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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.)


*** START OF THE PROJECT GUTENBERG EBOOK THE ALDINE SPELLER, PART THREE ***





                                   THE
                              ALDINE SPELLER

                                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.

                              [Illustration]

                                 NEW YORK
                             NEWSON & COMPANY

                           COPYRIGHT, 1916, BY
                            NEWSON & COMPANY.

                          _All rights reserved._




PREFACE


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 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 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 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.




DIRECTIONS TO TEACHERS


ORAL SPELLING

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.


TESTING

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 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.


INTEREST

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.


PUPILS’ LISTS

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 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.


HOMOPHONES

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.


ORDER OF PRESENTATION

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.


ENUNCIATION

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 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.”


PROPER NAMES

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.


USING THE STORIES

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.


CAREFUL TEACHING

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_; 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.


USE AND MEANING

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 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.


SPELLING DEMONS

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
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.”


REVIEW LISTS

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

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. These lists of words may also be used for oral spelling matches or
written reviews.


SUMMARY

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.




TO THE GIRLS AND BOYS:


THE TWO SCOUTS

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 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.”


THE TWO BOYS

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 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

    _See exactly,_
    _Hear exactly,_
    _Pronounce exactly?_




THE ALDINE SPELLER

PART THREE

FIFTH YEAR

[Illustration: A place for everything & everything in its place]


[Illustration]

1

    con quer
    con quer or
    prize
    gen tle man
    gen tle men

2

    Who misses or who wins the prize,
    Go, lose or conquer as you can,
    But if you fall, or if you rise,
    Be each, pray God, a gentleman.

                          —THACKERAY.

3

    a gree a ble
    dis a gree a ble
    a gree ment
    sit u a tion
    cheer ful ness

4

    hu mor
    hu mor ous
    trans form
    peace
    peace ful

5

    hap pens
    hap pened
    un pleas ant
    ex act ly
    dif fi cult

6

    source
    de stroy
    meant
    du ty
    du ties

7

CHEERFULNESS

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.

    al pha bet
    con so nants
    vow els
    pre ced ed
    plu rals

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

    ge og ra phy
    dic tion a ry
    gro cer y
    gal ler y
    fam i ly
    fair y

10

    laun dry
    a gen cy
    en try
    de liv er y
    li bra ry
    mem o ry

11

    char i ty
    mer cy
    in ju ry
    pan sy
    prop er ty
    sal a ry

12

    vi cin i ty
    vic to ry
    sym pa thy
    va ri e ty
    va can cy
    sup ply

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

    buy
    dear
    tired
    read y
    wheth er
    stud ied

14

    meant
    hoarse
    which
    gram mar
    mak ing
    news

15

    par don
    mer ci ful
    cour age
    cou ra geous
    friend ship

16

    gen er ous
    lib er al
    kind ly
    kind ness

17

    for tune
    for tu nate
    mis for tune
    cour te sy
    cour te ous

18

    reaps
    sows
    un til
    al ways
    tire

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

    pos si ble
    pos si bly
    im pos si ble
    dif fi cul ty
    dif fi cul ties

21

    val ue
    val u a ble
    tramp
    stamp
    a bil i ty

22

    car ry
    car ries
    post age
    post al
    al so

23

    through
    de pend
    de pend ent
    in de pend ent
    in de pend ence

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

    sol dier
    in va lid
    ad dress
    mad am
    pri vate

26

    ac cord ing
    of fi cial
    rec ords
    reg u lar
    in sist ed

27

    hos pi tal
    band age
    brave ly
    a lert
    stead y

28

    med i cine
    fe ver
    sponge
    bath
    bathe

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.”


WAR WORDS

30

    guard
    a larm
    sad dle
    bri dle
    fi er y

31

    chief
    colo nel
    gen e ral
    com rade
    dan ger ous

32

    chal lenge
    con test
    pur sue
    ral ly
    ral lied

33

    dread
    file
    reb el
    sav age
    strug gle

34

    join
    joint
    won
    ar my
    sword

35

    na vy
    na val
    u ni form
    roy al
    rul er

36

    pow der
    bul let
    burst
    pris on er
    force

37

    po si tion
    stern
    glo ry
    glo ri ous
    fierce

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?

    pre ced ed
    gen er al ly
    suf fix
    af fect

39

    ap ply
    ap plied
    ap plies
    no ti fy
    no ti fied
    no ti fies

40

    mar ry
    mar ried
    cra zy
    cra zi ness
    de ny
    de nied

41

    bur y
    bur i al
    bur ied
    re ply
    re plied
    re plies

42

    oc cu py
    oc cu pied
    oc cu pa tion
    his to ry
    his to rian
    his tor i cal

43

    held
    nor
    worth
    wor thy
    sore ly

44

    pa tient
    pa tient ly
    pa tience
    hon or
    hon or a ble

45

    un rav el
    hearts
    sev er al
    thus
    none

46

    prof it
    prof it a ble
    per il
    per il ous
    busi ness

47

    Noble deeds are held in honor,
    But the wide world sorely needs
    Hearts of patience to unravel this—
    The worth of common deeds.

                             —STEDMAN.

I’ll mind my own business; what’s none of my profit shall be none of my
peril.—SPANISH.

48

    worse
    worst
    prop er
    stud y
    per son

49

    a void
    rob ber
    rob ber y
    a broad
    so ci e ty

50

    con verse
    con ver sa tion
    u ni ver si ty
    col lect
    col lec tion

51

    sep a rate
    sep a rate ly
    sep a ra tion
    so cial
    Christ mas

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

    grit
    pres ence
    con trol
    com pel

The man of grit carries in his presence a power that controls and
compels.

54

    re pent
    speech
    speak er
    tem per
    si lence
    guide

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

    char i ty
    char i ta ble
    for giv en
    for giv ing
    un char i ta ble

56

    se vere
    se ver i ty
    re sist
    crow bar
    gen tle ness

57

The highest charity is charity towards the uncharitable.—BUCKMINSTER.

              I don’t believe the man is living,
              Who feels not better for forgiving.
    There is no severity like gentleness.

                                         —FRENCH.

The rock that resists a crowbar gives way to the roots of a tender
plant.—TAMIL.

58

    pres ent
    fu ture
    neg lect
    re gret
    ap pear
    fur ther

59

    civ il
    de ni al
    rude
    con sent
    act
    di rect

60

    cau tion
    par ent
    safe ty
    sud den
    throw
    struck

61

    fiend
    fiend ish
    di vine
    err
    re strain
    get ting

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

    for get ting
    re venge
    hu man
    re spect
    wrong
    thy self

Forgetting a wrong is a mild revenge.—SAINT FRANCIS.

But most of all respect thyself.—GREEK.

To err is human, to forgive divine.—POPE.

[Illustration]

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

    beginning
    could
    which
    their
    there
    seems
    blue
    hour

65

    though
    Tuesday
    coming
    wear
    separate
    don’t
    answer
    always

66

    early
    instead
    two
    too
    meant
    business
    easy
    among

67

    through
    ready
    friend
    many
    forty
    every
    they
    says

68

    some
    been
    trouble
    half
    break
    buy
    busy
    used

69

    built
    again
    where
    color
    very
    none
    making
    women

70

    since
    done
    dear
    week
    hear
    here
    guess
    often

71

    whole
    write
    writing
    having
    would
    just
    cough
    heard

72

    doctor
    piece
    raise
    whether
    does
    once
    believe
    ache
    read

73

    knew
    can’t
    won’t
    laid
    said
    hoarse
    tear
    sure
    loose

74

    choose
    shoes
    tonight
    tired
    lose
    Wednesday
    grammar
    wrote
    enough

75

    minute
    country
    February
    any
    truly
    sugar
    straight
    much
    know

76

    knowl edge
    pos sess
    lin gers
    ad vance
    re cede
    ac cept

77

    rea son
    knuck les
    buck le
    in struct
    in struc tion
    a long

78

LEARNING

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

    teach er
    pu pil
    prim er
    sto ry
    ques tion

80

    sight
    prove
    al low
    jun ior
    sen ior

81

    change
    whose
    an gle
    ac tive
    quar ter

82

    ob ject
    ob jec tion
    vote
    course
    sure ly

83

    dou ble
    ben e fit
    un asked
    pre cious

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

    tri al
    tri umph
    cause
    de feat
    real

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

    strict
    mus cle
    mea sles
    naugh ty
    mes sage

86

    pop u lar
    foot ball
    mov a ble
    dis cov er
    per son al

87

    badge
    ban ner
    dis trict
    town
    fig ure

88

    scis sors
    coast
    boast
    o blige
    mar ket

89

    bit ten
    un a ble
    wan der
    sum mon
    re lief
    af fair
    blood

90

    hedge
    bru tal
    rogue
    per ish
    trough
    as sure
    fright en

91

    begged
    beg ging
    sup ply
    se cure
    pro vide
    ab sence
    be gan

92

    fright ened
    re treat
    rap id ly
    scheme
    mince meat
    of fice
    vic tim

93

THE WOLF AND THE SHEEP

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

    re cent
    mem ber
    may be
    there fore
    pop u la tion
    guilt y

95

    thief
    thieves
    wolf
    wolves
    learns
    ves sel

96

    shal low
    eight
    freight
    es tate
    suf fer
    won der

97

    fol ly
    hol ly
    con fess
    pro gress
    no tion
    bridge

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.

    A fool who will confess,
    Is a fool who will progress.

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

    calf
    half
    shelf
    leaf
    self
    wife
    life
    loaf


SCHOOL WORDS

100

    a rith me tic
    de nom i na tor
    sub trac tion
    mul ti ply
    mul ti pli ca tion
    mul ti pli cand

101

    quo tient
    ad di tion
    a mount
    frac tion
    nu mer ous
    nu mer a tor

102

    to tal
    ci pher
    solve
    a cre
    me ter
    can cel

103

    prob lem
    bal ance
    dec i mal
    in ter est
    mil lion
    cray on

104

    art ist
    scene
    view
    ros y
    crim son
    pat tern

105

    ob long
    width
    breadth
    height
    car bon
    bor der

106

    sys tem
    sur face
    nat u ral
    di rec tion
    west ern
    south ern

107

    a re a
    bluff
    ridge
    ca nal
    chan nel
    ore

108

    met al
    cop per
    quar ry
    pla teau
    pen in su la
    strait

109

    is land
    isth mus
    o cean
    prai rie
    re gion
    sec tion

110

    cap i tol
    tun nel
    com merce
    cul ti vate
    ce re al
    cli mate

111

    frig id
    freeze
    tor rid
    tem per ate
    fer tile
    des ert

112

    pro duce
    prod uct
    pro nounce
    state ment
    hy phen
    vol ca noes

113

    sci ence
    tel e gram
    tel e graph
    tel e phone
    ca ble
    ex press

114

    dis tinct
    cen tu ry
    col o nies
    cus tom
    de bate
    fu ture

115

    in vent
    in ven tion
    pres i dent
    tribe
    o ral
    cop ied

116

    verb
    ad verb
    sub ject
    noun
    prov erb
    pro noun

117

    po et ry
    rhyme
    syl la ble
    quo ta tion
    phon ics
    lec ture

118

    pro fes sor
    cer tain
    cer tain ly
    stu dent
    ex claim
    col lege

119

    con fuse
    con fu sion
    ex pect
    un ex pect ed
    won der ful
    ques tion

120

    hoarse
    de tain
    re sult
    fro zen
    ad mit
    count

121

    meth od
    com mence
    ac cu rate
    doubt
    doubt less
    doubt ful

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

    ranch
    scythe
    aisle
    apt
    league
    sprain

124

    mer it
    shep herd
    base ment
    ce ment
    cloth ing
    ceil ing

125

    skel e ton
    cir cu lar
    chim ney
    plas ter
    child hood
    child ish

126

    cho rus
    quar tet
    al to
    bass
    con cert
    op er a

127

    couch
    nee dle
    thim ble
    thread
    lin en
    trunk

128

    ped dle
    ped dling
    ped dler
    ex cept
    ut ter
    ut ter most

129

    kept
    key
    hurt
    suit
    quit
    twit

130

    con tain
    hus band
    av e nue
    how ev er
    cou ple
    cen ter

131

    To stand by one’s friend to the uttermost end,
    And fight a fair fight with one’s foes;
    Never to quit and never to twit
    And never to peddle one’s woes.

                              —GEORGE B. CHANDLER.

132

    yield
    shield
    spin dle
    forge
    wealth
    ap point

133

    haze
    graze
    blaze
    blaz ing
    a maze
    ef fect

134

    own er
    par cel
    pack age
    pave ment
    pe cul iar
    au to

135

    a board
    pas sage
    pas sen ger
    ac ci dent
    Af ri ca
    ob tain

136

    “I Can” is a worker; he tills the broad fields,
    And digs from the earth all the wealth that it yields;
    The hum of his spindles begins with the light,
    And the fires of his forges are blazing all night.

                                            —W. A. BUTLER.

137

    haul
    lim it
    sus pect
    a shore
    awn ing
    in spect

138

    de ceive
    sick ness
    smil ing
    so ber
    se ri ous
    ef fort

139

    el e va tor
    an y way
    dis turb
    beck on
    reck on
    de gree

140

    el e gant
    ap prove
    re tire
    ex am ine
    ex am i na tion
    judg ment

141

    niece
    lov ing
    lov a ble
    cor dial
    cor dial ly
    sig na ture
    faith ful ly

142

    re spect
    re spect ful ly
    re spect a ble
    af fec tion
    af fec tion ate
    sin cere
    sin cere ly

143

SOME LETTER SIGNATURES

_To members of the family or to friends._

    Your loving daughter
    Your affectionate niece
    Yours cordially
    Yours sincerely
    Very sincerely yours
    Lovingly yours
    Affectionately yours
    Cordially yours
    Sincerely yours
    Faithfully yours

144

BUSINESS SIGNATURES

    Yours truly
    Very truly yours
    Yours respectfully
    Very respectfully yours

Write from memory two signatures to friendly letters and one to a
business letter, signing your name.

145

    fail ure
    in no cent
    in come
    fa mous
    month ly

146

    leg end
    myth
    in sult
    fla vor
    in form

147

    op po site
    bare foot
    en tice
    en tirely
    ex tra

148

    sup port
    al ter
    am ple
    de mand
    dis miss

149

    re ceive
    re turn
    re gard
    rule
    e ras er

150

    vi o lin
    slow ly
    fi nal
    fi nal ly
    ad vice

151

    pro ceed
    de scribe
    ar range
    ar range ment
    mis spell

152

    im por tant
    im prove
    im prov ing
    bar gain
    lone some

153

    nec es sa ry
    at tend
    at tend ance
    at tempt
    sat is fy

154

    skat ing
    en ve lope
    in i tial
    cap i tal
    course

155

    ar ti cle
    o beyed
    o be di ence
    o be di ent
    re mem ber

156

    skill ful
    with in
    with out
    pe ri od
    ti dy

                                                            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

    an gel
    both er
    el bow
    chill y
    bot tle
    cof fee
    be ing
    er rand

159

    an i mal
    i cy
    huge
    stopped
    an kle
    loan
    hab it
    i ron

160

    eighth
    ninth
    tenth
    eight y
    nine ty

161

    drowned
    cen tral
    con duct
    fur nish
    ear nest

162

    big gest
    bar ren
    a ware
    eas i ly
    al read y

163

    jew el
    jew el ry
    re al ize
    ker nel
    bee tle

164

    di a mond
    al though
    sen si ble
    spar kle
    spar kling
    cu ri ous

165

    soil
    ea ger
    bur ied
    dis ap point
    ex change
    at tract ed

166

_The Cock and the Diamond_

[Illustration]

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.


REVIEW LIST

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.

    eight
    afraid
    uncle
    rather
    aboard
    jail
    shed
    retire
    district
    restrain
    royal
    objection
    pleasure
    navy
    proper
    judge
    weather
    worth
    contain
    figure
    sudden
    forty
    instead
    throw
    personal
    everything
    rate
    chief
    slide
    farther
    duty
    company
    quite
    none
    knew
    remain
    direct
    appear
    liberty
    enough
    fact
    board
    attend
    between
    public
    friend
    through
    until
    madam
    truly
    whole
    address
    request
    raise
    August
    Tuesday
    fourth
    population
    except
    aunt
    else
    built
    center
    front
    rule
    carry
    chain
    death
    learn
    pair
    check
    heard
    always
    something
    write
    perfect
    second
    woman
    young
    fair
    dollar
    evening
    fell
    sure
    least
    sorry
    press
    November
    subject
    April
    history
    cause
    himself
    use
    September
    station
    copy
    been
    yesterday
    among
    doctor
    hear
    size
    December
    dozen
    there
    tax
    number
    October
    reason
    fifth
    extra
    dress
    struck
    Thursday
    begun
    collect
    file
    provide
    stood
    born
    goes
    hold
    drill
    pretty
    stole
    income
    bought
    paid
    railroad
    unable
    ticket


VOCABULARY FOR FIFTH YEAR

    ability
    aboard
    abroad
    absence
    accept
    accident
    according
    accurate
    ache
    acre
    act
    active
    addition
    address
    admit
    advance
    adverb
    advice
    affair
    affect
    affection
    affectionate
    affectionately
    Africa
    again
    agency
    agreeable
    agreement
    aisle
    alarm
    alert
    allow
    along
    alphabet
    already
    also
    alter
    although
    alto
    always
    amaze
    among
    amount
    ample
    angel
    angle
    animal
    ankle
    answer
    any
    anyway
    appear
    applied
    applies
    apply
    appoint
    approve
    apt
    area
    arithmetic
    army
    arrange
    arrangement
    article
    artist
    ashore
    assure
    attempt
    attend
    attendance
    attracted
    auto
    avenue
    avoid
    aware
    awning
    badge
    balance
    bandage
    banner
    barefoot
    bargain
    barren
    basement
    bass
    bath
    bathe
    beckon
    been
    beetle
    began
    begged
    begging
    beginning
    being
    believe
    benefit
    biggest
    bitten
    blaze
    blazing
    blood
    blue
    bluff
    boast
    border
    bother
    bottle
    bravely
    breadth
    break
    bridge
    bridle
    brutal
    buckle
    built
    bullet
    burial
    buried
    burst
    bury
    business
    busy
    buy
    cable
    calf
    canal
    cancel
    can’t
    capital
    capitol
    carbon
    carries
    carry
    cause
    caution
    ceiling
    cement
    center
    central
    century
    cereal
    certain
    certainly
    challenge
    change
    channel
    charitable
    charity
    cheerfulness
    chief
    childhood
    childish
    chilly
    chimney
    choose
    chorus
    cipher
    circular
    civil
    climate
    clothing
    coast
    coffee
    collect
    collection
    college
    colonel
    colonies
    color
    commence
    commerce
    compel
    comrade
    concert
    conduct
    confess
    confuse
    confusion
    conquer
    conqueror
    consent
    consonants
    contain
    contest
    control
    conversation
    converse
    copied
    copper
    cordial
    cordially
    couch
    cough
    could
    country
    couple
    courage
    courageous
    course
    courteous
    courtesy
    crayon
    crazy
    crimson
    crowbar
    cultivate
    curious
    custom
    dangerous
    dear
    debate
    deceive
    decimal
    defeat
    degree
    delivery
    demand
    denial
    denied
    denominator
    deny
    depend
    dependent
    describe
    desert
    destroy
    detain
    diamond
    dictionary
    difficult
    difficulties
    difficulty
    direct
    direction
    disagreeable
    disappoint
    discover
    dismiss
    distinct
    distress
    district
    disturb
    divine
    doctor
    does
    don’t
    double
    doubt
    doubtful
    doubtless
    dread
    drowned
    duty
    eager
    early
    earnest
    easily
    easy
    effect
    effort
    eight
    eighth
    eighty
    elbow
    elegant
    elevator
    enough
    entire
    entirely
    entry
    envelope
    eraser
    err
    errand
    estate
    every
    exactly
    examination
    examine
    except
    exchange
    exclaim
    expect
    express
    extra
    failure
    fairy
    faithfully
    family
    famous
    February
    fertile
    fever
    fiend
    fiendish
    fierce
    fiery
    figure
    file
    final
    finally
    flavor
    folly
    football
    force
    forge
    forgetting
    forgiven
    forgiving
    fortunate
    fortune
    forty
    fraction
    freeze
    freight
    friend
    friendship
    frighten
    frigid
    frozen
    furnish
    further
    future
    gallery
    general
    generally
    generous
    gentleman
    gentlemen
    gentleness
    geography
    getting
    glorious
    glory
    grammar
    graze
    grit
    grocery
    guard
    guess
    guide
    guilty
    habit
    half
    happened
    happens
    having
    haze
    hear
    heard
    hedge
    height
    held
    here
    historian
    historical
    history
    hoarse
    holly
    honor
    honorable
    hospital
    hour
    however
    huge
    human
    humor
    humorous
    hurt
    husband
    hyphen
    icy
    important
    impossible
    improve
    improving
    income
    increase
    independence
    independent
    inform
    initial
    injury
    innocent
    insisted
    inspect
    instead
    instruct
    instruction
    insult
    interest
    invalid
    invent
    invention
    iron
    island
    isthmus
    jewel
    jewelry
    join
    joint
    judgment
    junior
    just
    kept
    kernel
    key
    kindly
    kindness
    knew
    know
    knowledge
    knuckles
    laid
    laundry
    leaf
    league
    learns
    lecture
    legend
    liberal
    library
    life
    limit
    linen
    lingers
    loaf
    loan
    lonesome
    loose
    lose
    lovable
    loving
    madam
    making
    many
    market
    marriage
    married
    marry
    maybe
    meant
    measles
    medicine
    member
    memory
    merciful
    mercy
    merit
    message
    metal
    meter
    method
    million
    mincemeat
    minute
    misfortune
    misspell
    monthly
    movable
    much
    multiplicand
    multiplication
    multiply
    muscle
    myth
    natural
    naughty
    naval
    navy
    necessary
    needle
    neglect
    news
    niece
    ninety
    ninth
    none
    nor
    notified
    notifies
    notify
    notion
    noun
    numerator
    numerous
    obedience
    obedient
    obeyed
    object
    objection
    oblige
    oblong
    obtain
    occupation
    occupied
    occupy
    ocean
    office
    official
    often
    once
    opera
    opposite
    oral
    ore
    owner
    package
    pansy
    parcel
    pardon
    parent
    passage
    passenger
    patience
    patient
    patiently
    pattern
    pavement
    peace
    peaceful
    peculiar
    peddle
    peddler
    peddling
    peninsula
    peril
    perilous
    period
    perish
    person
    personal
    phonics
    piece
    plants
    plaster
    plateau
    plurals
    poetry
    popular
    population
    position
    possess
    possible
    possibly
    postage
    postal
    powder
    prairie
    preceded
    precious
    presence
    present
    president
    primer
    prisoner
    private
    prize
    problem
    proceed
    produce
    product
    professor
    profit
    profitable
    progress
    pronoun
    pronounce
    proper
    property
    prove
    proverb
    provide
    pupil
    pursue
    quarry
    quarter
    quartet
    question
    quit
    quotation
    quotient
    raise
    rallied
    rally
    ranch
    rapidly
    read
    ready
    real
    realize
    reaps
    reason
    rebel
    recede
    receive
    recent
    reckon
    records
    regard
    region
    regret
    regular
    relation
    relative
    relief
    remember
    repent
    replied
    replies
    reply
    resist
    respect
    respectable
    respectfully
    restrain
    result
    retire
    retreat
    return
    revenge
    rhyme
    ridge
    robber
    robbery
    rogue
    rosy
    royal
    rude
    rule
    ruler
    saddle
    safety
    said
    salary
    satisfy
    savage
    says
    scene
    scheme
    science
    scissors
    scythe
    section
    secure
    seems
    self
    senior
    sensible
    separate
    separately
    separation
    serious
    several
    severe
    severity
    shallow
    shelf
    shepherd
    shield
    shoes
    sickness
    sight
    signature
    silence
    since
    sincere
    sincerely
    situation
    skating
    skeleton
    skillful
    slowly
    smiling
    sober
    social
    society
    soil
    soldier
    solve
    some
    sorely
    source
    southern
    sows
    sparkle
    sparkling
    speaker
    speech
    spindle
    sponge
    sprain
    sputter
    stamp
    statement
    steadied
    steady
    stern
    stopped
    story
    strait
    struck
    struggle
    student
    studied
    study
    subject
    subtraction
    sudden
    suffer
    suffix
    summon
    supply
    support
    surely
    surface
    suspect
    sword
    syllable
    sympathy
    system
    teacher
    telegram
    telegraph
    telephone
    temper
    temperate
    tenth
    therefore
    thief
    thieves
    thimble
    thread
    through
    throw
    thus
    thyself
    tidy
    tire
    tired
    too
    torrid
    total
    town
    tramp
    transform
    trial
    tribe
    triumph
    trough
    trunk
    tunnel
    twit
    unable
    unasked
    uncharitable
    unexpected
    uniform
    university
    unpleasant
    unravel
    until
    used
    utter
    uttermost
    vacancy
    valuable
    value
    variety
    verb
    very
    vicinity
    victim
    victory
    view
    violin
    volcanoes
    vote
    vowels
    wander
    war
    wealth
    week
    western
    whether
    width
    won
    wonder
    wonderful
    worse
    worst
    worthy
    would
    wrong
    yield




THE ALDINE SPELLER

PART THREE

SIXTH YEAR

[Illustration: THE STAR-SPANGLED BANNER]


SIXTH YEAR

1

    span gle
    star-span gled
    ban ner
    gal lant ly
    twi light

2

    proud ly
    hailed
    gleam ing
    stream ing
    ram parts

3

    dawn
    stripes
    rock et
    bomb
    proof

4

    broad
    through
    per il ous
    ear ly
    watched

5

THE STAR-SPANGLED BANNER

    O say, can you see, by the dawn’s early light,
    What so proudly we hailed at the twilight’s last gleaming?
    Whose broad stripes and bright stars, through the perilous fight,
    O’er the ramparts we watched, were so gallantly streaming?
    And the rockets’ red glare, the bombs bursting in air,
    Gave proof through the night that our flag was still there;
    O say, does that star-spangled banner yet wave
    O’er the land of the free and the home of the brave?

                                                  —FRANCIS SCOTT KEY.

Study the words and write the stanza from memory.

6

    na tion
    na tion al
    cer e mo ny
    fol low ing
    ob serve

7

    sun rise
    sun set
    me mo ri al
    spec ta tors
    at ten tion

8

    dur ing
    du ra ble
    mil i tary
    mi li tia
    re quire

9

    staff
    rev o lu tion
    re volv er
    reg u la tions
    sa lute

10

    hoist
    un cov er
    a rise
    low ered
    re view

11

    fu ner al
    mourn ing
    mourn ful
    con clu sion
    halt

12

CEREMONY OF THE NATIONAL FLAG

_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.


FLAG NAMES

    Old Glory.
    The Stars and Stripes.
    The Flower of Liberty.—HOLMES.
    Freedom’s Banner.—DRAKE.

13

    to tal
    o pin ion
    Brit ish
    va ry
    va ri ous

14

    dec la ra tion
    to geth er
    al to geth er
    or i gin
    o rig i nal

15

    claim
    con cludes
    a dopt
    rep re sent
    Eng land

16

    Eng lish
    Ire land
    I rish
    Scot land
    Scot tish

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

    ac count
    ed i tor
    i ci cle
    fact
    cob web

19

    news pa per
    rec i ta tion
    pay ment
    non sense
    de cline

20

    re quest
    close ly
    gos sip
    moist
    mois ture

21

    men tion
    puz zle
    rid dle
    mi ser
    o dor

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

    ar rive
    ar riv al
    bore
    bor ing
    bounce
    bounc ing
    com bine
    com bi na tion

23

    pre serve
    pre serv ing
    com pare
    com par ing
    pro mote
    pro mo tion
    ed u cate
    ed u ca tion

24

    de serve
    dodge
    re move
    ram ble
    pledge
    in clude
    re fuse
    en gage

25

    sac ri fice
    pause
    med dle
    lodge
    in quire
    en close
    es cape
    move

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

    yoke
    annoy
    an noyed
    mocked
    for ev er

29

    de clared
    sub mit
    sub mit ting
    at tached
    fes ti val

30

    drudge
    drudg er y
    an nu al
    hol i day
    al tar

31

    per fume
    i dle ness
    con tin ue
    con tin u ing
    e vent

32

THE CALF AND THE OX

    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

    ma hog a ny
    bun ga low
    clap board
    ce dar
    pal ace
    man sion

34

    ex te ri or
    in te ri or
    ve ran da
    shin gles
    pi az za
    brack et

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.

    he ro
    cal i co
    car go
    po ta to
    ech o
    buf fa lo
    ne gro
    mot to

36

Nouns ending in _s_, _sh_, _ch_, and _x_ generally form their plurals by
adding _es_.

Write the plural of the following.

    crutch
    brush
    fox
    glass
    torch
    wish
    box
    class

37

    si lent
    si lent ly
    si lence
    safe ly
    saf est

38

    re spond
    re sponse
    re fer
    se lect
    a ris es

39

    a ris ing
    im per ti nent
    im per ti nence
    con tra dict
    con tra dic tion

40

    vul gar
    vul gar i ty
    en vy
    en vied
    en vi ous

41

Silence is the safest response for all the contradiction that arises from
impertinence, vulgarity or envy.—ZIMMERMAN.

42

    char ac ter
    style
    su preme
    ex cel
    ex cel lent
    ex cel lence

43

    sim ple
    sim pli fy
    which
    sim ply
    sim plic i ty
    sep a rate

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

    ceil ing
    con ceit
    re lieve
    re ceipt
    re ceive
    re lief

46

    de ceit
    de ceit ful
    be lieve
    de ceive
    be lief
    be liev ing

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.

    “_I_ before _e_
    Except after _c_
    Or when sounded as _a_
    As in _neighbor_ or _weigh_.”

47

    brief
    chief
    field
    fiend
    fierce
    niece

48

    grief
    grieve
    pier
    pierce
    piece
    priest

49

    se ries
    thief
    siege
    shield
    wield
    yield

50

    friend
    mis chief
    a chieve
    tier
    sieve
    fron tier

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

    neigh
    neigh bor
    weigh
    eight
    freight
    sleigh

52

    rein
    reign
    veil
    vein
    skein
    weight

The following words are exceptions to the rule “_i_ before _e_.”

53

    nei ther
    lei sure
    heif er
    for feit
    seize

54

    an cient
    height
    for eign
    sov er eign
    coun ter feit

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?

    whose
    walk
    worth
    against
    eight
    loving
    world
    comb
    course
    should
    patient
    ladies
    journey
    nature
    taught
    pitied
    awful
    cheap
    disappoint
    cousin
    until
    almost
    quiet
    written
    honor
    lying
    except
    health
    language
    wound
    clothes
    beauty
    already
    kneel
    grief
    other
    able
    dollar
    either
    neither
    money
    daily
    another
    knife
    laugh
    feel
    potatoes
    such
    replied
    given
    action
    carriage
    nothing
    even
    doesn’t
    using
    climb
    flour
    paid
    necessary
    wrist
    guard
    apron
    front
    linen
    people
    toilet
    oven
    pretty
    heart
    all right
    meal
    shown
    weather
    happiest
    chief
    fault
    motion
    union
    hopeful
    usual
    tongue
    kitchen
    ounce
    money
    hasn’t
    please
    mean
    knowledge
    catch
    reach
    faithful
    shovel
    jewelry
    trouble
    banana
    choice
    heard
    wonder
    collar

55

    fa vor
    fa vor ite
    fa vor a ble
    quotes
    quo ta tions
    oc cu pa tion

56

    read y
    read i ly
    ar mor
    of fense
    of fen sive
    an ec dotes

57

    de fend
    de fense
    de fen sive
    col lect
    col lec tion
    oc ca sion

58

    mem o ry
    in vent
    in ven tion
    serves
    max im
    or gan ize

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

    re ward
    ful fill
    a head
    curse
    par ish

61

    ex pense
    ex pen sive
    foe man
    per formed
    pre tend

62

    es tab lish
    suc cess
    through out
    pri ma ry
    pri ma ri ly

63

    worse
    worst
    re solve
    re so lu tion
    re quire

64

The reward of one duty faithfully performed, is the power to fulfill
another.—GEORGE.

    One never gets rich until he commences
    To keep ahead of his expenses.

    An open foe may prove a curse,
    But a pretended friend is worse.

                                      —GAY.

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

    moth
    gnaws
    gar ment
    con sume
    sur est

67

    en dowed
    qual i ties
    qual i ty
    quan ti ty
    quan ti ties

68

    qual i fy
    no blest
    fool ish
    ship wreck
    in for ma tion

69

    Christ mas
    ad mis sion
    re mind ed
    in form
    res cue

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

    con trast
    en large
    bath ing
    a wak en
    fra grant
    sep a rate

72

    per mit
    scent
    mere
    pris on
    sug gest
    vol ume


AN OCEAN VOYAGE

73

    o cean
    a board
    steam er
    voy age
    for eign

74

    group
    heart y
    fare well
    cruise
    folks

75

    de par ture
    im me di ate
    tour ist
    bag gage
    grad u al ly

76

    diz zy
    sen sa tion
    feel ing
    seized
    sick ness

77

    re tire
    berth
    cash ion
    wrapped
    com fort

78

    re cov er
    smil ing
    thank ful
    lux u ry
    re joice

79

    route
    wreck
    be ware
    dis as ter
    dam age

80

    ma rine
    in sur ance
    At lan tic
    Pa cif ic
    e qua tor

81

    planned
    mu si cian
    danc ing
    waltz
    or ches tra

82

    pub lish
    pro gram
    wire less
    mag a zine
    jour nal

83

    sub scribe
    fund
    sail or
    wid ows
    or phans

84

    ap proach
    in spec tor
    in spec tion
    cus tom a ry
    med i cal

85

    dark ness
    cloud y
    rec og nize
    ap pear ance
    buoy

86

    ar ri val
    punc tu al
    sched ule
    has ten
    ear li est

87

    quaint
    nov el ty
    treas ure
    pur chase
    sketch es

88

    ac com plish
    tour
    ad ven tures
    meet ing
    ex pe ri ence
    wel come

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_.

90

    de scrip tion
    ex pres sion
    por tion
    pro por tion
    com plex ion
    ir reg u lar
    an i mat ed

91

    maj es ty
    ma jes tic
    fore head
    eye brows
    stat ure
    ath lete
    ath let ic

92

    lof ty
    bald
    rud dy
    scorch
    dirt
    de vout
    quick

93

    gra cious
    mod er ate
    se rene
    formed
    flu ent
    re lig ion
    ex er cise

94

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.

95

    in tro duce
    in tro duc tion
    ap par el
    pro claims
    hand ker chief
    nec es sa ry

Neat clothing is a good letter of introduction.—SCOTTISH.

The apparel oft proclaims the man.—SHAKESPEARE.

96

    jack et
    trou sers
    tai lor
    rib bon
    ho sier y
    fash ion

97

    slip pers
    or na ment
    brace let
    pearl
    cot ton
    de sign

98

    ruf fle
    cal i co
    e las tic
    fab ric
    ma te ri al
    ging ham

99

    suit
    sew
    but ton
    wrin kle
    vel vet
    flan nel

100

    in dus try
    in dus tries
    in dus tri ous
    as sist ant
    as sist ance

101

    in sure
    in come
    part ner
    ad vise
    lo cal

102

    ad ver tise
    ad ver tise ment
    em ploy ment
    em ploy er
    as so ci ate

103

    as so ci a tion
    au thor i ty
    ca reer
    ap pli cant
    ap pli ca tion


GOVERNMENT

104

    for mal
    for mer
    for mer ly
    or dain
    de feat
    wel fare

105

    do mes tic
    tran quil
    tran quil li ty
    se cu ri ty
    pos ter i ty
    con sti tu tion

106

    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.

107

    gov ern
    gov er nor
    gov ern ment
    cit i zen
    e qual i ty
    de part ment
    e qual ly

108

    may or
    mar shal
    coun ty
    e lect
    e lec tion
    chair man

109

    pol i cy
    po lit i cal
    plat form
    con gress
    ses sion
    com mit tee

110

    dis trict
    bal lot
    sen ate
    em pire
    re pub lic

111

    cup ful
    spoon ful
    fear ful
    hand ful
    wake ful

112

    watch ful
    bas ket ful
    dread ful
    pow er ful
    aw ful

113

    truth ful
    trust ful
    shame ful
    mourn ful
    fright ful

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_.

114

    fan cy
    fan ci ful
    play
    play ful
    pit y
    pit i ful
    plen ty
    plen ti ful

Which of the words in the above lesson changes the final _y_ to _i_ when
_ful_ is added? Why? Which does not? Why not?

115

    su per in tend ent
    prin ci pal
    en ter tain ment
    pub li ca tion
    in ves ti ga tion
    pho to graph

116

    ci gar
    cig a rette
    to bac co
    cam er a
    mes sen ger
    as sem bly
    ca det
    can di date

117

    re spect
    es teem
    com pa ny
    sign
    rep u ta tion
    as so ci ate
    has ti ly
    be hav ior

118

RULES OF BEHAVIOR

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.

119

    cler gy man
    bish op
    min is ter
    priest
    bless ing

120

    ser mon
    wor ship
    cat e chism
    chap el
    choir

121

    col lec tion
    hymn
    ser vant
    ser vice
    law yer

122

    le gal
    il le gal
    in her it
    jus tice
    ju ry

123

    oath
    term
    crime
    in no cent
    po lice

124

    wit ness
    pi rate
    bur glar
    cap tive
    cap ture

125

    cir cuit
    court
    con sult
    con vict
    con vince

126

    ar gu ment
    de ci sion
    dis grace
    dis pute
    jew el er

127

    ar rest
    en trance
    flight
    length
    an swer

128

    meas ure
    run ning
    al low
    them selves
    spec ial

129

    wait
    a wait
    sup pose
    for ward
    loss

130

    ob ject
    man ner
    fea ture
    in jure
    man a ger

Labor, you know, is prayer.—BAYARD TAYLOR.

131

    drug gist
    di plo ma
    dis play
    ex hib it
    ar ni ca

132

    throat
    al co hol
    tab let
    liq uor
    fix ture

133

    den tist
    cav i ty
    de cay
    dis ease
    pulse

134

    ar ter y
    vein
    cramp
    deaf
    stom ach

135

    ill ness
    grippe
    croup
    phys ic
    poul tice

136

    a poth e ca ry
    tem per a ture
    ther mom e ter
    vac ci nate
    can cer

137

    valve
    var nish
    as phalt
    cin der
    chis el

138

    pol ish
    switch
    brake
    tack le
    sig nal

139

    flu id
    fil ter
    gas o line
    high way
    clutch

140

    flo rist
    fer ti lize
    bou quet
    fo li age
    in sect

141

    car na tion
    ge ra ni um
    cat er pil lar
    dec o rate
    dec o ra tion

142

    ag ri cul ture
    let tuce
    lo cust
    maize
    pars nip

Taste the joy that springs from labor.—LONGFELLOW.

143

    plan ta tion
    po ta toes
    poul try
    pump kin
    rasp ber ries

144

    rhu barb
    ru ral
    cu cum ber
    a pri cot
    as par a gus

145

    bram ble
    breed
    bri er
    cel er y
    chore

146

    churn
    cis tern
    chopped
    rye
    drought

147

    man u fac ture
    man u fac tur er
    found ry
    foun da tion
    hy drant

148

    fi ber
    fric tion
    mor tar
    pat ent
    fau cet

149

    ma chin er y
    ma chin ist
    me chan ics
    con tract
    con trac tor

150

    sam ple
    ve hi cle
    bel lows
    re pair
    in cline

151

    bank er
    draft
    de pos it
    cred it
    clerk

152

    cash ier
    pay ment
    mer chant
    whole sale
    re tail

153

    ker o sene
    gin ger
    fac to ry
    fur ni ture
    hal i but

154

    lob ster
    mack er el
    sal mon
    bu reau
    cab i net

Without labor life is dull, a man useless.

155

    mo las ses
    mus tard
    mut ton
    grease
    sir up

156

    starch
    sau sa ges
    va nil la
    vin e gar
    al mond

157

    cheap ly
    cin na mon
    co co nut
    ko dak
    auc tion eer

158

    ma son
    trow el
    gran ite
    auc tion
    lens

159

    laun der
    laun dry
    knead
    grid dle
    lunch eon

160

    house hold
    muf fin
    om e let
    pas try
    pro vi sions

161

    sal ad
    ca fé
    canned
    chow der
    cus tard

162

    des sert
    pro pri e tor
    res tau rant
    ap pe tite
    board er

163

    ten ant
    ten e ment
    a part
    a part ment
    va cant

164

    un der tak er
    hearse
    cas ket
    cof fin
    cem e ter y

165

    ac tor
    the a ter
    ap plaud
    au di ence
    ad mi ral

166

    en gine
    en gi neer
    gen u ine
    qui et
    work


REVIEW LIST

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?

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    general
    tomorrow


VOCABULARY FOR THE SIXTH YEAR

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    alcohol
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    almond
    altar
    altogether
    ancient
    anecdotes
    animated
    annoy
    annoyed
    annual
    answer
    apart
    apartment
    apothecary
    apparel
    appearance
    appetite
    applaud
    applicant
    application
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    apricot
    argument
    arise
    arises
    arising
    armor
    arnica
    arrest
    arrival
    arrive
    artery
    asparagus
    asphalt
    assembly
    assistance
    assistant
    associate
    association
    athlete
    athletic
    Atlantic
    attached
    attention
    auction
    auctioneer
    audience
    authority
    await
    awaken
    awful
    baggage
    bald
    ballot
    banker
    banner
    basketful
    bathing
    behavior
    belief
    believe
    believing
    bellows
    berth
    beware
    bishop
    blessing
    boarder
    bomb
    bore
    boring
    bounce
    bouncing
    bouquet
    box
    bracelet
    bracket
    brake
    bramble
    breed
    brief
    brier
    British
    brush
    buffalo
    bungalow
    buoy
    bureau
    burglar
    button
    cabinet
    cadet
    café
    calico
    camera
    cancer
    candidate
    canned
    captive
    capture
    career
    cargo
    carnation
    cashier
    casket
    catechism
    caterpillar
    cavity
    cedar
    ceiling
    celery
    cemetery
    ceremony
    chairman
    chapel
    character
    cheaply
    chief
    chisel
    choir
    chopped
    chore
    chowder
    Christmas
    churn
    cigar
    cigarette
    cinder
    cinnamon
    circuit
    cistern
    citizen
    claim
    clapboard
    clerk
    clergyman
    closely
    cloudy
    clutch
    cobweb
    coconut
    coffin
    collect
    collection
    combination
    combine
    comfort
    committee
    company
    compare
    comparing
    complexion
    conceit
    concludes
    conclusion
    congress
    constitution
    consult
    consume
    continue
    contract
    contractor
    contradict
    contradiction
    convict
    convince
    cotton
    counterfeit
    county
    court
    cramp
    credit
    crime
    croup
    cruise
    crutch
    cucumber
    cupful
    curse
    cushion
    custard
    customary
    damage
    dancing
    darkness
    dawn
    deaf
    decay
    deceit
    deceitful
    decisive
    decision
    declaration
    declared
    declined
    decorate
    decoration
    defeat
    defend
    defense
    defensive
    dentist
    departure
    deposit
    description
    deserve
    design
    dessert
    devout
    diet
    diploma
    disaster
    disease
    disgrace
    display
    dispute
    district
    dizzy
    dodge
    domestic
    draft
    dreadful
    drought
    drudge
    drudgery
    druggist
    durable
    dining
    earliest
    echo
    editor
    educate
    education
    eight
    elastic
    elect
    election
    empire
    employer
    employment
    enclose
    endowed
    engage
    engine
    engineer
    England
    English
    enlarge
    entertainment
    entrance
    envied
    envious
    envy
    equality
    equally
    equator
    escape
    establish
    esteem
    event
    excel
    excellence
    excellent
    excursion
    exercise
    exhibit
    expense
    expensive
    experience
    expression
    exterior
    eyebrows
    fabric
    fact
    factory
    fanciful
    fancy
    farewell
    fashion
    faucet
    favorable
    favorite
    fearful
    feature
    feeling
    fertilize
    festival
    fiber
    field
    fiend
    fierce
    filter
    fixture
    flannel
    flight
    florist
    fluent
    fluid
    foeman
    foliage
    folks
    following
    foolish
    forehead
    foreign
    forever
    forfeit
    formal
    formed
    former
    formerly
    forward
    foundation
    foundry
    fox
    fragrant
    freight
    friction
    friend
    frightful
    frontier
    fulfill
    fund
    funeral
    furniture
    gallantly
    garment
    gasoline
    genuine
    geranium
    ginger
    gingham
    glass
    gleaming
    gnaws
    gossip
    govern
    government
    governor
    gracious
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    granite
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    griddle
    grief
    grieve
    grippe
    group
    hailed
    halibut
    halt
    handful
    handkerchief
    hasten
    hastily
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    hearty
    heifer
    height
    hero
    highway
    hoist
    holiday
    hosiery
    household
    hydrant
    hymn
    icicle
    idleness
    illegal
    illness
    immediate
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    impertinent
    incline
    include
    income
    industries
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    inquire
    insect
    inspector
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    invent
    invention
    investigation
    Ireland
    Irish
    irregular
    jacket
    jeweler
    journal
    justice
    jury
    kerosene
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    kodak
    launder
    lawyer
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    leisure
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    liquor
    lobster
    local
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    lofty
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    luncheon
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    machinery
    machinist
    mackerel
    magazine
    mahogany
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    majesty
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    manner
    mansion
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    manufacturer
    marine
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    mayor
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    medical
    meeting
    memorial
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    merchant
    mere
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    moderate
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    muffin
    musician
    mustard
    mutton
    nation
    national
    necessary
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    negro
    neigh
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    newspaper
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    omelet
    opinion
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    ordain
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    palace
    parish
    parsnip
    partner
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    pearl
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    portion
    posterity
    potato
    poultice
    poultry
    powerful
    preserve
    preserving
    pretend
    priest
    primarily
    primary
    principal
    prison
    proclaims
    program
    promote
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    proof
    proportion
    proportioned
    proprietor
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    publications
    publish
    pulse
    pumpkin
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    purchase
    puzzle
    quaint
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    quantities
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    quotes
    ramble
    ramparts
    raspberries
    readily
    ready
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    receive
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    refer
    refuse
    regulations
    reign
    rein
    rejoice
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    relieve
    religion
    remedy
    reminded
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    represent
    republic
    reputation
    request
    require
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    resolution
    resolve
    respect
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    restaurant
    retail
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    rhubarb
    ribbon
    riddle
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    route
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    rye
    sacrifice
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    sample
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    scent
    schedule
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    Scotland
    Scottish
    security
    seize
    seized
    select
    senate
    sensation
    separate
    serene
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    sermon
    servant
    serves
    service
    session
    sew
    shameful
    shield
    shingles
    shipwreck
    sickness
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    sign
    signal
    silence
    silent
    silently
    simple
    simplicity
    simplify
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    sirup
    skein
    sketches
    sleigh
    slippers
    smiling
    sovereign
    spangled
    special
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    starch
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    steamer
    stomach
    streaming
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    style
    submit
    submitting
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    suggest
    suit
    sunrise
    sunset
    superintendent
    suppose
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    tablet
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    tenant
    tenement
    term
    thankful
    theater
    themselves
    thermometer
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    tier
    tobacco
    together
    torch
    total
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    tourist
    tranquil
    tranquillity
    treasure
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    trustful
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    watchful
    welcome
    welfare
    weigh
    weight
    which
    wholesale
    widows
    wield
    wireless
    wish
    witness
    work
    worse
    worship
    worst
    wrapped
    wreck
    wrinkle
    yield
    yoke





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