is a large part of the work of the seventh grade. Emphasis should always be given to the part which is already familiar, at the same time calling attention to any changes in the vowel or in the consonant through the formation of the derivative.

TROUBLESOME ENDINGS

On page 15 will be found a group of words ending in _or_, _er_, and _ar_. These should be taught in groups until they are thoroughly fixed. Mnemonics may help to establish the correct form. Remind the pupil of the spelling and pronunciation of _authority_ and he will remember that _author_ ends in _or_. Likewise _factory_, _inventory_, _oratory_, _similarity_, etc., help to show him the correct spelling of the shorter word. Following this drill review the entire page.

SYNONYMS

Much of the work of the seventh grade consists of a careful study of synonyms. Spelling is closely correlated with language and one of the results of good spelling teaching should be not only an ability to spell common words correctly, but a normal and continuous growth in the written and spoken vocabularies of the children. This growth can be increased very materially by the study of derivatives and synonyms. This study also furnishes the very best exercises in the use of the dictionary for which the pupils have been prepared in preceding grades.

DICTIONARY WORK

Not only does the work in synonyms in this grade provide excellent dictionary work, but there are still other opportunities for the teacher to give the right kind of practice in the use of that book. No lessons on antonyms have been given, but it is an excellent practice to have pupils look up antonyms as well as synonyms. Many additional paragraphs may be dictated by the teacher and the pupils required to look up both synonyms and antonyms.

Nothing more wooden or deadening can be conceived than the practice of requiring the pupils to look up every word in the dictionary and to write a definition for each and every one. This monotonous practice should never be followed. Put life and interest into the lesson by variety, and let the children see that the building up of a vocabulary can be an exciting game.

THE TEACHER’S OPPORTUNITY

Perhaps with no class has the seventh grade teacher a greater opportunity for a fine and helpful influence than she has with the spelling class. Her pupils will be judged, in later years, by their speech. She may, by careful teaching, expand their vocabularies so that they have a broad range, and she may likewise secure an accuracy in enunciation which will reflect great credit on her teaching. However, this training must carry over into all other class work in the grade to attain its greatest effectiveness.

REVIEWS

A review of many troublesome words previously taught is given at the beginning. Many reviews should be given during the year. These should be determined by the teacher and should emphasize all words that have presented difficulty to the class or to individuals.

PROPER NAMES

In the class work in Geography and History the pupil is confronted with a great many proper names. Fortunately most of these are spelled as they sound. For a pupil who has been properly taught such words present no difficulties. The important point is to see that they are correctly pronounced when first used. There are, however, many proper names that have spelling peculiarities. The great importance of impressing these upon the pupil’s mind is quite obvious. This should be done in connection with the regular class work as they have occasion to use the names. The seventh grade teacher should be especially vigilant and see that all proper names are correctly spelled, particularly with regard to the capital letter.

VOCABULARY

The alphabetical vocabulary may be used for review lessons and for looking up words. Its use helps to encourage the dictionary habit.

SUGGESTIONS FOR EIGHTH YEAR

REVIEW

The eighth grade teacher should read carefully the directions for the seventh grade. She should know what has been done and what has been left undone. In many schools she completes the teaching of spelling. While wasting no time in unnecessary reviews, she may wisely give a careful test at the beginning and learn her problems. The work in word building, by means of synonyms and derivatives, should be continued.

PREFIXES AND SUFFIXES

The work of the eighth grade continues the work of the seventh grade in word building by a careful study of prefixes and suffixes. The addition of a prefix or a suffix makes a longer word and, because it is longer, the word becomes harder to visualize as a whole. It is highly important that the root part of the word should be pointed out, and it will be found that in most cases it is a familiar word. When this is true the prefix or the suffix becomes the part which needs to be drilled upon and emphasized. On pages 48 to 54 are given a list of words having troublesome endings. On pages 48, 49, and 50, for example, are words ending in _ent_, _ant_, _ence_, and _ance_. These should be taught by groups and, after the whole page has been carefully taught and studied, drill lessons and reviews should be given until the pupil has the endings learned. These reviews will tax the ingenuity of the teacher that they may be interesting and not merely a mechanical word drill. Attention may well be called to the fact that the plural of nouns ending in _ant_ and _ent_ have the same pronunciation as the corresponding words ending in _ance_ and _ence_. If given in a sentence the meaning will clearly show him which one is meant. Care must be used that confusion does not result. Thoughtful teaching is important.

REVIEW OF RULES

During the work of the preceding grades the important rules for spelling have been developed. On pages 54, 56, and 57, they are given for review with many illustrations. In addition, Lessons 30, 38, and 39, give some exceptions to these rules. These lessons should be thoroughly reviewed until the correct spelling is established.

WORDS HAVING TWO PRONUNCIATIONS

At the close of the year’s work is given a list of 28 words spelled alike but accented differently. The difference in meaning should be emphasized, each word used in a sentence to impress the correct pronunciation, and the pupils taught to discriminate as to the form that should be used.

VOCABULARY

As in previous grades much use may be made of the alphabetical vocabulary for purposes of review and reference.

APPENDIX

Following the vocabulary the teacher will find some special lists, placed there for reference. They will provide some very interesting supplementary lessons. They are:

1. A list of words used in medicine, and the names of diseases. Many of these present difficulties. Their teaching is optional with the teacher.

2. A list of words having more than one correct spelling. The simpler spelling is usually the one to be preferred.

3. A list of words frequently mispronounced. The teacher should know this list and by it check the pupil’s pronunciation.

4. A list of foreign words which have come into more or less frequent use in our language. The correct pronunciation should be noted.

5. Two lists of foreign words and phrases, chiefly from the French and Latin. Though only a small percentage of the pupils will use these in writing they occur with such frequency in the books which they will read that it is desirable that they shall have access to them.

6. A list of common abbreviations. These need to be learned since their use is frequent.

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TRANSCRIBER’S NOTES

1. Silently corrected typographical errors and variations in spelling. 2. Archaic, non-standard, and uncertain spellings retained as printed. 3. Enclosed italics font in _underscores_.