UC-NM-F
$B 307 102
-=r^^f^^"''^^g
uiiinrniT, innunnis
thoughts without word^
.^m^^st'
1
;.
'iN.^
>J
&f
English Classics,
KOH
Classes /;; English Literature, Reading, Grammar, etc
Par
Essay c
Clitics
94 page
The
Shakes
John—
VI— K;
Cflcsar-
Gramm
16mo, <
The
TheTe
Introdt
Index (
112 pp.
An
Gramir
Sha
ICE, JC
Notes,
BUAINI
Literati
author
ature,"
in Engl
The.
mixed
offensi^
meots (
Englisl
ediiion^
EDUCATION DEPT.
on's Life —
esuKnown
h, flexible.
le Plays of
3 It— King
Ling Henry
da — Julius
and Notes,
. 160 pp.,
r Chaucer,
he Author.
Notes, and
£BY, M. D.
h Clarke's
fT OP Ven-
CST. With
cted). By
linage and
litule, and
glish Litcr-
ed Lessons
Ji, flexible,
for use in
considered
he require-
by eminent
mine these
Doth of the
, . . , . ' ^ - - f —v.. Printed from
largo type, bound in a very attractive cloth bindimr. and sold at nearly
one-half the price of other School Eilitions of Shakespeare.
CLARK a MAYNARD, PUBLISHERS,
734 Broadway, New Tork.
ItVtll UVCkCl
, , - , , ntinpieu to tiu; wanis.
teacher and student, than any other editions published.
• -^ i njj:
English Classics,
ron
Classes in English Literature, Reading, Grammar, etc.
EDITED BY EMINENT ENGIilSH AND AJflERICAN SCHOLARS. I
Each Volume contains a Sketch of the Author's Life, Prefatory and
C'/.-' .' > Explanatory Notes, etc., etc.
These Volumes are thoroiig-hly adapted for Schools in which English Lit-
erature forms a branch of study, or where a carefully-selected portion of some
Engrlish Classic is selected for minute examination, or for supplementary read-
ing matter. The notes are unusually full and exhaustive, occupying in many
volumes nearly half the book. Etjnnolog-y Is attended to through out. the
derivations of all the more difficult words being given. In short they supply
the student with all the information necessary to a perfect understanding .
and just appreciation of the text, and incidentally communicate much useful
?ihilological and general knowledge. They are all well printed, on fine paper,
rom large type, and are attractively bound with paper covers.
1 ByTon'a Prophecy of Dante . (Cantos I. and II.)
9 Miltoii'8 L'Alle^ro an<l II Pcnseroso.
S Iiortl Hncou's Esgays, Civil and Moral. (S«]ected.)
At Byron's Prisoner of Cliillon.
5 Moore's Fire-Worshippers. (Lalla Rookh. Selected from Parrs X and K.)
6 Goldsmith's Deserted Villase.
7 Scott's Marmion. (Selections from Canto VI.)
8 Scott's Lay of the Last Minstrel. (Introduction and Canto I
9 Burns' Cotter's Saturday Night, and Other Poems.
10 Crabbe's The Village.
11 Campbell's Pleasures of Hope. (Ahridjrment of Part I.)
la Macaulny's Essay on Buiiyan's Pilgrim's Progress.
13 Macaulay's Armada, and Other Poems.
14: Shakespeare's Merchant of Venice. (Seleetions from Acts I. .III. andlV.)
15 Goldsmith's Traveller.
16 Hogg's Q,iieen'a Walce.
17 Coleridge's Ancient Mariner. "'
18 Addison's Sir Roger I>e Coverley. '
19 Gray's Elegy in a Country Cliurchyard.
30 Scott's Lady of the Lake. (Canto I.)
31 Shakespeare's As You Like It, etc. (St'lections.)
33 Shakespeare's King John and King Richard II. (Selection?.)
33 Sliakespeare's King Henry IV., King Henry V., King Henry
Vi. (Selections.)
34: Shakespeare's Henry VIII., and JTulius Ciesar. (Selection*.)
35 Wordsworth's Excursion. (Book 1.)
86 Pope's Essay on Criticism.
»7 Spenser's Faerie Q,ueeMe. (Cantos I. and U.)
38 Cowper'a Task. (Book I.)
39 Milton's Comns.
30 Tennyson's Enoch Arden.
3 1 Irving's Sketch Book. vSelection?.)
33 Dickens' Christmas Carol. (Condensed.)
33 Carlyle's Hero as a Phrophet.
34: Macaulay's Warren Hastings. (Condensed.)
3 5 Goldsmith's Vicar of Wakefield. (Condensed.)
36 Tennyson's The Two Voices and A Dream of Fair Women.
37 Memory Q,uotations.
3 8 Cavalier Poets.
39 Dryden's Alexander's Feast and McFlecknoe.
40 Keats' The Eve of St. Agnes.
From 32 to 48 Pages each, 18mo. Othex^ in Preparation.
* PUBLISHED Br *
CLARK k MAYNARD, 734 Broadway, New York.
^ ."i ' r.
Ai
3 %
f^7
/
'V
f 4'
> , n /
1 ° '' .
-^ ^ ^ /
y
/
- <:v;4^ / // *V
Vi>^
^/-/ M^
-^.
r '■'W' — — =^,,^_. r
-2fi//m^t^u^
^^ ..^-'^"'^
\
Word Lesson>s.
A COMPLETE SPELLER
ADAPTED FOR USE IN
The Higher Primary, Intermediate, and
Grammar Grades.
Designed to teach the correct Spelling, Pronunciation, and
Use of such words only as are most common in current
literature, and as are most likely to be Misspelled,
Mispronounced, or Misused, and to awaken
new interest in the study of Syn-
onyms and of Word- Analysis.
By ALONZO KEED, A.M.,
JOINT AUTHOR OF "GRADED LESSONS IN ENGLISH" AND
'•HIGHER LESSONS IN ENGLISH."
NEW YORK:
Clark & Maynard, Publishers,
734 Broadway.
1884.
EDUCATION DEPT. ^Kl^'^'^
Langx^age Lessons: Grammar— Compositioni\^ ^
A COM;PLEXE, COURSE IN TWO BOOKS ONLY. ^ \j^
â– ;> ' {
The Best and the Cheapest.
I. Graded Lessons in English.— An Elementaky English
(jriiAMMAK, Consisting of One Hundred Practical Lessons, care-
fully graded and adapted to the class-room. 164 pages, 16mo.
Bound in linen.
II. Higher Lessons in English. — A Work ON English Gram-
mar AND Composition, in wliicli the science of the Language
is made tributary to the art of expression. A course of Practical
Lessons, carefully graded, and adapted to every-day use in the
school-room. 282 pages, 16mo. Bound in cloth.
ALONZO REED, A.M., & BRAINERD KELLOGG, A.M.,
Instructor in English Grammar in the Professor of English Language and Literature
Brooklyn CoUe</iatc and Poly- in the Brooklyn Collegiate and Poly-
technic Institute. technic Institute.
The two books completely cover the ground of Grammar and Composition,
from the time tiie scholar usually begins the study until it is linished in the
High School or Academy.
A Text-Book on Rhetoric. — Supplementing the development of
the Science with exhaustive practice in Composition. A course
of Practical Lessons adapted for use in High Schools and Acade-
mies, and in the I^wer Classes of Colleges. By Brainekd
Kellogg, A.M., Professor of the English Language and Litera-
ture in the Brooklyn Collegiate and Polytechnic Institute, and
one of the authors of Reed & Kellogg's "Graded Lessons in
English" and " Higher Lessons in English." 270 pages, 12mo.
A Text-Book on English Literature. — With copious Extracts
from the leading authors, English and American. With full
instructions as to the method in which these are to be studied.
Adapted for use in Colleges, High Schools, Academies, etc. By
BuAiNERD Kellogg, A.M., Professor of the English Language
and Literature in the Brooklyn Collegiate and Polytechnic. Insti-
tute, author of "A Text-IJook on Rhetoric," and one of the
authors of Reed & Kellogg's "Graded Lessons in English" and
" Higher I^essons in English." Handsomely printed, 12mo,
484 pages.
Copyright, 1884, by Alomzo Rexd.
PREFACE.
"Words give wings to thought."
Is the spelling-book losing ground? — it is said that nineteen-
twentieths of those examined for the Public Service under the compet-
itive system in England fail in spelling. Those placed by government
in control of educational affairs report, "Spelling is not. what it ought
to be. Text-books should be used for this subject."'^ *' What we want
is to teach spelling and not merely to practice spelling. " A spelling-
book revival in England seems to be the result.
In the foremost educational center of our own country, the experi-
ment of teaching spelling without the aid of a special text-book has
been tried with results so far from satisfactory that the spelling-book has
been restored. Wherever the subject of spelling has been most seriously
considered, a strong reaction in favor of a suitable text-book is evident.
Is there a substitute for the spelling-book ?— In the lower pri-
mary grades, the work of copying words and sentences from the black-
board and of writing exercises in connection with '* oral language-les-
sons" is undoubtedly far more profitable than conning the ^'primary
speller " as now constructed.
For the more advanced grades, copying from the reading-book, writ-
ing compositions, and making abstracts of daily lessons in geography,
history, etc., afford good practice in spelling ; but will and can the
average teacher, without sacrifice of the time belonging to the subject
matter of the ''lessons in geography, history, etc.," exercise that unre-
mitting vigilance in criticism, correction, and recorrection which is
necessary to make these "abstracts" in any measure a substitute for
daily exercises in the spelling, pronunciation, and use of short lists of
judiciously selected words ?
There are certain difficulties in spelling which are well known to be
common and almost universal. So far as these are found in words that
are, or should be, in the pupil's vocabulary, is it not more economic to
meet them directly and persistently than to wait for them to occur in-
cidentally at long intervals in the work of copying or of general compo-
M118318
4 Preface.
This book was made with the conviction : —
1, That the faults of the average spelling-book could be avoided,
and that a book of word4es8on8 could be made so interesting and sug-
gestive as to become an indispensable aid in the all-important work of
learning to express thought correctly.
2. That the pronunciation and use of words should be taught in con-
nection with their spelling.
8. That, after excluding the unusual words of the " old-time speller,"
more than one-half of the modem spelling-book words should be
dropped as not likely to be misspelled by the average learner.
4. That all exercises should be graded with reference to the natural
growth of the child's vocabulary.
5. That there should be variety in the character of the lessons and in
the methods of classification.
6. That the principles of association, or of comparison and contrast,
should be regarded in meeting such diflBculties as arise from the use of
different symbols for the same or similar sounds.
7. That the "homonyms" are among the most useful and most
troublesome words in the language.*
8. That, as the child is likely to carry through life what is copied or
repeated from school books, illustrative sentences should, as far as pos-
sible, present the richest thoughts and the choicest gems of expression
that can be gathered from literature.
0. That pupils in the common school should be so introduced to the
study of word-analysis that they will be encouraged to consult the dic-
tionary for the derivation of words, and to trace the links connecting
the original with the current meaning. f
10. That there is no more valuable intellectual discipline than the
study of syoonyms, and that a series of lessons may be so presented as
to lead the pupil almost unconsciously into the habit of weighing
words and making nice, yet sound, distinctions.^
• See pp. 15, 18, etc. (For the genet al plan of these cDlptlcal exercises we are in-
debtod to tbo " Koyal School Seriee.") t See pp. 1(53, 104, etc. t See pp. 158, 167, etc
Methods of TEACHma Spelling.
Spelling is chiefly a habit of the eye, and is of practical use only in
"writing. The pupil should therefore be trained to see word-forms
correctly and to reproduce them on the slate or on paper till correct
writing becomes easy and natural. The large, clear type, the open
page, and the variety of exercises in this book are designed to this
end.
For the lower grades, copying the choice selections found in the fol-
lowing pages will afford excellent practice in spelling, and in the use of
capital letters and punctuation marks; but such exercises should be sub-
jected to rigid examination, and no careless work should be accepted.
In assigning a lesson the teacher should see that the pupUs are able
to pronounce all the words correctly, and that they know something of
the use of each word. The following lessons are so arranged as to pre-
sent a thorough and carefully graded course in the principles of pro-
nunciation without defacing the page or confusing the eye to any con-
siderable extent with diacritical marks. The spelling, pronunciation,
and use of words are so associated that they can better be taught to-
gether than separately. Pupils should be required to illustrate the use
of all words except names* grouped topically.
The usual method of dictating written exercises in spelling is a good
one. The teacher pronounces the words, which the pupils write on their
slates or in their blank-books. Slates are then exchanged, and the
teacher or one of the pupils gives the correct spelling of each word,
while every pupil checks the mistakes found on the slate which he
holds. The slates are then returned, the number of errors reported, and
corrections made by rewriting the words in a separate column.
It is customary for the teacher to give the illustrative sentences when
dictating the words ; but the suggestions given in connection with the
following lessons will enable the pupils to give the illustrations, which
is far better. If the illustrations are given orally, it would be well to
have several pupils at the blackboard to write such of the sentences as
Methods of Teaching Spelling.
have particular merit, or Fuoh as the teacher raay wish to present foi
criticism.
It is hoped that the character of the illustrative phrases and sentences
in this book will aid the teacher in resisting the tendency of pupils to
put meaningless, trashy stuff into their exercises. Such examples as
the following are too generally encouraged in the text-books : "The
bad boy hit the good girl in the eye; " ** Pour water on the fire, that
Albert may not see to jwre over that foolish picture illustrating the
'pores of the skin; " " The hear tore his hare leg in such a manner that
I could not hear to look at it."*
Pupils should be required to keep a list of the words which they mis-
spell, and to rewrite them frequently, in sentences and separately.
Written and oral spelling should be combined. The best results are
obtained by addressing both eye and ear.
Oral s})elling should be made an aid to correct pronunciation. Pupils
should be required to pronounce and spell each word in a clear, natural
tone of voice, making a slight pause between the syllables. This is bet
ter than the following tedious, confusing process : i-n in c-o-m com in-
com p-r-e pre incompre h-e-n hen incomprehen s-i si incomprehensi b-l-c
ble incomprehensible.
In oral spelling, the teacher may stimulate the interest of the pupils
by allowing them to ** go up," or to win rank by correcting misspelled
words, and an occasional old-fashioned spelling-match will add fresh zeal
to the work.
It is believed that the "directions" given in connection with the
different lessons throughout this book will aid both teacher and pupil.
In most of the lessons on synonyms the teacher will notice that each
group of synonymous words has a certain relation to the following group.
This will enable the pupil, in writing illustrative paragraphs, to i>a.«?8, by
an easy transition, from one group to another, weaving the whole into
one connected composition. The importance of this work in synonyms
can hardly bo overestimated.
For suggestions concerning the teaching of word-anal\ sis sn p. 163.
• The kwt two illustrattonM lire typical Mntences from a popular English word
book— one from whirh American compllerii bRvc drawn most largely.
PART I.
a, long, in hate.
To the pupil. — Look at each word till you can turn away and see a
perfect picture of it in your mind. Study down the columns, then
from left to right.
a
a
ai
ay
trace
case
aid
lay
chase
place
aim
fray
vase
scale
praise
gray
space
skate
claim
spray
grace
haze
faint
sway
ache
bathe
jail
stray
Direction. -
— Copy the following
sentences.
Note carefully the
capital letters and the punctuation.
-^ti^ -c^-m^d -tz
iZ^<n/ _M^€>d -^ ■^^^.
^-^i^tzde -a-u^^
^i^ -/'/^•
/ €M^^i2^€-4^ 4n^^a44^ A^^g24^e €^li^e.
^^^ ^^-€^€4- dj^^^tz€^ ^l^^-i^i ^a^^^ e^n^/ /
CyAe 'Cod^cu ^i24^i€-d e4^e4^ d'j
To tlie Teacher. — Let the pupils give short seuteuces orally for the
words of the lesson not found in the script exercises. Drill in the pronun-
ciation and the use of the words in the next lesson.
s
: • ff^o'r'd Lessons,
a, shorty in Mt.
To tlie Teacher.— Call attention to the silent letters.
a
a a
a
badge
spasm shrank
track
crash
match snatcli
twang
chasm
scalp sprang
lack
gnash
scamp thrash
catch
add
scrap thatch
patch
knack
scratch batch
quack
Direction.— Copy the following sentences with cai-e. Remember
that the punctuation is a part of the written sentence.
Cy^€c/^t>n ^li^ 4^^pr^ <{^/A d'H€i'W:
To the Teacher.— Call attention to the punctuation, capiUls, rhyme, etc
A Complete Speller,
IiEgpejvi 5.
e, long, in me.
To the pupil. — Look at each word till you can turn away and see a
perfect picture of it in your mind. Study down the columns, then
from left to right.
e
ea
ea
86
eve
bleak
near
kneel
mere
preach
means
cheer
scene
cheat
peak
fleece
scheme
heave
please
screen
sphere
least
sheaf
freeze
theme
leave
streak
queer
Direction. — Copy the following sentences.
.^^^tzd/^ d^fz^ -^ (U^r^-n^ed/ 4n^-^^u/^€i.
^^^^.
^'
^ ^ -^^^^t^^
4n^.
S2^J^i
■^ d^faee€ -tz^
d d^^-md /
J2^^ Zrc^
To the Teaclier. — Call attention to the silent letters in the next lesson.
lO Word Lessons,
IlEggeN 4.
e, short, in met.
Direction. — Study down the columns, then from left to right.
e e ea ea
debt fence breadth health
dense hedge death meant
tempt jest cleanse stealth
edge knell deaf sweat
pledge ledge dread tlireat
quench wedge dreamt wealth
Direction. — Copy the following sentences.
cMfi^y^ 'W^i^^Ud ofz^n^'i^ ^yU/:4^^on ^un^.
cd </£^nd^' -^^z^ deiyt>^€i -ad <i j/^4^€^d..
S2^id /44^€i/ Ui^id ^^m€i^/ 'Od €i^^d/.
To the Teacher.— Help the pupiU to f^ranp the thoughts contained in
these cxerci»e8, and encourage them to put meaning into their original
Rentcnces.
A Complete Speller,
II
liEggeN ^.
i, long, in prime.
i i, y
i, short, in pin.
blithe
knife
quite
sigh
high
prize
twice
gripe
rhyme
type
scythe
bridge
glimpse
niche
prism
quit
rinse
1
script
shrink
stitch
switch
width
zinc
Direction. — Copy the following sentences.
-c-A -^^ 'l^^'n^. diZy?j^(^ -^^i^^m.
^yu^ii^ ^n^uru^ -a^n^.An €i
'^
^^n^tH^ -^^^^^^ ^ut-fz^ ^e.
y S€4m^
S.
W ^ d-^^ -2^:
/
U<n^€^ 4
.—Tb€.
To the Teacher. — Call attention to the silent letters in the next lesson,
12 Word Lessons,
IlEggejsi 6.
5, long, in note. 6, shorty in ndt.
Direction. — Study down the columns, then from left to right.
o
oa
ou, ow
o
yolk
loan
mom*n
knob
folks
hoax
source
copse
comb
loam
though
lodge
gross
roam
owe
notch
gho^
loathe
known
dodge
rogue
hoarse
growth
knock
Direction. — Copy the following sentences.
'l^' du^^ 'Id 'lAe. d^^tt'K:^ -^ ^ct^^^^.
tad ^<? ^fn€iyn
4€^Ud <i€ni^€i 'i^n^ /Ae^ -c^^ndd-.
A Complete Speller,
13
l£
EJSgajI 7,
*ii, long.
in tube.
U, sliort,
in tub.
dupe
cue
buzz
much
fuse
glue
crumb
numb
lure
sue
crutch
scud
cube
stew
dumb
shrub
plume
news
skulk
snuff
use
slew
judge
such
Direction. — Copy the following sentences.
^r^^^^M 4^yt^^^ ^Uld/.
<^up-i j.u^-^^^.
G^^ d<^^.
To tlie Teacher. — Drill the pupils on giviu^ the Jong and the short
sound of each vowel.
See Less. 34.
14 Word Lessons,
LEJSJSeN S.
Review.
Direction. — Copy and study the following words.
^ ^i-cni^ ^^14^2^ <um4^c^-
U^€l^:^€- d^Jl^^^^^ 'fZ^€^/ -C^m
Direction.— Copy the following stanza, and pick out the words con-
taining the sounds which you have learned.
'Q^TLiy&'c/ ^t^^€^ -^^^%^ ^tn^c^d t?:?'?^ ^t^y^ /
^^-o- d'Ctrut', -fi^T^f^ d-o- j^fv^ ^-e'A.i^'yi^,
To Ok0 Teacher.— Talk with the pupils about the punctuation, the
peculiar use and arrungement of words, ttie rhyftie, poetic fancy, etc
A Complete Speller.
15
Words alike in sound (homonyms).
To the Teaclier.— We would not advise the memorizing of these par-
tial definitions.
The elliptical expressions will suggest a variety of interesting exercises.
They may be filled out and copied, they may be used for oral recitation, or
they may be written in class from dictation and corrected by exchange of
slates.
a, e, 1, 0, u,
y-
a, e, 1, 0, u, y.
pain, ache,
pane,— of glass.
r> bad, not good.
^ bade, told.
be, to exist.
bee, an insect.
-; bell, — for ringing.
belle, a fine, gay lady.
o stile, steps over a fence.
style, fashion, manner.
. hole, an opening.
whole, all.
K blew, did blow.
blue, a color.
cs him, that man or boy.
hymn, a sacred song.
knot, a tie ; a hard place
9 in wood.
not, a word of denial.
-J ^ but, a connecting word,
butt, larger end ; to strike
with the head.
Direction. — Put the right word in the right place.
The (5) sky bends over all. — Cdendge. 'Tis (9) tlie (4) of
life to live. — Montgomery. Sweet is pleasure after (1). — Dr?/-
(kn. So sweetly she (6) me adieu. — Sfiejistom. Tims (G)
begins and worse remains behind. — Shakesjjcare. By turns a
slattern or a {'ll).—Goidsmith. How soft the music of those
village (7)s \—Cowper. A (2)-hive's hum shall soothe my
ear. — Shakesjmre. The foxes have (4)s. — Bible. Greeh. vales
and icy cliffy, all join my (8). — Coleridge.
j(10) he lay like a warrior taking his rest,
/With his martial cloak around (8). — Wolfe.
" The face against the (1)." '' I am sitting on the (3),
Mnry.''—^id So7fg. The (10) of the whip. The beast (10)s
me away.— Shakespeare. ^*It (5) a gale." (3) of dress. Untie
the (9). (9)ty timber. (2) just and fear (9). — shakei^peare.
i6
Word Lessons,
Words alike in sound (homonyms).
To the pupil. — Which of the short sounds is missing here ?
a, e, 1, o, u.
made, did make.
maid, a young woman.
hear, to listen.
here, in this place.
time, days, years, etc.
thyme, an herb.
wrote, did write,
rote, mere repetition.
knew, did know.
new, not old.
a, e, 1, u.
r, rap, to strike.
wrap, to infold.
cent, a coin.
7 scent, an odor,
sent, did send.
c| in, inside.
inn, a publif^ house.
Q plum, a fruit.
plumb, perpendicular.
Direction.— Pm< tlie right word in the rigid place.
No blush of (1) is sweeter. — Jean Jngeiow. (2) rests his head
upon the lap of earth. — Gray. Then waste nt)t (3), for (3;
is the stuff that life is (1) of. — FrankUn. I (2), yet say
not mucli. — Shakupeare. Wisdom is not learned by (4). He
builded better than he (5). — Emerson. Wise poets that (6)
tnith in tales. — Carew- I (7) the moniing air. — Shake^speare.
Shall I not take mine ease (8) mine (8)? — Shakespeare. Prunes
are dried (9)s. The wall is (9). The Greeks burned the
fragrant (3) as an offering to the gods. The baby, (5) to
earth and sky. — Holland. There came a tapping as of some
one gently (G)ping. — Ikx. Jonah was (7) to Nineveh. Take
<•■'•" -f tlio (7)s. The angel (4) and vanished. — LdghHunt.
To the Teacher.— The time of ono reclUition could be very profitably
spent 111 aiding the pupils to develop the thoughts contained in nome of the
quotatioiib. The quotations might be copied for another exercise.
A Complete Speller.
17
ii
EggeN )J.
a,
Italian^
, in far.
a
a
a
au
calf
ah
czar
jaunt
half
jar
arch
laugh
alms
scar
gape
daunt
calm
bath
parch
gaunt
salve
farce
wrath
haunt
psalm
barge
starve
craunch
Direction. — Copy the following.
0/ d^?^ €M^^Ua^4^ /^^^^