Title: The Aldine speller, part three
for grades five and six
Author: Catherine T. Bryce
Frank J. Sherman
Release date: March 13, 2025 [eBook #75609]
Language: English
Original publication: New York: Newson & Company, 1916
Credits: hekula03 and the Online Distributed Proofreading Team at https://www.pgdp.net (This book was produced from images made available by the HathiTrust Digital Library.)
PART THREE
FOR GRADES FIVE AND SIX
BY
CATHERINE T. BRYCE
ASSISTANT SUPERINTENDENT OF SCHOOLS
MINNEAPOLIS, MINN.
AND
FRANK J. SHERMAN
FORMERLY SUPERINTENDENT OF SCHOOLS
MONSON, MASS.
NEW YORK
NEWSON & COMPANY
Copyright, 1916, by
NEWSON & COMPANY.
All rights reserved.
To teachers and the public alike, probably no subject taught in the public schools has been more disappointing than spelling. This disappointment is undoubtedly due to:
1. Defective material for study and poor methods of teaching;
2. Too much testing and too little teaching;
3. Finding errors rather than preventing them;
4. The use of a theoretical, rather than the practical, vocabulary of children and adults.
The teaching of spelling must be done from a spelling book in the hands of the children, since the individual teacher does not have the time to prepare lists of words which will produce as good results as the lists given in a spelling book, the selection and preparation of which are the result of years of special observation and testing.
A plan of teaching spelling to secure the best results should consist of a thoughtful, systematic, and comprehensive presentation of the words and spelling facts which every pupil must learn. It must contain an adequate and simple system of phonics for the primary grades, since a large percentage[iv] of the words in common use are purely phonetic and present no spelling difficulties once a sane and practical phonetic foundation is fixed. It must have a vocabulary selected and graded with such care that it will give the child the ability to spell correctly those words which he needs to use in his written work, and that it will also develop and broaden his vocabulary for his future needs. It should contain suitable directions and hints to the teacher, sufficiently removed from the pupil’s text so that he may not be confused by them. It may, and in many grades should, contain information and suggestions to the pupil that will help him to master the many peculiarly non-phonetic words which present their individual problems and must be individually mastered. It should contain a very few of the most important spelling rules simply stated. It should contain a large variety of sentences for dictation, which may wisely take the form of gems of thought. Such a plan, well taught, constantly supplemented by the teacher with such words as the peculiar difficulties of individual pupils and classes may require, will produce a maximum of ability to spell correctly.
In the Aldine Speller the authors have presented a plan of teaching which in actual results has proved singularly effective. The vocabulary has been selected and graded with unusual care to meet the actual needs of life and to develop a spelling sense. In its preparation a careful comparison[v] was made of the vocabularies of several of the most popular spelling books of the day in respect to both gradation and selection. Paralleling this, the various recent tests and investigations, notably those of Ayres, Jones, and Cook and O’Shea, have been checked. The resulting vocabulary is thought to represent the real writing vocabulary of the average child of the grade in which it is taught. Special and repeated drills are given on the real trouble makers—the one hundred and more words that comprise four-fifths of the misspelled words of the schoolroom.
In the primary grades use is made of exceptionally valuable phonetic lists. Emphasis is placed upon this important and very practical foundation for the development of a spelling sense, and its mastery in the primary grades will do much to train children to spell correctly. A few comparatively uncommon words are used in these lists chiefly for the value of the phonetic drill.
As every error creates a tendency, and if repeated quickly establishes a habit, it is important that the correct spelling of words be taught before children have occasion to write them. Every worth-while test and investigation shows the most common and most useful words in our language to be the words used early by children. It is likewise certain that very many of the misspelled words are one-syllable words in very common use. It would, therefore, seem essential that the real teaching of spelling should be done as early as possible[vi] in the grades—somewhat earlier than has frequently been the case—that correct habits, rather than incorrect ones, may be formed.
Obligation is expressed to Dr. Leonard P. Ayres of the Russell Sage Foundation for kind permission to make use of his list of “The Thousand Commonest Words.” These and some four thousand other very common and important words constitute the Aldine vocabulary.
That the Aldine Speller may lead to some real teaching, and decrease “lesson hearing,” is the hope of the authors.
Oral spelling should always precede written spelling in the primary grades. Careful and distinct pronunciation by the child should always precede oral spelling. Children cannot be expected to spell correctly words that they cannot pronounce. It is well to emphasize the form of a word of more than one syllable by syllabication. It makes the spelling more obvious, promotes clear enunciation, and assists in creating a correct mental picture of the word. The sight words in this book are so syllabicated when first presented. A slight pause between the syllables is usually sufficient in oral spelling. In writing the words they should not be divided.
The mere “hearing” of spelling lessons is happily a thing of the past in most schools. However, teachers cannot be too strongly impressed with the worthlessness of such exercises. The primary object is to instruct, not to examine—to teach to spell correctly, not to find out how many[viii] words may be spelled incorrectly. Review lessons should be given frequently, and these are sufficient for test purposes. All other lessons should be thoroughly taught with instruction the aim and object of the lesson.
It has been well said that “interest is nine-tenths of education.” This is true in teaching spelling. Any means which will arouse interest in mastering words is likely to be effective. So far as our forefathers succeeded in securing results in this subject they did so by interest in the old-fashioned “spelling-bee.” Spelling matches of various sorts are desirable for creating interest. The review lists and special lists will be found admirable for this purpose. It should be remembered, however, that this is testing what is already learned and is not teaching something new.
Each pupil has his own difficulties in spelling. Teach him to make private lists of the words which he finds especially hard to spell and have him use extra effort to conquer these trouble-makers. These may be listed in the back of his textbook or in his individual note book. Occasional lessons may be devoted entirely to this kind of exercise and they should be individual and painstaking. Such words should be watched for in the other written work and misspelling[ix] prevented rather than corrected. Besides making the misspelled words the basis of a lesson they may well be correctly and carefully written on the board with the difficulty shown in colored crayon. If possible leave them in sight for several days.
Words spelled differently but pronounced alike should be kept apart until the spelling of each has become fixed and the ability to use correctly in sentences reasonably sure. Then only may they safely be brought together for comparison. When this is done much care must be used that no confusion may exist in the child’s mind as to the proper use of each.
All children do not learn spelling equally well in the same way. Some are sense organ learners while others are largely motor organ learners. Most children are both. In all cases the order of seeing words, hearing them pronounced, pronouncing them, spelling them aloud, and then writing them, will be found to be most effective. Appeal is thus made successively to the eye, the ear, the memory, and the hand.
Poor enunciation is a common source of incorrect spelling. Occasionally test your pupils on sounding words. See to it that they learn to give the right value to the vowel[x] sounds and do not omit any that should be sounded. Do not permit in for ing, final ed to be sounded like t, or “body” to be sounded “buddy.” Remember that “A word correctly pronounced is half spelled.”
No place has been given in this book to proper names, since the needs of different classrooms vary so widely. They must be thoroughly taught, however, and it is the teacher’s duty to teach such proper names as her pupils need to use. Strongly emphasize the fact that these proper names always begin with a capital letter.
Read the stories, “The Two Scouts” and “The Two Boys” with the pupils. See that they understand the meaning and the object of telling these stories. Keep them before the pupils by constant application to their own efforts. If you wish, you may keep records of the work of the scouts, giving the successful ones decorations—stars or crosses on the blackboard, or on especially prepared charts.
In teaching every lesson, do your part by pronouncing every word clearly and correctly; by requiring the children to do the same, paying especial care to final d, t, and ing;[xi] by training the child really to see the word, calling attention to silent letters, unusual combinations, and applying the rules that are given in their books.
Remember, it is not enough that children pronounce and spell words correctly. They should know the meaning and how to use each word. To help them to make the words in their book part of their vocabulary, certain devices are used.
1. Many of the words are grouped in their natural connection—school words, letter words, business and trade words, journey words, etc. A few suggestions showing how these group words may be used are given in the book. Oral work should always precede the written work. See Lesson 89, Sixth Year, for illustration. See that the children’s sentences are well expressed before allowing any writing. Perhaps it will not be necessary to write at all. It is necessary that every child should know how to use and spell the words correctly.
2. When a word is taught, one or more of its common derivatives are given,—a saving in study of the spelling lesson, and an added clearness to meaning. For illustrations see Lessons 39 and 42.
3. Well-selected quotations from the best sources are given, showing the words used correctly. Many of these[xii] quotations should be memorized; some should be dictated; some are to be reproduced; some are to be copied, substituting other words in place of underlined words; all are to be read intelligently, that the pupils may learn the true meaning of the words by meeting them in their right context.
On pages 11 and 12 is a remarkable list of words frequently misspelled. They are given here by permission of the compiler, Dr. W. F. Jones of the University of South Dakota. He has happily named them the “One Hundred Spelling Demons of the English Language.” As the result of a most exhaustive and careful investigation he finds them to be not only the most commonly misspelled words, but frequently and persistently to be misspelled in all grades.
These words have been taught and frequently reviewed. Call the children’s attention over and over again to the difficulties in them. Use some of them daily. Hold the children to the correct spelling of them in all written work. Make opportunities to use them. Keep a record in plain sight, showing the children’s progress in conquering them. Make the mastery of these words a matter personal to yourself, even to the extent of considering your teaching a failure if every child in the fifth year does not form the habit of correctly spelling this list. Call attention to these pages at the beginning of the year, and arouse the children’s[xiii] interest and ambition to master the words as early as possible.
On page 49 is given another list of lesser “demons.” The sixth-grade teacher should in like manner hold herself responsible for this list. Keep on urging and testing until each child has mastered his particular “word demons.”
On pages 27-28 and 65-66 are lists of words for review. These are selected from “The One Thousand Commonest Words” as found by Dr. Ayres, and are here used by permission. Without special study, at least seventy-nine per cent of those given on pages 27-28 were spelled correctly by the fifth-grade children in eighty-four cities in the United States, and at least seventy-nine per cent of those given on pages 65-66 were spelled correctly by the sixth-grade children in the same schools. Careful teaching should give a much higher percentage.
The vocabulary, alphabetically arranged for each year, will be found on pages 29 and 67. Encourage the children to use this vocabulary to check up the words that they are positive they can spell correctly, and for reference in finding any word they may wish to use in their written work.[xiv] These lists of words may also be used for oral spelling matches or written reviews.
To sum up: Arouse a spelling interest; develop a spelling sense; teach the children how to study intelligently; review constantly; keep definite records of progress; find each child’s “word demons” and master them; do thoughtful teaching.
Once upon a time the general of an army found himself in a serious position. He was shut up in a fortified town and his food supply was very low. In order to find out something of the position, strength, and plans of the enemy, he sent two young soldiers out as scouts.
After many hardships the scouts came within sight of the enemy’s lines. While they were looking down on the hostile camp from the top of a high tree, two officers came riding toward them. When they reached the tree in which the frightened scouts were hidden, the officers stopped to rest their horses in the shade. Never dreaming that their conversation could be overheard, they discussed their plans freely and rode away. As soon as it was safe, the two scouts came to the ground.
“What a lucky escape!” said one. “We might both have been captured. This teaches us a lesson. We will separate. Then if one is captured, the other can carry our information to the general.”
So they separated, and in due time one of the scouts came into the general’s presence.
“Well,” said the general, “how many men have the enemy?”
“Ever and ever so many,” answered the scout.
“Cavalry? Artillery? What?” asked the general sharply.
“Both,” replied the scout.
“Where are they?” asked the general.
“On the other side of the wood,” said the scout.
“But can’t you give me a better idea of their number and position?” cried the impatient officer.
“I only know that there are ever and ever so many of them, and that they are scattered all over the countryside,” was the answer.
“Well, did you learn anything of their plans?” asked the almost discouraged general.
“Yes,” answered the scout eagerly. “I heard two officers talking. They are going to besiege us, attack Clifton, and wait for reënforcements.”
“But what are they going to do first?” asked the anxious general.
“I don’t remember,” was the answer.
“I know no more than I did before you started! To think of the chance you have lost!” exclaimed the officer.
Just then the second scout entered.
“What have you to report?” asked the general.
The young man drew a piece of paper toward him and by a rough sketch and a few words of explanation, showed[xvii] the general the position and number of the enemy, so that he saw at a glance their strength and weakness. Then he added: “The officers that discussed their plans under our tree say that they will wait for reënforcements. Then part of their army will besiege us closely, keeping us busy, while the main army will capture Clifton.”
“You have saved our army!” cried the delighted general. “From to-day you are ranked as captain. We will break through their lines before their reënforcements come up, and march to the relief of Clifton!”
Then turning to the first scout, he said: “You saw and heard exactly the same things as this young man, but instead of bringing me news worth while, you brought only a confused report. Do you know why you failed and he succeeded?”
“Yes,” was the answer, “he’s a born scout. I’m not.”
“Nonsense!” replied the general. “He has trained himself to see exactly, to hear exactly, and to repeat exactly. That’s all that is needed to make a born scout.”
Two boys were set to study the same spelling lesson. When it was time to write the lesson, one boy knew that a certain word “had an i and an e in it,” but he could not tell which came first, so he guessed and failed. When the teacher pronounced another word, he wasn’t just sure[xviii] what she did say, so again he guessed and again he failed. When called upon to read the words in the lesson, he left off final letters and slurred other letters, so that he did not even pronounce the words correctly, and as a perfectly pronounced word is half spelled, he failed once more. The other boy had a perfect paper.
The teacher said: “You boys had the same list of words to study, and the same time in which to master them. You had the same chance to hear them pronounced correctly and to pronounce them yourselves. Yet John has a perfect paper, and Tom has a failure. Do you know why?”
“John is a natural-born speller,” answered Tom. “I am not.”
“Nonsense!” replied the teacher. “John has trained himself to see exactly, to make a good mind picture of the word, just as the successful scout did of the enemy’s lines, and so with his pencil he can reproduce it exactly. He, like the same scout, has trained his ear to hear exactly, and his mind to reproduce exactly. That’s all that is needed to make a born speller.”
Which scout did Tom most resemble? Which would you rather be like?
Are you a “natural-born speller,” that is, do you
PART THREE
FIFTH YEAR
1
2
3
4
5
6
7
If anything disagreeable happens, try to see the funny side of it, and do not let it destroy your peace of mind.
To see the funny side will often transform an unpleasant situation into a merry one.
Man is meant to be cheerful.
8
The letters a, e, i, o, and u are vowels. The other letters of the alphabet are consonants.
Nouns ending in y, preceded by a consonant, form their plurals by changing the y to i and adding es. What word in Lesson 6 forms its plural in this way? Copy the following words; opposite each write its plural, following the rule above.
9
10
11
12
The following ten words are very troublesome. See what is peculiar in each word. Write sentences containing these trouble makers and be very careful to spell them correctly. Write each of them several times and try to remember just how it looks.
13
14
15
16
17
18
19
It is good to pardon, to be merciful, to be liberal; but it is better to be just.
Many of the misfortunes of life flee if you courageously meet them.—Talmage.
A good deed is never lost; he who sows courtesy reaps friendship, and he who plants kindness reaps love.
Life is not so short but there is always time for courtesy.—Emerson.
20
21
22
23
24
The word “impossible” is not in my dictionary.—Napoleon.
Like a postage stamp, a man’s value depends on his ability to stick to a thing till he gets there.—Joseph Chamberlain.
Through difficulties to the stars.—Motto of the State of Kansas.
25
26
27
28
29
A lady once addressed a wounded soldier in a hospital as a hero. “I’m no hero, Madam,” insisted the brave invalid. “According to the official records, I’m just a private in the regular army.”
30
31
32
33
34
35
36
37
38
Final y when preceded by a consonant is generally changed to i when a letter or a suffix is added to a word.
What word in Lesson 32 is affected by this rule? In Lesson 27?
39
40
41
42
43
44
45
46
47
I’ll mind my own business; what’s none of my profit shall be none of my peril.—Spanish.
48
49
50
51
Write the plurals of university and society. Look carefully at the first a in separate, separately, separation.
52
The true university of these days is a collection of books.—Carlyle.
In my study I am sure to converse with none but wise men, but abroad it is impossible to avoid the society of fools.—Sir William Waller.
There is no worse robber than a bad book.—Italian.
53
The man of grit carries in his presence a power that controls and compels.
54
More have repented of speech than of silence. Control your temper or it will control you.—Horace.
Notice the ee in speech and the ea in speaker.
55
56
57
The highest charity is charity towards the uncharitable.—Buckminster.
The rock that resists a crowbar gives way to the roots of a tender plant.—Tamil.
58
59
60
61
62
Present neglect makes future regret.—Dutch.
A civil denial is better than a rude consent.—Scottish.
Caution is the parent of safety.—Scottish.
To return evil for evil is fiendish; good for good, human; good for evil, divine.—Spanish.
63
Forgetting a wrong is a mild revenge.—Saint Francis.
But most of all respect thyself.—Greek.
To err is human, to forgive divine.—Pope.
Long ago brave knights rode about seeking and overcoming all dragons and demons that brought trouble to mankind. Today there are still many difficulties to be sought out and overcome. Some spelling words cause so much trouble that they have been called “Spelling Demons.” You will find one hundred of these on this and the following page. Have you already overcome them all? If not, do it now.
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
Knowledge comes but wisdom lingers.—Tennyson.
Good instruction is better than riches.—William Penn.
If you will not hear Reason she will rap your knuckles.—Franklin.
He who does not advance, recedes.—Latin.
Study two of the above proverbs and write them from memory.
79
80
81
82
83
He gives double who gives unasked.—Arabian.
There is no grace in a benefit that sticks to the fingers.—Seneca.
The giver makes the gift more precious.—Latin.
84
No trials, no triumphs.
A cause that cannot stand defeat is not worth fighting for.
Rewrite one of the above quotations, giving the meaning in your own words.
85
86
87
88
89
90
91
92
93
A wolf that had been bitten by a dog, lay under a hedge unable to move. A sheep wandered by and the wolf summoned her to his relief.
“I am perishing. Please bring me some water from your trough,” he begged. “If you will supply me with water, I will provide my own meat.”
The frightened sheep retreated rapidly, saying, “I see through your scheme, you brutal rogue. I know how you will secure your meat. If I come near enough to give you a drink, you will make mincemeat of me.”—Æsop.
94
95
96
97
98
Shallow vessels carry light freight.—French.
Fools are the worst thieves. They rob time and temper.—Goethe.
A fool loses his estate before he learns his folly.—French.
Some nouns ending in f form their plurals by changing the f to v, and adding es.
Write the plurals of the words in the next lesson.
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
Be careful of the or in professor.
122
A professor in a certain college liked to confuse the students by asking unexpected questions. One very cold night he asked a bright student how many stars are in the sky.
“Wait, professor, and I will tell you,” replied the student, and commenced to count very slowly. When he had reached two hundred, the professor, who was half frozen, exclaimed hoarsely, “That will do! I admit that you are a wonderful student. Your method is slow and the results will doubtless be accurate, but I will detain you no longer.”
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
To members of the family or to friends.
144
Write from memory two signatures to friendly letters and one to a business letter, signing your name.
145
146
147
148
149
150
151
152
153
154
155
156
Norton, Mass.,
Dec. 14, 1809.
Dear Father:
I received your letter and to prove to you how important I regard the rules you gave me, I am following your advice by writing to you at once. First I will proceed to describe to you the arrangement of my desk as you say it is most necessary to attend to this before attempting to write. My desk is tidy. The articles on it are arranged neatly. You can see from this letter that I have obeyed your rules for writing. I have used the eraser when necessary. There are no blots. Finally I think the writing is neat and there are no misspelled words.
Does this satisfy you, Father? If so remember our bargain and bring me the violin on your return. Come soon for I am lonesome without you.
I go skating every day. Of course I am not yet a skillful skater, but I am slowly improving.
I shall be careful in addressing the envelope to use capitals and to place a period after every initial. I want my letter within and without to satisfy you.
Your obedient son,
John.
157
This letter, almost exactly as given in your book, was written by a boy of long ago in answer to a letter from his father.
What rules did his father give him about his desk? Using the eraser? Blots? Spelling?
What bargain did he make with his son?
Write a letter like the one you think John’s father sent to him.
158
159
160
161
162
163
164
165
166
A cock scratching in a barren field found a diamond buried in the soil.
The curious hens attracted by the sparkling jewel gathered eagerly around him. The cock was plainly disappointed.
“How lovely!” exclaimed an old hen. “Do you realize that you have found a diamond? Are you aware that diamonds are very costly?”
“I don’t care how costly this jewel may be,” answered the sensible cock. “Although it may be the biggest diamond in the world I’ll gladly exchange it for a kernel of corn, a nut, or a fat beetle.”—Æsop.
The following are among the 1000 most common words. You have studied every one of them. Every boy and girl at the end of the fifth grade should be able to spell them correctly.
The Star-Spangled Banner
1
2
3
4
5
Study the words and write the stanza from memory.
6
7
8
9
10
11
12
In order to show the proper respect to the flag the following ceremony should be observed:
It should not be hoisted before sunrise nor allowed to remain up after sunset.
At “retreat,” sunset, civilian spectators should stand at “attention” and uncover during the playing of the “Star-Spangled Banner.” Military spectators are required by regulation to stand at attention and give the military salute.
When the National colors are passing on parade, or in review, the spectator should, if walking, halt, and if sitting, arise, and stand at attention and uncover.
When the flag is flown at half staff as a sign of mourning it should be hoisted to full staff at the conclusion of the funeral.
In placing the flag at half staff, it should first be hoisted to the top of the staff and then lowered to position, and before lowering from half staff it should be first raised to the top.
On Memorial Day the flag should fly at half staff from sunrise to noon, and full staff from noon to sunset.—Sons of the Revolution in the State of New York.
Read the above rules for showing respect to the flag, then close your book and write them from memory using your own words.
13
14
15
16
17
The president’s salute and the British royal salute are the same—twenty-one guns. There are various opinions as to the origin of this number. Some claim that the original number was seven and that twenty-one was adopted to represent the union of England, Scotland, and Ireland—seven guns for each country.
18
19
20
21
In some words the final e is dropped when an ending beginning with a vowel is added. This is the rule in Lessons 22 and 23, 24 and 25.
22
23
24
25
26
Add ing to each word in Lesson 24. In doing this drop the final e because the new ending ing begins with a vowel.
27
Add ing to each word in Lesson 25. What letter must be dropped? Why?
28
29
30
31
32
A calf that had never felt the yoke, mocked an ox who was attached to a plow for submitting to such drudgery. The ox was annoyed but continued his work.
Not long after there was a great festival. The ox had his annual holiday for this event, but the calf was sacrificed on the altar.
“If that is the end of idleness,” declared the ox, “I think work is better. I had rather my neck felt the yoke forever than the ax for a moment.”—Æsop.
Rewrite the above fable using other words in the place of those that are italicized.
33
34
35
The plural of nouns is generally formed by adding s to the singular. You have learned that some nouns ending in f change the f to v and add es. You have also learned that nouns ending in y preceded by a consonant change y to i and add es. Some nouns ending in o preceded by a consonant form the plural by adding es.
Write the plural of the following.
36
Nouns ending in s, sh, ch, and x generally form their plurals by adding es.
Write the plural of the following.
37
38
39
40
41
Silence is the safest response for all the contradiction that arises from impertinence, vulgarity or envy.—Zimmerman.
42
43
44
In character, in manners, in style, true, supreme excellence is simplicity.—Longfellow.
You can not dream yourself into a character; you must hammer and forge yourself one.—Froude.
45
46
In every one of the above words you will find either the letters ei or ie. In every word these two letters are pronounced e. How can you know when to use ie and when to use ei? There is a very easy way to remember. Look at the word Alice. What letter comes after l? In using ie or ei, i always follows l just as it does in Alice. What letter in Alice follows c? In using ie or ei, e always follows c just as it does in Alice. Look at the words in Lesson 45 and 46 and see if this is not so. Whenever you have occasion to use any word containing these letters, remember the word Alice. That is the keyword.
Another easy rule applies to ie in other words. Be sure to remember it.
47
48
49
50
In the following words the e comes before the i in accordance with the rule on page 47, for the ei is pronounced like a.
51
52
The following words are exceptions to the rule “i before e.”
53
54
In the previous grade you learned that there are one hundred words that are so frequently misspelled that they have been named the “One Hundred Spelling Demons.” Review that list of “Demons” on pages 11 and 12.
On this page and the next are given one hundred more “Demons.” They are very common words that are frequently misspelled. Have you studied them carefully enough so that you can always spell them correctly?
55
56
57
58
59
I pick up favorite quotations and store them in my mind as ready armor, offensive and defensive.—Robert Burns.
A collection of anecdotes and maxims is the greatest treasure.—Goethe.
A great man quotes bravely and will not draw on his invention when his memory serves him with a word as good.—Ralph Waldo Emerson.
Above are three quotations from three great writers telling how important they consider the memorizing of wise sayings. Learn one of these quotations and write it from memory.
60
61
62
63
64
The reward of one duty faithfully performed, is the power to fulfill another.—George.
65
The success of the Scot throughout the world, lies primarily in John Knox’s resolve to establish a school in every parish in Scotland, and the law that requires every man—rich and poor—to educate his children.—Andrew Carnegie.
66
67
68
69
70
He is foolish to blame the sea who is shipwrecked twice.
The world does not require so much to be informed as to be reminded.—Hannah More.
As moths gnaw a garment, so envy consumes a man.—St. Chrysostom.
The surest proof of being endowed with noble qualities is to be free from envy.—La Rochefoucauld.
Quality not quantity.—Old Motto.
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
The words in Lessons 73-88 may be used to describe an ocean voyage. Lesson 73 contains words that suggest the picture of going aboard the steamer for an ocean voyage to foreign lands. Lesson 74 contains words that suggest the farewell to folks ashore; Lessons 76-77, seasickness; Lesson 78, the joy at being well again, etc.
Choose a lesson and write a short description of the picture the words suggest to you—one sentence will do if you can get all the words into it, as, Lesson 83—Everyone was asked to subscribe to the fund for sailors’ widows and orphans.
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The king was of middle stature, well proportioned and hardy, and active from athletic exercises. His carriage was free, erect, and majestic. He had a clear, serene forehead, which appeared more lofty from his head being partly bald. His eyebrows were large;—his eyes were clear and animated; his complexion was somewhat ruddy, and scorched by the toils of war; his mouth moderate, well formed and gracious in expression; his teeth white though small and irregular; his speech quick and fluent. He was simple in dress and diet, and devout in his religion.—Washington Irving.
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Neat clothing is a good letter of introduction.—Scottish.
The apparel oft proclaims the man.—Shakespeare.
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We, the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquillity, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this constitution for the United States of America.
The above paragraph is the introduction or preamble to the Constitution of the United States. It tells why the Constitution was made. After your teacher has explained the meaning, study this preamble and write it from memory.
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With what syllable does every word in Lessons 111-113 end? There is only one l at the end of each final syllable. When the word full forms the ending of another word, it is always written with one l.
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Which of the words in the above lesson changes the final y to i when ful is added? Why? Which does not? Why not?
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Every action in company ought to be with some sign of respect to those present.
Think before you speak, pronounce not imperfectly, nor bring your words too hastily, but orderly and distinctly.
Associate yourself with men of good quality, if you esteem your own reputation; for it is better to be alone than in bad company.—George Washington.
All service is the same with God.—Browning.
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Labor, you know, is prayer.—Bayard Taylor.
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Taste the joy that springs from labor.—Longfellow.
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Without labor life is dull, a man useless.
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On this and the following page are 148 of the 1000 most common words. You have studied all of them. How many can you spell correctly?