The Project Gutenberg eBook of Lippincott's Horn-Ashbaugh Speller For Grades One to Eight This ebook is for the use of anyone anywhere in the United States and most other parts of the world at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this ebook or online at www.gutenberg.org. If you are not located in the United States, you will have to check the laws of the country where you are located before using this eBook. Title: Lippincott's Horn-Ashbaugh Speller For Grades One to Eight Author: Ernest Horn Ernest J. Ashbaugh Release date: October 1, 2010 [eBook #33826] Language: English Credits: Produced by Larry B. Harrison and the Online Distributed Proofreading Team at http://www.pgdp.net *** START OF THE PROJECT GUTENBERG EBOOK LIPPINCOTT'S HORN-ASHBAUGH SPELLER FOR GRADES ONE TO EIGHT *** Produced by Larry B. Harrison and the Online Distributed Proofreading Team at http://www.pgdp.net LIPPINCOTT'S HORN-ASHBAUGH SPELLER FOR GRADES ONE TO EIGHT BY ERNEST HORN, PH.D. PROFESSOR OF EDUCATION AND DIRECTOR OF THE UNIVERSITY ELEMENTARY SCHOOL THE STATE UNIVERSITY OF IOWA AND ERNEST J. ASHBAUGH, PH.D. ASSOCIATE PROFESSOR OF EDUCATION AND CHIEF OF THE BUREAU OF EDUCATIONAL TESTS AND MEASUREMENTS THE STATE UNIVERSITY OF IOWA PHILADELPHIA, LONDON, CHICAGO J. B. LIPPINCOTT COMPANY COPYRIGHT, 1920, BY J. B. LIPPINCOTT COMPANY PRINTED BY J. B. LIPPINCOTT COMPANY AT THE WASHINGTON SQUARE PRESS PHILADELPHIA, U. S. A. PREFACE It is the intention of the authors to include sufficient discussion and directions to teachers so that this book may be taught with the highest possible degree of efficiency. Under general directions to teachers will be found a discussion of those points which concern all teachers regardless of grade. In addition, preceding the word list for each grade will be found supplementary directions to aid the teachers in facing the problems peculiar to that grade. Special attention is called to the elaborate provision for making the pupil intelligent and responsible in his attack on his own spelling problems. This result is achieved by the testing plan which discovers to the pupil his deficiencies; by the standard scores which enable him to compare his accomplishment with that of other children; by the efficient method of study which is provided; and by the unusually rigorous follow-up work given in the review lessons. The authors therefore present this book to the pupils and teachers of the United States as a contribution to the solution of the problem of developing a nation of good spellers. THE AUTHORS. DECEMBER, 1920. CONTENTS PAGE PREFACE iii GENERAL DIRECTIONS TO TEACHERS vii-xiv DIRECTIONS TO PUPILS xiv-xvi DIRECTIONS TO TEACHERS OF GRADE I 2 WORD LIST, GRADE I 3-5 DIRECTIONS TO TEACHERS OF GRADE II 8 WORD LIST, GRADE II 9-14 DIRECTIONS TO TEACHERS OF GRADE III 16-17 WORD LIST, GRADE III 19-27 DIRECTIONS TO TEACHERS OF GRADE IV 30 WORD LIST, GRADE IV 31-40 DIRECTIONS TO TEACHERS OF GRADE V 42 WORD LIST, GRADE V 43-52 DIRECTIONS TO TEACHERS OF GRADE VI 54 WORD LIST, GRADE VI 55-64 DIRECTIONS TO TEACHERS OF GRADE VII 66 WORD LIST, GRADE VII 67-78 DIRECTIONS TO TEACHERS OF GRADE VIII 80 WORD LIST, GRADE VIII 81-95 DICTATION EXERCISES 97-105 LIPPINCOTT'S HORN-ASHBAUGH SPELLER GENERAL DIRECTIONS TO TEACHERS. =How the Teaching of Spelling May be Improved.=--The teaching of spelling may be improved in three ways: first, by selecting a better list of words for the pupil to study; second, by placing before the pupils of each grade the words that are most appropriate for them; and third, by introducing economical procedures in learning. The first is the problem of the course of study; the second, the problem of grading; and the third, the problem of method. =The Vocabulary.=--To solve the first problem one must insure that the pupils will study all words they are likely to use in life outside the school. One must also insure that the pupils' time will not be wasted through their being required to learn words which they will never use. This problem has been solved for you by the authors of the text. The vocabulary of the lessons is taken from a compilation which Doctor Horn has made of ten scientific investigations of the words used in writing letters. These investigations, taken together, represent the careful analysis of over three-quarters of a million running words of correspondence. If you will analyze one letter, you will see what a very great amount of work these investigations have required. It seems very unlikely that any word commonly and frequently used should have been overlooked in all of these investigations. These ten studies contain all of the information which is available at the present time concerning what words are likely to be used in writing letters. Accordingly, there is no word in this speller which has not been reported in one or more of these investigations. In addition, this vocabulary has been carefully compared with all of the other types of reading and writing vocabularies. Among these are the studies of children's themes, such as those by Jones, by the teachers of New Orleans, Kansas City, and Richmond, Virginia; the various studies of adult reading vocabularies, such as those by Eldridge and Knowles, aggregating over 140,000 running words; the studies of the vocabulary of school readers, such as those by Packer, Housh, and Miller, aggregating over one-half million running words. No word has been taken from these studies which did not occur in the investigations of the vocabulary of personal and business letters. On the other hand, these studies showed quite clearly that the words found as the result of the analysis of three-quarters of a million running words of correspondence are really basic in any writing vocabulary. If you will examine the book, you will see that most of the lessons are numbered with arabic numerals. These lessons contain a minimum list of 3998 words found to be used most frequently. You will notice, also, that beginning with grade three there are in each grade supplementary lessons, marked S-1, S-2, etc. These lessons include 580 additional words which are somewhat less frequently used. The supplementary lessons are distributed by grades, so that pupils who finish the minimum work for any grade will have additional lessons to study for the remainder of the year. However, before undertaking these supplementary lessons, the teacher should make sure that her pupils have learned thoroughly the minimum list which contains the important words. =Plan of Review.=--The provision for the complete elimination of spelling errors is particularly efficient and thoroughgoing. Not only are those words which most commonly give difficulty arranged for, but the method of testing insures that each pupil will eliminate his own peculiar errors. No pains have been spared to obtain this thoroughness without wasting the pupils' time in mere routine review. During the week in which each lesson is taught for the first time, each pupil is tested three times on every word in the lesson. He spends his time in concentrated attack on the words which have given him difficulty. One month later this lesson is given as a test, and the words missed by each pupil re-learned by him. At the end of the week this lesson is again given as a test. In addition, at the beginning of each grade above the first, the words which have been previously taught, but which according to Doctor Ashbaugh's investigation still give difficulty, are thoroughly reviewed. Finally, in the seventh grade, the words which are most frequently missed by grammar grade pupils are given additional review. It must be kept in mind that these reviews are not haphazard, nor are they a matter of guesswork. Each review list is made up on the basis of the most careful scientific study of persistent errors. =Grading.=--The lessons in each grade are those which the pupils in that grade may most profitably study. The words have been graded in the following manner: On the basis of Doctor Horn's compilation of correspondence vocabularies, all of the 4578 words were ranked according to the frequency with which they are used in correspondence. On the basis of Doctor Ashbaugh's study of the difficulty of these words in the various grades, the words were arranged in order of ease of spelling. With these two sources of data, the lessons are arranged so that in general the easiest words and those most commonly and frequently used are placed in the lower grades. In addition, on the basis of scientific analysis of the vocabulary of first, second, and third readers, the authors determined which words occurred most often in these readers. The words included in the lessons for the first three grades are not only easy and fairly common, but are found also in popular readers of the grades in which they are placed. For example, the word "and" was found 23,773 times in the letters analyzed in the various investigations upon which the book is based; and it is misspelled by but four second grade children out of a hundred. It also occurs in every one of ten commonly used first readers. Since it is one of the very commonest words, is easy to spell, and is found in all first readers, it is placed in the first list in the book. In a similar way every lesson in the first three grades has been a matter of computation. The lessons in grades above the third have been made in the same careful fashion, except that occurrences in readers were not taken into consideration. It is clear that the lessons increase gradually in difficulty in each successive grade, and that a pupil who is forced to leave school at the end of grade six or seven will have learned the words which he is most likely to need in writing. =Standard Scores.=--By means of standard errors at the close of each lesson, the pupils and teachers may compare results with those of other grades and with those obtained in the country at large. These standards were taken from the Ashbaugh Scale and from a supplementary study conducted by Doctor Ashbaugh and Doctor Horn to determine the standards for words not included in the original scale. It must be kept in mind that these standard errors are high, being the result of the present unfavorable conditions of the teaching of spelling in the country at large. They are used merely for the purpose of comparison. The ideal to keep before your class is that they should learn their lessons so that they will not misspell a single word, but this ideal is intensified by the use of the standard errors. =How to Teach the Lesson.=--Four points must be kept in mind as more important than any others: 1. The teacher must test her pupils on each lesson before they begin to study. 2. Each pupil should study only the words which he misspelled on the test. 3. He must be taught an economical method of study. 4. He must see clearly what progress he is making. Detailed suggestions for teaching the lessons are given in the paragraphs which follow. These suggestions are based upon the investigations reviewed by Doctor Horn in the Eighteenth Yearbook of the National Society for the Study of Education. The method has been tried out thoroughly in public school classrooms, and has proved uniformly successful. Teachers are urged to follow it as closely as possible. If, however, the teacher prefers another method of study, she may use it. The book may be used with any method. =Getting Started Right.=--The first few lessons may well be spent in systematizing class procedure and teaching pupils how to study a spelling lesson. Begin by pointing out the importance of spelling. Give cases, if possible, where people have been discredited because of spelling errors in letters. Discuss with the class how the words in this book were selected, how the standard errors at the close of each lesson were secured, and how the method of study was determined. The pupils may now be introduced to the procedure which will be used in conducting the spelling class, and to the method of study. =Teaching Pupils How to Work.=--Many teachers have found the following procedure very satisfactory. Have the pupils open their books at the first lesson for their grade. Explain to them that a great many men have spent much time and money in finding out the best way to learn to spell, and that the method which is to be used is based on what these men have recommended. Have the class read the directions to pupils given on pages xiv-xvi. After the directions have been read, have several pupils summarize them. When you have made sure that the class has the main points clearly in mind, the actual work of habituating the method may be begun. The first few lessons in each term should consist of practice in the method of study. This practice should be continued until you are satisfied that the pupils understand thoroughly how to go about their work. Remember that even though teachers in the preceding grades are using the method, there may be pupils in your grade who are new to the system, as well as some who have forgotten how to study. From the nature of the method, it is easy to detect any child who is not using it. Insist that the correct method be used from the outset. As soon as the pupils have learned the method of study, the regular work of learning the lessons may begin. =How the Lessons Should be Taught.=--The lessons are planned to be completed in a week. A week's work, therefore, consists of twenty new words and twenty review words except in grade one, where the week's work consists of ten new words and ten review words. The following schedule is recommended. =Monday.=--The first step in teaching a lesson is an exercise in pronunciation. Have the pupils open their books at the advanced lesson. Pronounce each word, enunciating the syllables very distinctly. Each word which in your judgment is not understood by the class should be used in a sentence. All homonyms should be so used. Have the pupils pronounce each word after you in concert, enunciating the syllables very distinctly. Insist on careful pronunciation on the part of every pupil. This exercise precedes the spelling test because of the importance of pronunciation in the method of study, and because of the probability that this initial attention to the correct form of the word is desirable. Since the pupils undoubtedly learn something as a result of this exercise, they may be expected to make somewhat better scores than those given in the book. These scores are the results of tests given without such a preliminary exercise in pronunciation. After all the words have been pronounced, have the pupils close their texts and prepare papers for a written test. This test will include the new lesson. It may be written on any sort of paper, the words being written in columns of twenty to correspond to the arrangement of the words in the book. Pronounce each word once only. Pupils should write the words without hesitation. No alterations in the first attempt at spelling the word should be allowed. After the words have all been dictated, have the pupils exchange papers for the purpose of correcting. Be sure that each pupil understands that he is marking his neighbor's paper, so that errors which have been made may be corrected. Instruct the class to mark a word wrong if it is misspelled, if it cannot be read, or if any change in the first attempt at spelling has been made. Be sure that each pupil understands that, until he is able to write a word correctly the first time, he has not sufficiently learned it. The words may be corrected on the basis of the teacher's oral spelling or by the book. Each word found to be misspelled should be marked wrong by placing after it an =X=. When the papers have been returned to the owners, each pupil should write the correct form of the words which he has misspelled. The words missed on the test will constitute his task for the week. =Tuesday.=--On Tuesday the pupils study, each working on his own errors and using the method recommended under directions to pupils. Pupils who made no errors on the test may be excused from this study period, but not from the succeeding test. It frequently happens that a pupil will spell a word correctly on one test and misspell it on a following test. The teacher should closely supervise the pupils' study in order to insure that proper methods of learning are used. She may also help to direct the work of those who, having made no errors on the preceding test, have been allowed to undertake some other task. The class should not be tested on this day. =Wednesday.=--Test on the new and on the review lesson. This review lesson should consist of a lesson taught one month before. Since the first four lessons in each grade are made up of words taught in the preceding grade, these may well be used for the first month as review lessons. The words may be corrected and the errors recorded as on Monday. Compare the number of errors made on this test with those made on the preceding test. This comparison will show the pupil what progress he has made. The remainder of the period may be spent in studying the words missed on this test. =Thursday.=--Study as on Tuesday. =Friday.=--Test on the new and on the review lesson, correct the papers as on Monday, and spend the rest of the period studying the errors made on this final test. Compare the number of errors made on this test with the number made on the first and second tests. The comparison gives the child a measure of accomplishment for the week. The teacher should check this day's papers in order to have an accurate record of the status of the pupils at the close of the week's work. Many teachers have found it helpful to keep a chart of progress on the blackboard. =Individual Instruction.=--It is clear from the preceding directions that the method of learning and the class administration are intended to insure that each pupil will learn those words which give him difficulty, and that he will, at the same time, progress at his own rate. With the possible exception of the fact that only the commonly used words are taught, this is the most important provision in the book. =The Spelling Notebook.=--It has been found to be very helpful to have each pupil keep a notebook in which to record words missed in the various spelling tests or in papers written in connection with other subjects. This notebook tends to make the pupil more conscientious with regard to his spelling. It also gives him a record of his errors so that when he has time for review work he can utilize it properly. =The Problem of Interest.=--Teachers who have used the method which is here recommended have been unanimous in reporting not only that the pupils learned more rapidly, but also that they worked with greater enthusiasm. This increased interest is secured without any use of soft pedagogy. It comes from several sources. First, the pupils know that the words in the book are those most commonly needed in writing. Second, the pupils quickly see the advantage of centering their efforts on words which they have actually missed. Third, by means of standard scores they are enabled to compare their spelling ability with that of children in other parts of the country. Fourth, they can see what they are accomplishing. Fifth, these provisions make possible the joy which comes from doing vigorously and thoroughly a clean-cut task that needs to be done. These are the interests which appeal to sensible men and women in life outside the school, and they have proved sufficient for children. Many attempts have been made to substitute devices for these wholesome and fundamental interests. Such attempts not only fail in their purpose, but actually distract the child's mind from the work he has to do. Sugar-coating inevitably destroys the child's appetite for healthy vigorous work. DIRECTIONS TO PUPILS =Why These Words Should be Studied.=--One of the ways by which people judge the writer of a letter is by the presence or absence of spelling errors. Often a young man or young woman has failed to obtain a desirable position because of spelling errors in a letter of application. Even in the ordinary friendly letter, spelling errors make a bad impression. The words which you are to learn from this spelling book are the words which people most frequently use in writing letters. Thousands of letters were read, and each word found was recorded. This book, therefore, contains the words most commonly used in writing, and does not contain any word which has not been found in letters. =How to Learn the Words.=--The first step in the study of each lesson will be an exercise in pronunciation. Your teacher will pronounce each word for you. Look at your book closely, noticing each syllable as she pronounces it. When the teacher asks you to pronounce the word after her, look at each syllable closely as _you_ pronounce it. The second step in learning the lesson is the test. Write each word as plainly as you can and without hesitation. The purpose of this test is to see whether or not there are any words in the lesson which you cannot spell. The words which you cannot spell will be your work in spelling for the week. If your teacher asks you to exchange papers for the purpose of correcting them, be sure to do your work very carefully. If you fail to mark a word wrong that has been misspelled, the pupil whose paper you marked will not be able to know that the word should be studied, and so will suffer an injury. On the other hand, it will be very confusing if you mark a word wrong which is really correct. Mark any word wrong that you cannot easily read; also any word if a letter has been written over or a change made. Remember that the purpose of the test is to find out which words need to be studied. The grades of the pupil whose papers you correct are not affected in any way by your marking. =The Meaning of "The Standard Number of Errors."=--The words in this book have been given to a great many children in each grade in a number of cities. In that way it was possible to find out the number of errors which children of each grade ordinarily make. If you will compare the number of errors which you make on the test with the number of errors at the bottom of your lesson, you will be able to see how your spelling compares with that of pupils in other parts of the country. =How to Learn to Spell a Word.=--A great many men have spent much time and money in finding out for you the best way to learn to spell. The directions which follow are based on what these men have discovered. 1. The first thing to do in learning to spell a word is to pronounce it correctly. Pronounce the word, saying each syllable very distinctly, and looking closely at each syllable as you say it. 2. With closed eyes try to see the word in your book, syllable by syllable, as you pronounce it in a whisper. In pronouncing the words, be sure to say each syllable distinctly. After saying the word, keep trying to recall how the word looked in your book, and at the same time say the letters. Spell by syllables. 3. Open your eyes, and look at the word to see whether or not you had it right. 4. Look at the word again, saying the syllables very distinctly. If you did not have the word right on your first trial, say the letters this time as you look sharply at the syllables. 5. Try again with closed eyes to see the word as you spell the syllables in a whisper. 6. Look again at your book to see if you had the word right. Keep trying until you can spell each syllable correctly with closed eyes. 7. When you feel sure that you have learned the word, write it without looking at your book, and then compare your attempt with the book to see whether or not you wrote it correctly. 8. Now write the word three times, covering each trial with your hand before you write the word the next time, so that you cannot copy. If all of these trials are right, you may say that you have learned the word for the present. If you make a single mistake, begin with the first direction and go through each step again. 9. Study each word by this method. Take special pains to attend closely to each step in the method. Hard and careful work is what counts. =Take Pains with Your Spelling in all Writing.=--Take pride in having your compositions and letters free from spelling errors. When you are in the slightest doubt as to how to spell a word, look it up in the dictionary before you write it. When you have found the word in the dictionary, learn it by the method by which you study your regular spelling lessons. In a similar way, if you do make a mistake in spelling in your compositions, learn the word which you misspelled by this same method. =Reviews.=--Whenever you have a few minutes after having prepared some lesson, turn back to the errors which you have made on previous spelling tests and spend some time going over the words which you missed on those tests. Occasionally when you are at home, you will find it interesting to have your mother or father or some friend test you over all the words you have missed during the year. You should not be satisfied until you can spell every word correctly. =Notebook.=--Keep a spelling notebook. Whether your teacher requires it or not, you will find it very much worth while to keep a spelling notebook. In this you should record all words missed on any test or in compositions which you write. If you find that you are frequently missing a word, write it in a special list and review it frequently. FIRST GRADE DIRECTIONS TO FIRST GRADE TEACHERS The words in the lessons for first grade children are few in number and relatively easy. You will notice that most of them are phonetic. Each word has been found to be used in correspondence and in a majority of first grade readers. This list is therefore particularly appropriate for first grade children and may be easily learned by them. The authors recommend that this work be begun in the second half year. =Directions for Teaching.=--Read again the general directions on pages vii to xvi, inclusive. In general the method used in grade one is the same as that used in later grades. There are, however, certain important differences. You will notice, for example, that first grade lessons contain ten instead of twenty words. You will need also to give more attention for the first two or three weeks to initiating correct habits of study. Remember that teachers above grade one will build upon habits which you initiate. The words in the first grade list are very simple, so that there should be no difficulty in learning to spell them. Neither should the children have any difficulty in understanding any of the one hundred fifty words. =Directions for Schools in Which the Pupils do Not Write in Grade One.=--The pupils in such schools should be taught to study according to the first six directions given under How to Learn to Spell a Word, page xv. The tests in these cases will have to be oral tests. Otherwise, the methods recommended in the general directions may be used. 1 2 3 4 is be but that and can dear to-day are dog did up day good do was he my go an in see his as it she little big me you look come all book not for at boy out get Standard Number of Errors I. ( ) I. ( ) I. ( ) I. ( ) II. 1 II. 1 II. 2 II. 2 III. 0 III. 1 III. 1 III. 1 5 6 7 8 hand old way gold have on will hat if one your her into over away home land run by how last say cannot ice let tell doing looking like the down love man this eat of may tree give play Standard Number of Errors I. ( ) I. ( ) I. ( ) I. ( ) II. 2 II. 2 II. 3 II. 3 III. 1 III. 1 III. 1 III. 1 9 10 11 12 so us bee far ten when call fat thank wind cane five them with cat from then after coat gave thing am cold girl think apple corn going three baby cow green time bed each had Standard Number of Errors I. ( ) I. ( ) I. ( ) I. ( ) II. 3 II. 3 II. 4 II. 4 III. 1 III. 2 III. 2 III. 2 13 14 15 16 hard must school all has night send be hen no six see just or snow not live pig sun may made playing they for make put top in milk red what do mother ring wood so much sat ran no Standard Number of Errors I. ( ) I. ( ) I. ( ) I. ( ) II. 4 II. 4 II. 4 II. 1 III. 2 III. 2 III. 2 III. 1 SECOND GRADE DIRECTIONS TO SECOND GRADE TEACHERS The second grade list of words contains 340 new words in addition to the review lessons, which include 80 of the most difficult first grade words, and 60 of the homonyms which give the most trouble. The new words are all words frequently used, are words which second grade children can learn easily and, for the most part, are frequently found in the second readers most commonly used. You will find that the method outlined below will enable you to teach these words so that your classes will make very nearly a perfect score on them. =Directions for Teaching.=--Read again the directions for teaching as given on pages vii to xvi. You will find it advisable to take some time at the beginning of the term to teach pupils how to study. You will still find it necessary to correct the papers yourself. You may follow the same schedule as that outlined in the general directions. Watch particularly for improper methods of study. Second grade pupils should write their tests without hesitation and with fair speed. Explain to the pupils with great care that letters which are not made plainly will be counted wrong. Remember that the lessons are arranged by weeks rather than by days. The work for each week consists of one advance column and one review column. The review column in each case is the fourth column preceding the advance work. That is, it is made up of a week's work one month old. For example, column 5 contains 20 new words to be learned in one week. During the same week, column 1 should be reviewed. The lesson for the first week consists of column 1, which is the advance lesson, and of column R 1, which is the review. R-1 R-2 R-3 R-4 dear sat top make fat bee playing milk cow baby came her get has pig apple some home give with we looking had when way love from down run red far six gold like call send cat going ice school cold corn thank live or box put gave them am fast snow girl then by what this eat made mother three thing night after ring much one just cannot time bed hard wind over sun wood hat they must five Standard Number of Errors I. ( ) I. ( ) I. ( ) I. ( ) II. 5 II. 6 II. 7 II. 8 III. 3 III. 3 III. 3 III. 4 1 2 3 4 ask forget ear year back fun days ago best grass sing door bill happy doll got black hay hope May blow hill grow bad bring him boys ball butter hot fly bank cake inside hands bell cap its pink end child joy dry foot cup keep times free cut kind string king ever kiss bread letter face late needs most farm lay rise same feet left skin ship fill light cry till fish low story yet food meat tall about Standard Number of Errors I. ( ) I. ( ) I. ( ) I. ( ) II. 8 II. 8 II. 7 II. 6 III. 4 III. 4 III. 3 III. 3 5 6 7 8 more said very beside morning sand wall better Mr. sent want bird name side war blue never sister week brother nine small well calling now stand west mild off standing where care once state why city papa stay win cook part sweet wish cover pen take work cream place telling yes dark poor there afternoon deep rain to any dinner read told around drive rest took barn drop rich town bear dust ride two became east room under become even Standard Number of Errors I. ( ) I. ( ) I. ( ) I. ( ) II. 8 II. 8 II. 9 II. 10 III. 4 III. 4 III. 5 III. 5 9 10 11 12 eye large pick sold fall life pine son fell lived plan song felt lives river soon find long road spring fine longer rock step flat looked rose stop found mine sad store four Miss saw such gate mud saying summer glad myself seed supper gone near seen table gray now sell thin head nice set thinking hear noon sheep to-night help oh shop too here older show trust hold open sleep upon house our slow walk hunt outside soft water Standard Number of Errors I. ( ) I. ( ) I. ( ) I. ( ) II. 10 II. 10 II. 10 II. 10 III. 5 III. 5 III. 5 III. 5 13 14 15 16 went bright fellow market were bringing fire master while buy first meal who children flower meet wide clear frost met wife clock gather might window close given mind winter coming glass move without cool ground nap air could hang neck alive dance held next also die horse north asleep done June nothing ate pale know other been dress lady pass behind every leave goats bid fair leg right bit farmer lift round boat father loved rush both feed many seven Standard Number of Errors I. ( ) I. ( ) I. ( ) I. ( ) II. 12 II. 12 II. 12 II. 12 III. 6 III. 7 III. 7 III. 7 17 18 19 20 shall to seen oh short way him wood shut we hay blue sick dear rain hear sit some can't fair something ring here might sound ball there new south bee son buy start May too know stick bad bear meet still red two right stood one low road street by sell die taken made ate done taking sun very flower teach feet read air then Miss our be these do four bread true sent gray needs try week meat not Standard Number of Errors I. ( ) I. ( ) I. ( ) I. ( ) II. 12 II. 6 II. 9 II. 12 III. 7 III. 3 III. 5 III. 7 THIRD GRADE DIRECTIONS TO THIRD GRADE TEACHERS The advance lessons, numbered 1 to 28 inclusive, contain a minimum list of 528 new words. The supplementary list contains 80 words, which although easy to spell are not so frequently used in writing letters as are the words of the minimum list. This supplementary list is meant for those schools which because of the long school term or for other reasons, finish the minimum list before the end of the term or year. The lessons marked R-1, R-2, R-3, R-4, are made up of the eighty words taught in preceding grades, but which still give considerable difficulty to third grade children. They should be thoroughly mastered. =Directions for Teacher.=--For the first few lessons direct your attention to systematizing class procedure and to teaching pupils how to study effectively. Read carefully again the suggestions on pages vii to xvi. Pupils in the third grade should be able to make their own corrections so that time may now be saved by having the pupils exchange papers during the first two tests. The teacher should continue to correct the papers written on the final test. The following suggestions will be helpful in getting the coöperation of pupils. After the papers have been exchanged say, "In writing, it is important not only that you know how to spell, but also that you make your letters so that the person who reads your paper can tell easily what you have written. This is the reason that I have asked you to exchange papers. Many people write so that certain letters cannot be told from other letters. This is true of z, g, and y; o and a; t and l; n and u; h and k. When you correct papers and cannot tell which of two letters the writer intended, mark the word wrong. Also mark it wrong if a letter has been written over or a change made. Words should be learned so that they will be written correctly without hesitation the first time. Any word which has not been learned so that it may be written correctly the first time should be studied again. "Remember that the purpose of this test is to find out which words need further study. It does not affect your grades. You will do the pupil whose paper you have a favor by marking his errors so that he may correct them. Mark each error by placing after it a cross--so (x)." Pupils should keep a special list of words which they have missed in their compositions. These words should be studied by the same method used in studying the regular spelling lesson. Such words will not be taken up, however, in the regular lessons. Remember that the lessons are arranged by weeks rather than by days. The work for each week consists of one advance column and one review column. The review column in each case is the fourth column preceding the advance work. That is, it is made up of a week's work one month old. For example, column 5 contains 20 new words to be learned in one week. During the same week, column 1 should be reviewed. The lesson for the first week consists of column 1, which is the advance lesson, and of column R 1, which is the review. R-1 R-2 R-3 R-4 dark meal also five fair market held shed feed leave nap leg June gather sound might sit air these frost nothing alive lift shall nor street hope white saying stick buy looked step something neck taken drop took next loved dress master short than road glass such hang ground both right pass given been move asleep other behind mind fellow bit bright met small beside lady done farmer became walk seven know gray try fire bringing water thinking rush taking Standard Number of Errors II. 6 II. 7 II. 7 II. 8 III. 3 III. 3 III. 3 III. 4 IV. 1 IV. 1 IV. 1 IV. 2 1 2 3 4 tone banks toy bay blush yours age cent cramp tan being grade goods bag lot Monday tub line pay pie blot dine seeing pin cards guns along stove cars map aside trip cave bind band bat chase girls belong blank darn save game car hook kinds hall card keg bath lake date lip lap lost hog yell lock mad kid pave weeks March landing peck fool nut mail plants salt oil mark sole near-by silk net split plans singing park Standard Number of Errors II. 4 II. 8 II. 8 II. 9 III. 2 III. 4 III. 4 III. 5 IV. 1 IV. 2 IV. 1 IV. 2 5 6 7 8 horn sport page rent looks Sunday paper spell dig tent plate post gives working price thanking pant able spent train mouse arm walking add shore art willing bean tall bake within bet bless born yard bunch fond faster added cane showing finding asking cash mat forgot below cattle pipe form blame clay books grand camp colder tender helping cast cooking steam hit Christmas cord roar ill class farming star kill clean list tool mill cost lunch bone note danger paying Standard Number of Errors II. 9 II. 10 II. 11 II. 11 III. 5 III. 5 III. 6 III. 6 IV. 2 IV. 2 IV. 3 IV. 3 9 10 11 12 ink drum lump rice inch egg mate rug print feeding mouth slip brand finger number smart tenth fit order spelling tip forgive ours stamp plow Friday pole test wake fur porch washing whenever glee race wishing wild goat rate belt fort grant reading grape peach heat real eve sin holding report glove wool hour saved job sum however seat lace rail hunting shot law sack July sink mend rank kindly sort ranch brick larger spot roll write luck stone self Standard Number of Errors II. 11 II. 12 II. 12 II. 12 III. 7 III. 7 III. 7 III. 8 IV. 3 IV. 3 IV. 3 IV. 4 13 14 15 16 wash rather teacher birthday wet full tie bite slide strong whatever block stock hug across body swell strange again dig trade draw ahead boxes wheel lines alone broke word candy always brought drew sail another called shows drink apart case blood goes April catch lots comes asked chair grapes pile aunt check forms dare badly church mix means basket cloth rub shake beat clothing sake swing because club maid hide beg coal sweep desk begin contest fry wants bench corner Standard Number of Errors II. 13 II. 13 II. 13 II. 13 III. 8 III. 8 III. 8 III. 8 IV. 4 IV. 4 IV. 4 IV. 4 17 18 19 20 count garden killed own cross gift later pack darling grandma least pain dead great less party deal soda lie passing dearly hair lovely past December half making picking deed happen matter please died harder mean plum early hardly miss pocket eighth having money point enter hearing nearly pound evening apples shame pure fear herself need queen fight high nobody rabbit file himself none reach floor hole nor riding flour hundred nose rolling forest indeed oats roof forth jump only row Standard Number of Errors II. 13 II. 13 II. 13 II. 13 III. 8 III. 8 III. 8 III. 8 IV. 4 IV. 4 IV. 4 IV. 4 21 22 23 24 safe alike those hour seem white thought mail sending pork thus write shade yellow tiny flour shape yourself twenty eight shoe shoot warm weak sight spite washed sole silver swim weak ours sir things which past sorry gay wonder their space grave erect beat spend golden worked pain spending sharp world flower spoke smell woven hall storm smile yesterday maid sunshine stir above sum talk boy act real talking drawn almost ate teeth blanket anything cent their feather before need Standard Number of Errors II. 13 II. 13 II. 14 II. 13 III. 8 III. 9 III. 9 III. 8 IV. 4 IV. 4 IV. 4 IV. 4 25 26 27 28 feast fix quilt sent men figs rag fur moon kept rid real mile lamp sauce sail plant pan speech roll bags soul spoon sour beans spoil steak stain dish truth straw boy lead wed vines died hogs roots worms forth crutch bare ants great prune fought bark mid smoke blight bend bus spray led bills dirt tea comb breath hair thanks farms fields choose sea eggs bud lie laugh lawn lend seem knee miles hills taste pears pail key skip Standard Number of Errors II. 12 II. 15 II. 15 II. 15 III. 7 III. 10 III. 10 III. 10 IV. 3 IV. 5 IV. 5 IV. 5 S-1 S-2 S-3 S-4 cab pet asks trick cape heal bald mumps bug heel pails takes dull hens blind bedtime fold grin crack pants poem pour bush hilly gun pray bull flight kick hose cords houses scratch pond cuff postman mop twin dusty hoarse nail make dwell hopes pint rode drag knife ties loaf drown greet push loop desk lamps rope root plush makes split scar sadly gloves mob tuck scalp gentle nod moth roses glance pad oars glue manly rob weed grab shelf Standard Number of Errors II. 15 II. 15 II. 15 II. 15 III. 10 III. 10 III. 10 III. 10 IV. 5 IV. 5 IV. 5 IV. 5 FOURTH GRADE DIRECTIONS TO FOURTH GRADE TEACHERS The advanced lessons numbered 1 to 32 inclusive contain 620 new words. The supplementary list containing 80 new words is meant for schools which because of the long term or for other reasons, finish the minimum list of words before the end of the year. The lessons marked R-1, R-2, R-3, R-4, are made up of the 80 words in the third grade list which are most commonly misspelled by fourth grade children. These 80 words should be thoroughly mastered. There are also reviewed 20 homonyms which commonly are confused by children of this grade. =Directions for Teaching.=--Read the preface and study with particular care the suggestions given on pages vii to xvi. It would be well also to read the suggestions to first, second and third grade teachers. You will need to supervise the correction of papers by pupils very closely. Remember that the lessons are arranged by weeks rather than by days. The work for each week consists of one advance column and one review column. The review column in each case is the fourth column preceding the advance work. That is, it is made up of a week's work one month old. For example, column 5 contains 20 new words to be learned in one week. During the same week, column 1 should be reviewed. The lesson for the first week consists of column 1, which is the advance lesson, and of column R 1, which is the review. R-1 R-2 R-3 R-4 ranch herself check pound movement rabbit file roof badly shame garden sending before those himself shade lie lovely lace silver nor need miss spoke past rolling only stock beg seem tiny trade corner beg which begin cast bench across darling least bite act deed slide drew beat feeding fear flour belt fit gift forth called goat indeed happen cloth soda roll killed club jump almost none hundred mend anything their list pack enter woven matter queen spend brick nearly rank Standard Number of Errors III. 12 III. 10 III. 10 III. 6 IV. 6 IV. 5 IV. 5 IV. 3 V. 2 V. 2 V. 2 V. 1 1 2 3 4 Jan. October brush kitten Nov. oven burn leader banker printed carpet lover delay soil cleaning liver Feb. remove counting lumber goldfish snowed dandy mailed overcoat snowing depend enroll Sat. stage dollar nation worker tank dresser office officers teaching fence outfit overlook Tuesday fifty paint backing yearly football banking covering dislike friend stated Dec. scratch garment proper fishing agree handed sixty grove Aug. heating rained handy belonging homesick recall longest board inches recover maker boss January remark Oct. bother kinder renter Standard Number of Errors III. 6 III. 7 III. 8 III. 8 IV. 3 IV. 4 IV. 4 IV. 4 V. 1 V. 1 V. 2 V. 2 5 6 7 8 reader sample fork know adding sickness ham speak size railroad rule blew rust post card Mrs. wheat likely some one pair third skate speaker use easy soap starting quick earth press staying wear twice tire unable sure music ten wanting trunk moved wire leaving turn wagon zone driver news visit neat marking fail wanted witch display grain thick best straight few watch cedar anyone lead sugar term rushed march does draft largely used worth per understanding wise would inclosed alley crop young Standard Number of Errors III. 8 III. 8 III. 10 III. 10 IV. 4 IV. 4 IV. 5 IV. 5 V. 2 V. 2 V. 2 V. 2 9 10 11 12 simple heard granted should carry patch seventh sirs learned chop raining export Sept. heap raised suffer shortly stunt rubber paid invited front sofa ends cared velvet dressed hoops lone dearest goose tear drill render death rates drug thread protest grandpa fruit brain cleaner tooth tile ocean trace clip dream rented chart beach leaves ford dozen giving pride lame packing charge renew tend month opens grown sixth wedding steamer partly temple cheer event pencil handle damp soup eighty folder removed couch Standard Number of Errors III. 10 III. 10 III. 10 III. 10 IV. 5 IV. 5 IV. 5 IV. 5 V. 2 V. 2 V. 2 V. 2 13 14 15 16 started battle gladly classes bought island team filling branch sooner content match thankful lesson pillow closed change mamma travel seventy country mighty booklet track printing moment center behalf feeling strongest newspaper calf harvest oldest prevent cotton somewhere unless treat grew finish trying former inspect welcome o'clock mostly postage ready opening range pump township walked awhile coast everyone people growing holder bathroom person keeping western weather picture bottle army together getting provide leather everything good-night bushel merry understand September quart noise Standard Number of Errors III. 10 III. 10 III. 10 III. 11 IV. 5 IV. 5 IV. 5 IV. 5 V. 2 V. 2 V. 2 V. 2 17 18 19 20 station member company income brown wrote return bankers funny agent answer bookcase twelve sometime pleased reports coffee between remain teapot filled follow enough undress noted uncle amount waken plain build doctor pancake mailing county meeting papers otherwise payment fact plaster somewhat whole chance defeat itself building learn inclose pull study November mess kindness vote present pulse bleed heavy pretty rake hate trusting since slice labor Thursday through toast reached chicken busy frozen largest selling guess bloom scout ticket waited climb Standard Number of Errors III. 11 III. 11 III. 11 III. 11 IV. 5 IV. 5 IV. 6 IV. 6 V. 2 V. 2 V. 3 V. 3 21 22 23 24 expert fade saving gallon poorly knock thousand stair tax whip value excuse turkey causes request iron understood storage afraid exchange zero sudden suit demand absent noisy hotel hurry moving enclosed idea sale named ugly program figure rack windy among inform retail impress fully returned sock orders August wonderful chapter prison cause nicely dread replied vacation auto household charges serve valued leaf cracker thirty wished cloudy cupboard intend kitchen dispose dishes anyway sheet farther distant everybody duty packed eleven hurt plenty Standard Number of Errors III. 11 III. 12 III. 12 III. 12 IV. 7 IV. 7 IV. 7 IV. 7 V. 3 V. 3 V. 3 V. 3 25 26 27 28 rip cheek respect fancy steel delight voter located chill awake single talked joined repair anywhere dealing kisses living fresh lower knowing power higher bonnet reported smaller officer spread retain nature raw running treated changed title branches French contain improve broken jar monthly deliver greater learning gain liberty provided seal court proud afterward lamb kindest failed anyhow snap offering chain elect strongly meantime cleaned gown froze wrong dated greeting junk grind produce honest ordering share bugs lung circus extent locate remind Standard Number of Errors III. 12 III. 12 III. 12 III. 12 IV. 7 IV. 7 IV. 7 IV. 7 V. 3 V. 3 V. 3 V. 3 29 30 31 32 owe male gem plain worm most tail per earn melt task board yoke mode tape size pearl mood lack haul offer rural thrown tax years pear through wrote heart peas toe build often mouse legal whole shirt pests tore cast hoped sales trim stair firms scold mental sale bail seek urged beet marry shell vest pair rainy sneeze booster wear silly path wipe knew fudge jelly yield blew broad staid manual would shine stoves boost lone equal stuck walnut grown Standard Number of Errors III. 12 III. 13 III. 15 III. 11 IV. 7 IV. 8 IV. 9 IV. 5 V. 3 V. 4 V. 5 V. 2 S-1 S-2 S-3 S-4 shirts tempt ages jolly muddy boy's alarm layer skim charm amuse breast sky faith bitter mince slap yards blanks legging slick bead brine dean stack grate cabin oyster stands socks pages pantry steep dates Co. parade sting yarn drift player stool wring dies wave stoop limp empty polish strip states escape puzzle stump stretch floss rules tack bruise strap saucer tag wreck frank scream tease peep haul screen tune peak heaven stag ways sketch lard steal words tact lean eighth Standard Number of Errors III. 10 III. 13 III. 15 III. 15 IV. 5 IV. 8 IV. 9 IV. 10 V. 2 V. 4 V. 5 V. 5 FIFTH GRADE DIRECTIONS TO FIFTH GRADE TEACHERS The minimum lessons for this grade are numbered from 1 to 32, and contain 620 new words of the minimum list. The lessons marked R-1, R-2, R-3, R-4, are made up of words from the fourth grade lessons which are most frequently misspelled by fifth grade children. In addition to these eighty review words, there is one review lesson containing homonyms. There are also two supplementary lessons made up of words which are new but which are not so commonly used as those in the minimum list. As in preceding grades, these supplementary lessons are introduced in order to afford additional work for classes which finish the regular lessons before the end of the year. There are also two lessons containing names of the months, days of the week, and certain abbreviations. =Directions for Teaching.=--Read carefully the suggestions on pages vii to xvi. Read also the suggestions to teachers of the first four grades. See to it that your pupils attack their lessons in an aggressive manner. The pupils in grade five do considerable work in written composition, so it will be well to watch very closely the errors made in such work. Have the pupils learn all words misspelled in their written work, using the same method as in their regular spelling lessons. Remember that the lessons are arranged by weeks rather than by days. The work for each week consists of one advance column and one review column. The review column in each case is the fourth column preceding the advance work. That is, it is made up of a week's work one month old. For example, column 5 contains 20 new words to be learned in one week. During the same week, column 1 should be reviewed. The lesson for the first week consists of column 1, which is the advance lesson, and of column R 1, which is the review. R-1 R-2 R-3 R-4 running joined wrong broad legal tax anyway cleaned mental chapter greater eighty process dread hurt everybody booster farther junk froze rural fully o'clock fruit manual idea ordering granted straight inspect anyhow kindest enroll jar blew lamb mamma kitchen chain leaf rainy knowing enclosed liberty owe dealing circus living French expert gallon Mrs. largely frozen greeting neat cedar guess opening ocean together moment noisy officer term reached retail pencil busy remind worm pretty gain serve afterward program intend valued among provided Standard Number of Errors IV. 13 IV. 8 IV. 8 IV. 7 V. 8 V. 4 V. 4 V. 3 VI. 5 VI. 2 VI. 2 VI. 2 1 2 3 4 acting charming copy shed Bible chum wait birth closer clever edge speed crib colt won odd depending drilling brace mass glasses earning beef youth grandfather flesh enjoy fuel maple formed joke worse overlooked globe favor hare painted hardware until loud pending joyful peace jaw planted lighting reply main posted likewise frame wage printer loaded rough tread renting lucky family score stranger painter slipper scale tested reaching wishes cure trained respond united rye whereby red nerve graze candle sash caused creep Standard Number of Errors IV. 5 IV. 7 IV. 7 IV. 8 V. 2 V. 3 V. 3 V. 4 VI. 1 VI. 2 VI. 2 VI. 2 5 6 7 8 scare sore diner sewing fifth gas burst steady hers says listen dirty ease whom powder ivory scrap union pitcher turned dose women voice eager throw stuff linen bridge tried crazy built freeze checks tired fixed narrow hasten force penny refuse chore habit liked strike notes piano taught insist scrub cough rapid seemed seems nurse finest caught Ave. raise dairy valley finds ought loyal comply bulbs extra devil weary grit appear organ reduce dodge fourth await showed weekly button blessed angry Standard Number of Errors IV. 8 IV. 8 IV. 8 IV. 8 V. 4 V. 4 V. 4 V. 4 VI. 2 VI. 2 VI. 2 VI. 2 9 10 11 12 admire needed placing eighteen bundle bottom reaches northern runner figured somebody thirteen sentence comfort movement amounting shadow throat informed withdraw insure stating handsome including friendly surface inviting industry papered foolish contained breaking circle carried English post-office gaining message helpful homestead cooler central improved workmanship Easter helped changing housekeeping boiler active checking handled elbow shoulder intended inclosing enlarge closing visited returning formal opened dealings settlement regain played stamped nevertheless bracelet covered watching language amounts damage anybody hereafter charged quickly pavement production Standard Number of Errors IV. 8 IV. 8 IV. 8 IV. 8 V. 4 V. 4 V. 4 V. 4 VI. 2 VI. 2 VI. 2 VI. 2 13 14 15 16 picnic directed detail perfect taxes fitting action capital raising flavor ladies misplaced repeat products latter writing cheaper disposed manage subject decline recovered parlor furnish lowest discovered degree instead cutting checked useful advance stopped needle reason handling proven cheerful season daughter latest eleventh writer chairman setting deeply second requested conduct feeder record mountain dancing German notice potatoes devoted prevented direct answered studies suffering cousin contract hence crowded enjoyed treatment skating coasting explain delightful drafts divide married delivered clearly shower highest answering Standard Number of Errors IV. 8 IV. 8 IV. 8 IV. 8 V. 4 V. 4 V. 4 V. 4 VI. 2 VI. 2 VI. 2 VI. 2 17 18 19 20 sew ordered though import deer factory during changes join middle enclose builder daily lonesome address mistake prize placed perhaps baseball began breakfast providing suitable public postal ashamed relations color beaten cottage appoint field extend already department cheap awaiting express nearer prove package Saturday months chest history greatest expect waist obtain delighted preach kept square shipment proved known finished painting cheese judge fifteen pleasure sleepy settle waiting trouble frankly woman invite several prices dealer orange training poultry health require slippery writer's Standard Number of Errors IV. 8 IV. 8 IV. 8 IV. 10 V. 4 V. 4 V. 4 V. 5 VI. 2 VI. 2 VI. 2 VI. 3 21 22 23 24 buyer begun length ribbon proof buggy normal adjust spare sleet barrel notion apply topic begged quoted bluff chose submit unpaid waste admit borrow employ coach slept barley winner honor upper weight famous claim credit bigger gained ample attend collar recess lodge supply gotten served blaze result object namely level secure sleeve sorrow aware couple debate misses filing advice animal voting shock dainty cities agreed owned profit beauty offers actor regret lonely artist worst permit beyond factor acted buying loving recite Standard Number of Errors IV. 10 IV. 10 IV. 10 IV. 10 V. 5 V. 5 V. 5 V. 5 VI. 3 VI. 3 VI. 3 VI. 3 25 26 27 28 points truly bond lbs. roast account sign bulk soak feel fee Tues. thumb quite quit germ warn regard view solo bathe suppose aid local blouse advise loss skirt cloud to-morrow diet worry friends desire fund pupil gorge further text quiet plait enclosing aim break stew question base owner strain acre grip fever stroll balance duet owing wealth else film shown guard hoping gravy crowd juice except limb model kegs statement lazy touch lease minute bowl weigh stitch oblige knot clerk Standard Number of Errors IV. 9 IV. 10 IV. 10 IV. 10 V. 5 V. 5 V. 5 V. 5 VI. 3 VI. 3 VI. 3 VI. 3 29 30 31 32 saddle husband deserve Sunday fitted parties illness Monday insert putting neglect Tuesday backed invoice reduced Wednesday baking obliged sitting Thursday struck evident stories Friday forward product excited Saturday against matters letting January written climate breathe February machine primary needing March careful delayed offices April student fashion captain May greatly rapidly percent June quarter noticed blossom July correct plainly fullest August lecture elected renewed September holiday butcher serving October include example silence November pattern reserve uniform December measure soldier although Christmas Standard Number of Errors IV. 10 IV. 10 IV. 10 IV. 5 V. 5 V. 5 V. 5 V. 2 VI. 3 VI. 3 VI. 3 VI. 1 33 34 S-1 S-2 Sun. feet fireman acres Mon. needed solve argue Tues. main stable border Wed. weigh starve mason Thurs. weight stiff acid Fri. freeze stingy China Sat. grip switch civil Jan. birth tablet harm Feb. won undo false Aug. sewing unpack acute Sept. base verse deny Oct. break grocer shove Nov. prize whisper envy Dec. peace clothes feat Co. waste drawing tool Dr. shown happens attic Mr. waist pretend voted Mrs. fourth groom muddy St. capital olive shave Ave. wait launch veal Standard Number of Errors IV. 5 IV. 9 IV. 9 IV. 9 V. 2 V. 6 V. 6 V. 6 VI. 1 VI. 3 VI. 3 VI. 3 SIXTH GRADE DIRECTIONS TO SIXTH GRADE TEACHERS The advance lessons numbered 1 to 32 inclusive contain 640 new words. The supplementary list containing 80 new words is meant for schools which, because of the long term or for other reasons, finish the minimum list of words before the end of the year. The lessons marked R-l, R-2, R-3, R-4, are made up of 80 words in the fifth grade list which are most commonly misspelled by sixth grade children. =Directions for Teaching.=--Read the preface and study with particular care the suggestions given on pages vii to xvi. It would be well also to read the suggestions given to teachers of the first five grades. Give particular attention to the correction of all written work. Remember that the lessons are arranged by weeks rather than by days. The work for each week consists of one advance column and one review column. The review column in each case is the fourth column preceding the advance work. That is, it is made up of a week's work one month old. For example, column 5 contains 20 new words to be learned in one week. During the same week, column 1 should be reviewed. The lesson for the first week consists of column 1, which is the advance lesson, and of column R 1, which is the review. R-1 R-2 R-3 R-4 fund pattern buying advise habit caught fee collar owing writing invoice fever parties buyer oblige quarter proof couple opened to-morrow pupil forward rough its quiet gotten scrap hoping sigh voting aid measure until minute crazy owing barrel needed enclosing level clerk question greatly obliged color sew grip putting dealer throw loss regard handling although ought touch husband ample picnic truly model quite profit weigh parlor breakfast shown loving placing delayed break crowd though feel explain further account fourth shock waste Standard Number of Errors V. 5 V. 6 V. 7 V. 8 VI. 3 VI. 4 VI. 4 VI. 5 VII. 1 VII. 2 VII. 2 VII. 3 1 2 3 4 delivery entering improving accept election dreadful performed herewith continue dwelling crippled attack property boarding requesting barrels prospect following increasing cactus shipping gentleman investment destroy standard perfectly throughout pepper enjoying Wednesday explained errand properly directory addresses flowers visiting intention regulation grower relation happened containing nicer promised reduction furnishing fabric headache attending forwarding lemon required countries friendship olives gasoline obtained yourselves peaches nineteen enjoyment deportment places southern expressed Thanksgiving Day mitten frighten presented headquarter regards fourteen extending relationship sandy outlined traveling collections cooky Standard Number of Errors V. 5 V. 5 V. 5 V. 5 VI. 3 VI. 3 VI. 3 VI. 3 VII. 1 VII. 1 VII. 1 VII. 2 5 6 7 8 polite million problem wired foggy total included exact samples duties private humor secured payable expected issue sections cigar advising moral severe final furnished bury melons polls foundation royal twelfth carrier geography sunny escort worthy companion curly buttons pastor location appeal cabbage modern directly common canon watched progress assist consent feature refreshment entire insects collect extended notify jealous jury conversation period laundry refused promotion burner listed ideal adventure caller pickle burden expecting concert publish fortune protected carbon hinges female concluded memory Standard Number of Errors V. 5 V. 5 V. 5 V. 6 VI. 3 VI. 3 VI. 3 VI. 4 VII. 2 VII. 2 VII. 2 VII. 2 9 10 11 12 chilly personal encourage loam presume reliable factories dirt regular absolute inspector berth special approved neglected due advised attended ourselves piece arrived commerce president loan certain consider reception firm connect honestly situation lose justify increase instruction ache liberal interest collection whose musical moderate composition fault natural prepared connecting passed quality suffered connection taste baggage charging consideration loose bidding resulting construction lime educate appointed correction wrap happily corrected difference terms seasons correctly instructed ditch credits dangerous particular loans instruct direction departments pity Standard Number of Errors V. 6 V. 6 V. 6 V. 7 VI. 4 VI. 4 VI. 4 VI. 4 VII. 2 VII. 2 VII. 2 VII. 2 13 14 15 16 queer important debating entirely growth prepare gentlemen automobile tight inquire believe effort fare item attention section chief lately information maybe forced beautiful service arrange group according future prompt booth depot remember addressed ninth forty condition recently smooth hospital replying promptly guide offered interested carefully calm hello either allow scarce channel advantage district debts favorable different promise strict February general instant crew curtain therefore surprise fern mentioned regarding mention bass using arrive education billed stayed success complete braid fairly forenoon neighbor Standard Number of Errors V. 7 V. 7 V. 7 V. 7 VI. 4 VI. 4 VI. 4 VI. 4 VII. 2 VII. 2 VII. 2 VII. 2 17 18 19 20 alter chapel desired tanning reset closet domestic weighed gross seldom prepaid hurried trial parent furnace minister knows refund dentist supplied limit cement entitle division idle custom popular conclude towel poetry average preacher human apiece settled visitors amply hereby bedroom complain berry seller entered constant ankle utmost failure current ruin approve healthy rendered abroad boarder sixteen director manner brokers expects shopping retire harmony sweater produced tickle sleeper leading creamery govern justice ironing exciting potato observe wearing blooming garage outlook receive cherries Standard Number of Errors V. 7 V. 7 V. 7 V. 7 VI. 4 VI. 4 VI. 4 VI. 4 VII. 2 VII. 2 VII. 2 VII. 2 21 22 23 24 remained vacant cases assure mountains elope aloud easily neighbors insult simply recent wondering deem cellar effect publisher width method volume agreeable facts tongue system machinery hymn sleigh social oversight ideas height spirit directors remit select avenue preparing avoid toward author addressing rifle violin prayer durable drama camera excess convention adopt wander liquid pertaining bacon occurs search considering satin fasten hungry reputation motor enable others permission avail secret league blackberries arise relief surely explaining apron parcel highly remembering sweat likely compare Standard Number of Errors V. 7 V. 8 V. 8 V. 8 VI. 4 VI. 5 VI. 5 VI. 5 VII. 2 VII. 2 VII. 2 VII. 2 25 26 27 28 engine propose citizen adjusted safely efforts capable soreness poison thunder applied umbrella desert useless courage landlady decent possible grammar freshman corset cashier prevail position gloomy manager expired national tomato decided affairs circular relating absence portion purchase theater support squeeze relative earnest proceed reunion graduate biggest concern journey supplies consist neither disturb telegram closely limited fearful discounts grocery ability gallery commence adopted assured instance indicate colored attempt addition attached tickled favored advanced maintain shipper federal attain arranged cabinet funeral confined hesitate Standard Number of Errors V. 8 V. 8 V. 8 V. 8 VI. 5 VI. 5 VI. 5 VI. 5 VII. 2 VII. 2 VII. 2 VII. 2 29 30 31 32 calves attacked invest New York choice backward lettuce Chicago clothe commands shipments Philadelphia stalk carriage mileage Cleveland debt catarrh questions Detroit doubt combine muslin St. Louis ghost composed nearest Boston guest compared chickens Baltimore laid condemned occurred Pittsburg missed consult onions Los Angeles priced culture oppose Buffalo tract details eastern Milwaukee route dismiss pamphlets Minneapolis shipped materials partner Newark signed fiction persons New Orleans slight goodness persuade San Francisco style forever procure Seattle canned careless purple Washington course granite quarrel Cincinnati ere sprinkle scarcely Portland Standard Number of Errors V. 8 V. 9 V. 9 V. ( ) VI. 5 VI. 6 VI. 6 VI. ( ) VII. 2 VII. 3 VII. 3 VII. ( ) S-1 S-2 S-3 S-4 accent quinine kodak affect members railway angel ashore counter remains burial lemonade affords sailor ceiling attempts bearing session offend basement Europe solely paragraph behave confine subjects proceeds blister garnet suburb quartet bloomers griddle tackle reasons camping hammer tartar diameter caved humble wherein sandwich copied induce homely suite driving judging combined surround dropped ignore relate suspect dizzy mixture ditches tour dollars outcome forage traveler darkness packers grapevines housekeeper daytime precious lying wholly fallen pronounce major vinegar farmers proposed injury carload finely Standard Number of Errors V. 9 V. 11 V. 11 V. 8 VI. 6 VI. 8 VI. 8 VI. 5 VII. 3 VII. 5 VII. 5 VII. 2 SEVENTH GRADE DIRECTIONS TO SEVENTH GRADE TEACHERS The minimum lessons for this grade are numbered from 1 to 30 inclusive and contain 600 new words. The supplementary lessons contain 60 new words which are not so commonly used as those in the minimum lessons. As in preceding grades, these supplementary lessons are introduced in order to afford additional work for classes which finish the regular lessons before the end of the year. The lessons marked R-l, R-2, R-3, R-4, are made up of words from the sixth grade lessons which are most frequently misspelled by seventh grade children. =Directions for Teaching.=--Read carefully the suggestions on pages vii to xvi. Read also the suggestions to teachers in the first six grades. As in grades four, five and six, the spelling errors found in pupils' compositions should be rigorously corrected. Remember that the lessons are arranged by weeks rather than by days. The work for each week consists of one advance column and one review column. The review column in each case is the fourth column preceding the advance work. That is, it is made up of a week's work one month old. For example, column 5 contains 20 new words to be learned in one week. During the same week, column 1 should be reviewed. The lesson for the first week consists of column 1, which is the advance lesson, and of column R 1, which is the review. R-1 R-2 R-3 R-4 decided easily interested lose either instant likely clothe extended neither delivery missed favored mention doubt Dr. hospital remit fern shipped relative replying item strict piece perfectly loose choice queer purchase mentioned maintain system surprise passed February telegram absence spirit maybe Wednesday circular supplies using ache graduate support ability believe instance toward nineteen consist manager accept choose favorable receive addressed moral growth particular attempt regarding indicate supplied assured stayed lately tight biggest course limited cashier cellar forenoon minister fabric concern hello Standard Number of Errors VI. 5 VI. 5 VI. 7 VI. 8 VII. 3 VII. 3 VII. 4 VII. 5 VIII. 2 VIII. 2 VIII. 2 VIII. 3 1 2 3 slightly forgotten extensive appeared represent quotation assembly complaint seventeen selected youngster effective struggle nightgown interests supposed certainly patent enrolled satisfied comfortable procured increased instructive followed selection improvement restless accomplish considered internal doubtless importance accounts entertain reasonable contents advertise interesting distance forwarded republican describe justified themselves overalls published represented presents treasurer circulation gathered connected subscriber availing difficult appointment gratitude described expression Standard Number of Errors VI. 5 VI. 5 VI. 5 VII. 3 VII. 3 VII. 3 VIII. 2 VIII. 2 VIII. 2 4 5 6 attraction bride whether adjustment awful anxious federation usual realize introduction Prof. patient remembered refer banquet introduced gland exactly graduation decide nervous manufacture error suggest connections madam expense educational salary society frightened broker article quotations copies library approached policy thereto entertainment really junior stockholders actual opinion considerable design inasmuch publication college arrival satisfaction affair deposit transportation pardon salesman international purpose securing Standard Number of Errors VI. 5 VI. 7 VI. 7 VII. 3 VII. 4 VII. 4 VIII. 2 VIII. 2 VIII. 2 7 8 9 favors exercise balances pudding material contemplate uneasy medicine handkerchief accuse knowledge neighborhood discuss splendid installed occur valuable surprised entry establish dependent cartoon purchased distribute studied argument apartment figuring lovingly services motion carrying depositors Bro. accident establishing therein bicycle conditions attach customer observation writers received passenger awaken situated requirements stylish arriving destroyed matron earliest possibly drawer happiness underwear porter continued conclusion Standard Number of Errors VI. 7 VI. 7 VI. 7 VII. 4 VII. 4 VII. 4 VIII. 2 VIII. 2 VIII. 2 10 11 12 fierce territory orchard freight character suggesting haste prefer acquaint hauled description approach heir operation biscuit niece commercial canoe strength democrat bungalow quote finally consumption source available cultivate brief accordance interview choir confidence review coarse develop ruffle meant etc. trolley mere fortunate engage sense satisfy ferry herein receiving thereafter type entitled prospects based generally Pres. urge expensive transactions grippe previous altitude Standard Number of Errors VI. 8 VI. 8 VI. 8 VII. 5 VII. 5 VII. 5 VIII. 3 VIII. 3 VIII. 3 13 14 15 evidently qualities signature instructor substitute ordinary literary compelled relieve applicant formerly influence impose honorable government thereof instrument investigation enrollment politics series genuine choosing afford believing electrical favorably constitution transit attorney disposal authorized journal extreme contemplated institute lining estimated candidate personality identify merchandise prosperous letters distribution tatting mercantile similar blizzard worrying exhibit cushion disgusted considerably equally realizing renewal gradually admission succeed Standard Number of Errors VI. 8 VI. 8 VI. 9 VII. 5 VII. 5 VII. 6 VIII. 3 VIII. 3 VIII. 4 16 17 18 strictly barely assistant studying engineering industrial elsewhere orchestra sirup lading crocheting arrangements impression illustrated inquiry announce succeeded auction development exclusively appreciated explanation supervisor principal sincere civics usually stationary criticize circumstances confer attitude variety jobber congratulate presence transact electricity practical decision existing assistance moisture prosperity equipment administration talent registration employee appearance duplicate excitement inquiries particularly acceptance planned absolutely organize athletics basis Standard Number of Errors VI. 9 VI. 10 VI. 10 VII. 6 VII. 7 VII. 7 VIII. 4 VIII. 4 VIII. 4 19 20 21 business practice safety pleasant beginning unusual appreciate experience surplus necessary acknowledge typhoid probably benefit coupon receipt subscription disagreeable sincerely awfully heretofore opportunity secretary welfare inst. successful assurance proposition premium auditor foreign magazine exceptional institution association assignment examination certificate confirm university commission possession imagine excellent attendance additional literature demonstration alfalfa annual assume terrible organization correspond separate remittance goodbye envelope arrangement consequently Standard Number of Errors VI. 10 VI. 10 VI. 10 VII. 7 VII. 7 VII. 7 VIII. 4 VIII. 4 VIII. 5 22 23 24 privilege readily recommend guarantee vicinity definite rheumatism corporation correspondence guaranteed crochet courtesy schedule assigned judgment data ninety courteous Latin sympathy thoroughly majority disease Chautauqua suggested planning efficiency control advisable approval established original senior Christian merely furniture operating practically regularly patron science contemplating religious advertisement difficulty altogether semester issued bargain quantity profession engineer response allowed responsible capacity examine situated catalogue glorious Standard Number of Errors VI. 11 VI. 11 VI. 12 VII. 8 VII. 8 VII. 9 VIII. 5 VIII. 5 VIII. 6 25 26 27 certified associated custard dismissal timothy double develops accomplished resign estimate tendency panel heavily confirming pamphlet horrible congratulation familiar obligate illustrating sermon traffic meter hustle trifle reliability janitor exceed resource occupy finance examiner warehouse overdo demonstrated envelop residence carnival preside camphor conservatory scholar discussion consultation museum galvanized enormous methods interrupt legislation patience intimate maturity fundamental luncheon nickel accredited mattress manufacturing continuous Standard Number of Errors VI. 11 VI. 11 VI. 12 VII. 8 VII. 8 VII. 8 VIII. 5 VIII. 5 VIII. 5 28 29 30 adapted buried rhubarb almonds marked initials analyze foliage confidential capitol heading irrigate faculty locally mutually formula luxury engaged mutual medium Vice Pres. nursery quietly circulars quoting rabbits exercised salad razor childhood scenery refers vegetable tobacco reverse packages towards shining terribly opera solid desirable urgent survey determine via turkeys shortage visitor visits rainfall widow vomit wherever accompany wasted fertilizers apricot confess adequate Standard Number of Errors VI. 10 VI. 9 VI. 10 VII. 7 VII. 6 VII. 7 VIII. 4 VIII. 3 VIII. 4 S-1 S-2 S-3 items willow muscle honey gospel guilty stormy wisdom soldiers stupid naughty handles negro slowly hearty tailor expand helper sire arises somehow rally sewed raisin toilet murder jewels tower miner napkin unload holy dessert upset vigor lessons utter lawyer marble vice crown scatter vessel vague millers wages votes minded warmly yacht roomer repay cable earlier mercy create remarks whistle ladder kindle Standard Number of Errors VI. 7 VI. 7 VI. 7 VII. 4 VII. 4 VII. 4 VIII. 2 VIII. 2 VIII. 2 EIGHTH GRADE DIRECTIONS TO EIGHTH GRADE TEACHERS The minimum lessons for this grade are numbered from 1 to 25 inclusive, and contain 500 new words. There are in addition 240 supplementary words which are new, but which are not so frequently used as those in the minimum list. The four lessons marked R-1, R-2, R-3, R-4, are made up of those words in the preceding grades which are most frequently missed by eighth grade students. The lesson marked "Special Review," contains the hardest words, of the two thousand most frequently used in correspondence. In addition, there are four letters which should be given as dictation exercises. These letters contain a large number of words which are very likely to be misspelled, as shown by their frequency of use in correspondence and the percentage of error of eighth grade pupils who attempt to spell them. Remember that the lessons are arranged by weeks rather than by days. The work for each week consists of one advance column and one review column. The review column in each case is the fourth column preceding the advance work. That is, it is made up of a week's work one month old. For example, column 5 contains 20 new words to be learned in one week. During the same week, column 1 should be reviewed. The lesson for the first week consists of column 1, which is the advance lesson, and of column R 1, which is the review. R-1 R-2 R-3 Chautauqua planning separate schedule remittance advisable guaranteed probably awfully rheumatism sincerely disease privilege arrangement sense efficiency considerably familiar inst. capacity merely judgment corporation presence recommend usually receiving thoroughly choir similar correspondence inquiry variety courteous renewal crochet semester alfalfa imagine practically basis organization opportunity benefit successful literature catalogue sympathy absolutely excellent appreciated receipt necessary assigned definite quantity assistant guarantee response pleasant Standard Number of Errors VI. 15 VI. 13 VI. 12 VII. 12 VII. 9 VII. 8 VIII. 9 VIII. 6 VIII. 5 R-4 1 2 relieve convince reference surprised transfer companies appreciate independent discourage assistance investigate insurance candidate wholesale inclined certificate democratic organized distribution employer ambition magazine exception attractive principal confident credited readily advertised notified registration constantly operated commission manufacturer worried equipment sanitary automatic exhibit submitted accord nervous liable frequently practical evidence management regularly concerning generous succeed assuring involved uneasy positive misunderstanding duplicate superior representation Standard Number of Errors VI. 10 VI. 7 VI. 7 VII. 7 VII. 4 VII. 4 VIII. 4 VIII. 2 VIII. 2 3 4 5 invitation contrary abstract celebrate entertaining employed discontinued examined register respectfully profitable resident obligation registered vision occupied reservation favorite application universal nephew accordingly requirement regardless collecting deliveries satisfactory convinced desiring serious destination conference Hallowe'en agriculture strawberries pneumonia fashionable advancement appendicitis combination decrease ingredients resigned deserved phosphorus membership triumph telephone supervision graduating temperature clause hustling possibilities activity numerous temptation impossible raiser constructed Standard Number of Errors VI. 7 VI. 7 VI. 10 VII. 4 VII. 4 VII. 7 VIII. 2 VIII. 2 VIII. 4 6 7 8 Pullman librarian superintendent cistern agricultural occasion customers announcement representative sight-seeing completely possibility warrant ballot all right acknowledged coöperative especially electric cordial committee borrowers inferior immediately circumstance preliminary analysis opposite disappointed bulletin edition physical mortgage excursion exceptionally referred patronage annually referring professor exhausted convenience restaurant responsibility allotment commencement algebra installment chaperon executive advertising thesis permanent administrator possess soliciting straightened physician alumni epidemic Standard Number of Errors VI. 12 VI. 12 VI. 13 VII. 8 VII. 9 VII. 10 VIII. 5 VIII. 6 VIII. 7 9 10 11 vary specially ambitions duly extremely appreciation leisure calendar communication acquire originally commissioner agency official exhibition immense candidacy mechanical hastily extension specification various naturally consequence unlock cordially disappoint solicit customary remembrance medical campaign authority license financial appreciating client associate interfere Sabbath acquainted sufficient injure personally coöperating stomach immediate relieved notary esteemed coöperation surgery executed anticipate losing postscript preparation council convenient satisfactorily Standard Number of Errors VI. 15 VI. 13 VI. 13 VII. 10 VII. 10 VII. 10 VIII. 6 VIII. 7 VIII. 7 12 13 14 individual bonus patronize actually unusually probably merit disappointment reverend fertilize X-ray manufactured necessity canvass typewriter community enthusiasm enclosure bureau accompanying illustrate grateful tuberculosis preserve correspondent politician opportune quantities anticipating appetite thorough characteristic bronchitis compliment anniversary discussed geometry zephyr privileged regretting peculiarities courtesies equipped assortment desirous prior illustration promenade efficient inducement strenuous affectionately label kimono lieutenant practicing ultimo fraternally amendment aggravate Standard Number of Errors VI. 14 VI. 14 VI. 15 VII. 10 VII. 11 VII. 12 VIII. 7 VIII. 8 VIII. 8 15 16 17 principle articles decomposed professional bachelor developing circuit benefits embroidery acquaintance infected employment scientific minimum enjoyable inconvenience miserable immensely enthusiastic objection experiment recd. opinions facilities assessment sidewalk gardening materially stopping inventory recommendation tomatoes irrigation supplement treasure mentioning confirmation vineyard memorandum occasionally advantages measuring apparatus asparagus officials essential carpenter operations unnecessary casseroles previously accommodate catalogues proportion affidavit comfortably specimens definitely temporary spineless Standard Number of Errors VI. 15 VI. 12 VI. 12 VII. 13 VII. 8 VII. 8 VIII. 9 VIII. 5 VIII. 5 18 19 20 cafeteria accommodation nowadays squirrels accommodations steadily straighten acknowledging butter-fat substantial acknowledgment contented suggestion advantageous conveyance twenty-five anticipation scholarship undertake communications coöperate communicate financially cucumbers complement incidentally everywhere continually kindergarten impatient conveniently manufacturers inquiring unpleasant preliminaries missionary unfortunate solicitation organizing institutions undoubtedly positively progressive beautifully sometimes prospective presentation separately publications remittances sediments gymnasium unfortunately rosebushes memorandums unexpected rheumatic uncomfortable vice president correspondents Standard Number of Errors VI. 12 VI. 13 VI. 12 VII. 8 VII. 10 VII. 9 VIII. 5 VIII. 7 VIII. 6 21 22 Ala. (Alabama) Md. (Maryland) Alaska Mass. (Massachusetts) Ariz. (Arizona) Mich. (Michigan) Ark. (Arkansas) Minn. (Minnesota) Cal. (California) Miss. (Mississippi) Colo. (Colorado) Mo. (Missouri) Conn. (Connecticut) Mont. (Montana) Del. (Delaware) Nebr. (Nebraska) D. C. (District of Nev. (Nevada) Columbia) N. H. (New Hampshire) Fla. (Florida) N. J. (New Jersey) Ga. (Georgia) N. Mex. (New Mexico) Hawaii N. Y. (New York) Idaho N. C. (North Carolina) Ill. (Illinois) N. Dak. (North Dakota) Ind. (Indiana) Ohio Iowa Okla. (Oklahoma) Kans. (Kansas) Oregon Ky. (Kentucky) Pa. (Pennsylvania) La. (Louisiana) R. I. (Rhode Island) Me. (Maine) Standard Number of Errors VI. ( ) VI. ( ) VII. ( ) VII. ( ) VIII. ( ) VIII. ( ) 23 24 S. C. (South Carolina) A. M. (Forenoon) S. Dak. (South Dakota) Agt. (Agent) Tenn. (Tennessee) Assn. (association) Tex. (Texas) A1. (First class) Utah Vt. (Vermont) bbl. (barrel) Va. (Virginia) bbls. (barrels) Wash. (Washington) bldg. (building) W. Va. (West Virginia) bu. (bushel) Wis. (Wisconsin) Capt. (Captain) Wyo. (Wyoming) C.O.D. (Collect on Cuba Delivery) Philippine Islands ¢; ct. (cent) Porto Rico cr. (credit) Co. (Company or cwt. (hundredweight) County) doz. (dozen) Messrs. (Gentlemen) gal. (gallon) R.F.D. (Rural Free ft. (foot or feet) Delivery) F.O.B. (Free on Board) Hon. (Honorable) acct. (account) i.e. (that is) Dr. (Doctor or debtor) N. B. (take notice) Treas. (Treasurer) Standard Number of Errors VI. ( ) VI. ( ) VII. ( ) VII. ( ) VIII. ( ) VIII. ( ) 25 Special Review Jour. (Journal) Chautauqua in. (inch or inches) fraternally mdse. (merchandise) schedule ass't (assistant) guaranteed Jr. (Junior) privilege Mdlle. (Mademoiselle) affectionately mfg. (manufacturing) guarantee oz. (ounces) rheumatism sec'y (secretary) judgment pkg. (package) efficiency pr. (pair) recommend pd. (paid) referred P. M. (afternoon) disappoint mgr. (manager) immediately P. S. (postscript) referring pub. (publisher) equipped qt. (quart) grateful St. (Saint or street) bulletin Supt. (superintendent) all right viz. (namely) mortgage Standard Number of Errors VI. ( ) VI. (16) VII. ( ) VII. (13) VIII. ( ) VIII. (10) S-1 S-2 S-3 descend postpone resources necktie political respectable swallow elaborate sentiment nonsense exporting seriously oatmeal kidney suddenly wireless locations tablespoon afloat memorial telegraph tiresome muscular preparatory horseback negotiate commencing housework peculiar warranted wealthy unlikely occupant scarlet purposes performance whiskers readiness physiology scissors recognize bacteria scramble remaining beginner scribble resemble beneficial sweetness military proportions heaviest blossoms intentions slippers coloring accustomed accepted chemical opposition Standard Number of Errors VI. 9 VI. 9 VI. 12 VII. 6 VII. 6 VII. 8 VIII. 3 VIII. 3 VIII. 5 S-4 S-5 S-6 attempting expressing machines economize expressions honored carelessness suggestions endorsed stenographer likelihood occasional decoration manufactures epistle particulars maintained misspell grandmother maintaining innocent extravagance occasions inferred firecracker notwithstanding matured exposition remitting proffer partially sentiments invested pleasantly specialty logic congenial unsettled audited carnation beforehand academy gophers misunderstand formally whatsoever alteration importing demonstrate apologies masonic disposition appreciates mutilate embroider contribution shelving prescription developments socialist Standard Number of Errors VI. 12 VI. 12 VI. 12 VII. 8 VII. 8 VII. 8 VIII. 5 VIII. 5 VIII. 5 S-7 S-8 S-9 tenement accorded comment thereabouts activities descriptive transacted adjustable declamation indigestion affectionate deducted interruption undershirt economical facilitate appropriate encouragement facility approximately endeavor fraternity cemetery endeavoring inaugurate commodities expectation mathematics comparatively faculties reciprocate critical feasible tabernacle introduce financing thermometer dreadfully hysterics vivisection dividend ignoramus affiliated purchases inability appreciative directories industrious indefinitely disaster pocketbook probability dictionary representatives informal depositing instructions dressmaker depository sufficiently Standard Number of Errors VI. 13 VI. 12 VI. 12 VII. 10 VII. 8 VII. 9 VIII. 7 VIII. 5 VIII. 6 S-10 S-11 S-12 detain alcohol exceedingly deprive charity insignificant exhaust comedy wonderfully whoever imitate measurement expire invalid sacrifice faithful lovable sarcastic frequent operate satisfying happiest opium selecting disgust remodel temperance apology taxicab thoughtfulness homelike allowing marriage hopeful borrowing unanswered intrude chocolate undertaking lantern promises willingly liquor conductor population output congress advisability outrage decorate agreement physic deposits celebration becoming developed comparison discount discover emergency Standard Number of Errors VI. 9 VI. 10 VI. 12 VII. 6 VII. 7 VII. 9 VIII. 3 VIII. 4 VIII. 6 USE OF THE CONTRACTION One of the first things to learn in writing letters is that the form and style of the letter must be suited to the message which the letter contains, and to the relationship which exists between the person who sends the letter and the one who is to receive it. The style of business letters must be clear, direct, and dignified. With certain exceptions, as in sales letters, such letters are usually made very impersonal. On the other hand, personal letters are quite properly regarded by many as a sort of conversation in writing. In writing to friends or to relatives one usually desires to be informal. One of the ways of achieving this informality is through the use of colloquial English and contractions. In the past, many teachers of English have cautioned students against the use of contractions in letters; but an examination of the correspondence of writers whose letters are regarded as models shows that most of these authors use contractions very freely. If you will read the letters of Henry Adams, Stevenson, Gray, Henry James, Lamb, Carroll, Walpole, Keats, Emily Dickinson, Thackeray, Dickens, and others, you will see that in writing to friends and members of their families they wrote much as they would have chatted with those to whom the letters were addressed. In general, then, contractions are to be used only in informal or friendly correspondence. In letters to strangers and in most business correspondence they should be avoided. Perhaps the best guide to the proper use of contractions is to be found in the models of writers who are famous for their personal letters. can't "You can't be too careful." (Lamb) don't "... for, O, I don't know how long." (Stevenson) doesn't "He doesn't agree with them all ..." (Stevenson) won't "This sort of thing won't do." (H. James) it's "... It's a glorious afternoon ..." (E. Dickinson) I'm "I'm three parts through Burns; ..." (Stevenson) I'll "I'll try to improve it ..." (Stevenson) haven't "... I haven't yet had time to give ..." (H. James) you'll "You'll never guess; ..." (Carroll) isn't "It isn't like gold ..." (E. Dickinson) I've "So I've been idle." (Stevenson) we'll "We'll finish an education sometime ..." (E. Dickinson) wouldn't "... but Stephen wouldn't allow it ..." (Stevenson) didn't "... I didn't see him." (Fitzgerald) I'd "Another shot and I'd have gone to kingdom come." (Stevenson) you'd "... and I beg you'd believe me ..." (Gray) hadn't "... if you hadn't seen her ..." (H. James) hasn't "This ought to have made me gay, but it hasn't." (Stevenson) couldn't "If it were easy to write a play, I couldn't ... think of it." (H. James) wasn't "Wasn't it curious?" (Carroll) DICTATION EXERCISES The following letters contain a large number of words which occur with relatively high frequency in correspondence, and are quite likely to be misspelled by persons of eighth grade education. They should be dictated in short phrases of three to five words without repetition, pausing after each dictated phrase for the children to write. The rate should be such, however, that the dictation and writing will be completed in the time designated in the note preceding each letter. On the average this will be about one and one-half lines per minute. A little practice will enable the teacher to dictate at this rate without difficulty. Pupils should be able to write these letters at the given speed without hesitation or error of spelling before they have completed the work of this grade. LETTER NO. 1 This letter should be dictated in three sections. The first exercise extends to the end of the first paragraph, including the heading and salutation, and should be written in 8 minutes. The second exercise includes the second and third paragraphs and should be written in 9 minutes. The third exercise completes the letter and should be written in 6-1/2 minutes. Des Moines, Iowa, June 2, 1920. DEAR MAMMA, I suppose you feel that I have been very slow about writing, but I haven't had a minute for either letter writing or pleasure the past few days. I took my last test this forenoon--the terrible and much dreaded literature examination. It lasted from ten o'clock until noon, and though it was different from what I had expected I think I got along all right. I probably won't get an excellent grade, for I just had to make a guess at one answer I didn't know, but you can't imagine how happy I am to be all through. Tomorrow will be the last day of school and our superintendent is going to let us celebrate with a class party. Aunt Lucy wants me to stay with her another month, but I am coming home Saturday, for I know I'll be eager to get back to the farm just as soon as we have good weather again. Last Sunday I accepted Edith's invitation to spend the day with her. She lives about thirty miles from Des Moines, and I enjoyed the drive over the country roads. I'm sure I'll never lose my love for the farm. I must tell you, too, about Edith's brother, a lieutenant, who got his commission at the same time John did. He is personally acquainted with John's captain and knew several other men in that company. I was very much interested in his account of his army experiences. I appreciated the check you enclosed in your last letter, for I needed some money for my new dress. I never realized before this year how much it costs to clothe a girl. I wish you were here to advise me what kind of material to get. I miss your judgment when I try to go shopping alone. Aunt Lucy's voile dress has given her a great deal of service, and so I think I'll decide on that material for my best summer dress. Remember me to the boys when you write, and give my love to Grandmother. I do hope her rheumatism is better. Affectionately, HELEN. LETTER NO. 2 This letter should be dictated in two sections. The first exercise extends to the end of the first paragraph, including the heading and salutation, and should be written in 12 minutes. The second exercise completes the letter and should be written in 7 minutes. October 18, 1920. Iowa Land and Loan Company, 706-712 Commerce Building, Des Moines, Iowa. GENTLEMEN, We take this occasion to acknowledge the receipt of your letter of the 17th inst., and sincerely appreciate the interest which you have shown in our association. We must find a permanent location for our Chautauqua, and believe that we have found lots which will be satisfactory, especially since they are in a really pleasant locality, convenient to the college. Since it will be necessary to investigate this business opportunity immediately, we are referring the matter to a committee and we feel the analysis of the situation will be complete. The committee to which this matter is referred will probably recommend giving a mortgage but quite certainly will receive advice on this point from representative citizens. The money to carry on the investigation is in the First National Bank, the certificate of deposit being in the hands of the treasurer of the association. If possible the members of the association would like to issue the bulletin which contains the course by the beginning of the season, whether the matter of permanent grounds is thoroughly investigated, or not. Experience has taught us, too, that the bulletins are received with more enthusiasm at an early date. The truly awful accident of last year in which two people were killed when the tent fell will have its influence on our present campaign for a permanent building. Kindly give this matter your attention at your earliest convenience. Respectfully yours, HENRY JONES. LETTER NO. 3 This letter should be dictated in two sections. The first exercise extends to the end of the second paragraph and should be written in 7 minutes. The second exercise completes the letter and should be written in 9 minutes. Minneapolis, Minnesota, March 26, 1920. DEAR FATHER, You can see from the article which I enclose that we did not disappoint our principal, even though it has been impossible to practice during the past week. Under the circumstances it doesn't seem possible that we could have won, but maybe our success was due to having no practice before the game. Some of the teams seemed rather over-trained. The coach changed me to right forward, although, as you know, I usually play at guard. I suppose there was a doubt in his mind as to whether I could guard the tall forwards on some of the teams. Our team never played together better. We didn't have so great a variety of plays as some of the other teams, but relied almost entirely upon our short passing game. What I liked especially was that there wasn't a single poor official. One of the officials was the man who spoke last fall on our community health program. I suppose the team will reach home Saturday night. I am sure that we ought not to stay here later than Saturday noon. The teams were entertained at the various fraternity houses and the men have been very much crowded to make room for us. We certainly appreciate the good treatment we have received from these men and from everyone. Affectionately, your son, HARRY. LETTER NO. 4 This letter should be dictated in three sections. The first exercise extends to the end of the second paragraph, including the heading and the salutation, and should be written in 9 minutes. The second exercise includes the rest of the letter and should be written in 12 minutes. Not more than one exercise should be given in one day. Newark, New Jersey, December 3, 1920. Mr. Frank A. Hardy, Managing Editor, National Insurance Journal, Boston, Massachusetts. MY DEAR MR. HARDY, I am glad to make an immediate reply to your inquiry of December 1, regarding Miss Henry's qualifications. It is now eight years since Miss Henry first took a position with us. She began as mail clerk, working up rapidly through the ranks, until she became private secretary to Mr. Baldwin, President of the Central Insurance Company, in which capacity she has served for four years, becoming an important part of the institution. We have found her always courteous, thoroughly efficient in her work, and absolutely reliable. She is well equipped for a position on an insurance publication because of her magazine writing, which she has been doing in connection with a course in journalism at the university this year. She has been most successful in this work and hopes to find time to do more of it during the summer term if her schedule will permit. It was only because of her great desire to continue her education that we were willing to accept her resignation, and we knew that this year's work at the university would mean a broader field for her in the future. I am enclosing a record of Miss Henry's work, on the usual form kept for each employee, showing the approximate progress she made during her eight years with us and her increased value to the company, and I am also sending under separate cover Miss Henry's photograph, as you suggested. Hoping I may hear from you further if there is any additional information you require, I am Very sincerely yours, JOHN SMITH. SUPPLEMENT WHICH CONTAINS CERTAIN RULES AND DEFINITIONS OFTEN TAUGHT AS A PART OF THE COURSE OF STUDY IN SPELLING As a part of the course of study in spelling, there is occasionally found a provision for word study and for teaching certain rules and definitions. The following supplement is added as a guide in schools which make such a requirement. Ordinarily such topics as derivation of words, root prefixes, suffixes, homonyms, antonyms, synonyms, and hyphens are taught, either as a part of composition or as a part of dictionary exercises. The value of teaching spelling rules is still somewhat a matter of controversy, although the weight of experimental evidence seems to indicate that children do not profit from a study of the rules in spelling, as much as they profit from the same amount of time spent in the direct study of the important words covered by these rules. However, since some city and state courses of study require the teaching of the rules, it seems advisable to put the more important rules in this supplement. An effort has been made to state these rules in the simplest manner possible, within the limits of accuracy. Great care has been taken, also, to tabulate, for each rule, the words frequently used in correspondence, which are exceptions. The teacher should understand clearly that it is not the intention of the authors to have these rules take the place of the direct teaching of any word. Rather they are to be regarded as supplementary exercises. It is doubtful whether much attention should be given to rules before grade seven. DERIVATION OF WORDS Often one word is built up from several words or syllables. The most important part of such a built-up word is called the root, or base. This root or base had an original meaning which is usually clear, especially in purely English words, as in-side, happi-ness, etc. Many built-up or derivative words are from other languages. A few examples may help to illustrate: 1. international--Latin inter (between) plus nation (nation) plus al (pertaining to)--between nations, pertaining to intercourse between nations. The root is "nation." 2. extraordinary--Latin extra (on the outside, out of) plus ordinarius (ordinary)--out of the ordinary, unusual. The root is "ordinar." 3. provide--Latin pro (before) plus vid (to look or see)--to look before or ahead, to look out for in advance. The root is "vid." 4. convention--Latin con (together) plus ven (to come) plus tion (act of)--act of coming together--meeting. The root is "ven." Many roots or bases are taken directly from the English: 1. out-come--act of coming out--that which comes out of something else--result. 2. in-side--inner side or surface. 3. cheer-ful--full of cheer. 4. happi-ness--state of being happy. In studying these words, you may have noticed that something besides the root or base is needed to make the meaning clear. The other two parts which help to make up words are called prefixes and suffixes. These will be taken up separately. PREFIXES A prefix is a word or syllable placed before another word, and so completely joined to it that it changes the meaning of the basic word. NOTE TO TEACHER:--Have the pupils select in the lessons of your grade, words which have similar prefixes. As you can see in the list below, the final consonant of a prefix has often been changed to make the pronunciation easier, but does not disappear when added to the stem. Thus, ad-cord became ac-cord, ad-fect became af-fect, etc. =Prefix= | =Definition= | =Illustration= | | ab (abs, a) |from, away |abandon | | ad (ac, af, ag, al, an, ap, | | ar, as, at) |to |accommodate | | ante |before |antecedent | | circum |about, around |circumstance | | com (co, col, con, cor) |with, together |compare, concert | | de |from, down, away |desert, debate | | dis (dif, de) |apart, not |disobey | | ex (e, ef) |out, out of, away from, | | off, beyond |expect | | extra |out of |extraordinary | | in (ill, im, ir) |in, into, not, without |inside | | inter |among, between, mutually|interurban | | non |not |nonsense | | per |through, by, for |perhaps | | post |behind, after |postpone | | pre |before |prevent | | pro |forward, before, instead|provide | | re |back, again, against |return | | se |aside, apart, without |separate | | sub (suc, suf, sug, sup, | | sur) |under, below, near |subject, succeed | | super |over, above, beyond |superintendent | | trans (tran, tra) |across, over, beyond, | | through |transfer, travel SUFFIXES A suffix is a syllable or word which is added to the end of another word to change the meaning of the basic word. NOTE TO TEACHER:--As the suffix is often closely connected with the root of the word, not much stress will be laid on learning suffixes by themselves. A few of the more common ones will be noted. =Suffix=| =Definition= | =Illustration= | | ful |with or full of |cheerful | | less |without |careless, doubtless | | ness |state of being |happiness | | ly |like or like in manner |happily | | ment |act, state, a thing that|development | | some |act of being |lonesome HOMONYMS A homonym is a word pronounced exactly like another, but differing from it in meaning. A few homonyms are spelled in the same way, as "weed," a garment, and "weed," a plant. Only a small group of the more common type will be given here. NOTE TO TEACHER:--It has been deemed advisable to omit giving an extensive list of homonyms here. You may refer the pupils to the lists of homonyms which occur in the regular spelling lessons of the first five grades. For example, the following lists are among those which contain homonyms:--16 in grade I; 18, 19, 20, in grade II; 12 words in 28 of grade III; 32 in grade IV; etc. =Word= | =Definition= | =Sentence= | | 1. flour |a fine meal of ground wheat | | or other grain |Mother uses flour in baking | | bread. | | flower|a blossom |The rose is a beautiful | | flower. | | 2. no |not, not any |I have no work to do. | | know |to understand |Do you know your lesson? | | 3. son |a male child; the male offspring| | of a parent, father or mother |John is my son. | | sun |the heavenly body which produces|The sun rises in the east. | the light of day | SYNONYMS Synonyms are words that have almost the same meaning. If you were to look up the simple words "cut" and "ask" you would find the following synonyms: For "cut"--carve, lance, bite, dissect, snip, saw, slice, slit, slash, etc. For "ask"--beg, crave, entreat, beseech, implore, move, plead, solicit, etc. No two of these synonyms mean exactly the same thing, but they express different shades of the same meaning. Practice Exercises: Find as many synonyms as you can for the following words: best decide effort deceive imagine dark time form pleasure public Any lesson in the book may be used for an exercise in discovering synonyms. ANTONYMS Words of opposite meaning are called antonyms. For example, black--white; big--little; and open--closed, are so named. Practice Exercises: Try to think of antonyms for the following words: cold come dull inside fat front good high in large up long new poor slow spring sweet tall wet winter THE HYPHEN Authorities differ in regard to the use of the hyphen. However, there are two rules which always hold good: (1). The hyphen is used to separate compound adjectives; (2). The hyphen is used to show, at the end of a line, that a word has been divided. (Such a word must be divided between syllables.) In other cases, when you cannot decide whether or not to use a hyphen, consult the dictionary used in your school. It is much less frequently used than formerly. RULES FOR SPELLING =I. Formation of Possessives= 1. The following list is made up of words in the singular number. To form the possessive, add an apostrophe and "s." horse's head man's coat girl's dress boy's shoes soldier's uniform child's laugh sheep's wool sister's hat 2. The following list is made up of plural nouns that do not end in "s." To form the possessive, add an apostrophe and "s." children's clothes men's shirts women's praise gentlemen's plans 3. The following list is made up of plural nouns ending in "s." To form the possessive, add only an apostrophe. miles' walk girls' clothing years' word pupils' attention =II. Treatment of the final consonant before a suffix= 1. The following list contains words of one syllable. Notice that each word ends in a consonant, and that in every word there is a single short vowel preceding it. In all such words, the final consonant is doubled before adding a suffix beginning with a vowel. big--bigg (er) (est) drop--dropp(ed) (ing) stop--stopp(ed) (ing) plan--plann(ed) (ing) begin--beginn(er) (ing) 2. The following list contains verbs of more than one syllable. Each verb is accented on the last syllable, and ends in a single consonant preceded by a single short vowel. In such verbs, the final consonant is doubled before a suffix beginning with a vowel. beginn(ing) referr(ed) (ing) occurr(ed) forgott(en) remitt(ance) =III. Adding suffixes to words ending in "e"= 1. A word ending in silent "e" drops the "e" before a vowel, as: come--coming hope--hoping serve--serving appreciate--appreciating vote--voting 2. When a suffix beginning with a consonant is added to a word ending in "e," the "e" is kept. announce--announce-ment hope--hope-ful late--late-ly care--care-less lone--lone-some 3. "E" is retained to keep the soft sound of "c" and "g" before "a" and "o" as in notice--notice-able, and advantage--advantage-ous. =Exceptions:= Of the words commonly used in writing letters the following exceptions are to be made: a. When a suffix beginning with a consonant is added to a word ending in "e": (1) Only three words drop "e" before adding "ment": judgment, acknowledgment, argument. (2) Only one word drops "e" before adding "ful": awful. (3) Only three words drop "e" before adding "ly": true--truly due--duly whole--wholly b. When the last syllable of a word ends in "le," "ly" does not make a new syllable, as: probable---probably, possible--possibly, simple--simply. (When "ly" is added to words ending in "l," both "l's" are retained, as: practical--practically, careful--carefully.) =IV. Treatment of the final "y"= 1. To form the plural of a noun ending in "y" preceded by a consonant, change the "y" to "i" and add "es." lady--ladies quantity--quantities quality--qualities 2. When a verb ends in "y" preceded by a consonant, change the "y" to "i" and add "es" to form the third person singular of the verb. To form the past tense of the verb, change the "y" to "i" and add "ed." fry--fries cry--cries bury--buried carry--carried 3. When a word ends in "y" preceded by a vowel, form the plural by adding "s." turkey--turkeys chimney--chimneys valley--valleys 4. When "y" is preceded by a consonant, change it to "i" before a suffix which does not begin with "i," as in business, readily, happiness, etc. Retain "y" in such words as: hurrying, crying, flying, etc. =V. Treatment and use of the apostrophe= 1. Put the apostrophe in the place of the absent letter or letters: aren't, don't, didn't, can't, I'll, etc. 2. Possessives of personal pronouns have no apostrophe, as: its, hers, ours, yours, etc. =VI. Irregular Plurals= Some words ending in "f" or "fe" form their plurals by changing the "f" or "fe" to "v" and adding "es." half--halves knife--knives life--lives leaf--leaves calf--calves wife--wives =VII. Confusion of "ei" and "ie"= NOTE TO TEACHER:--Experimental evidence does not seem to show that this rule is very effective, but if it is taught, the following presentation is recommended. Whenever "i" and "e" occur together in one syllable, and are pronounced as "[=e]" or "[)e]," it is always "i" before "e" except after "c" (see). When sounded like "[=a]" it is always "e" before "i." Some have used the following jingle to help fix the rule: "i" before "e" Except after "c" Or when sounded like "a" As in neighbor or weigh. Four of the words most commonly used in writing letters are exceptions to these rules: neither, leisure, foreign, height. Transcriber's Note: * Text enclosed between equal signs was in bold face in the original (=bold=). * Punctuation errors have been corrected. * All misprinted reference pages throughout the book have been corrected (vii-xvi). * Pg 17 Added missing "opening quotation" before "Remember" in "Remember that the purpose of this test ..." * Pg 97 Removed ")" after "I didn't see him.")" and added "(" before "Fitzgerald". * Pg 97 Corrected spelling of "kindom" to "kingdom" in "... gone to kindom come" * Pg 103 Corrected spelling of "expecially" to "especially" in "... expecially since they are in ..." * Pg 109 Corrected spelling of "occassionally" to "occasionally" in "... there is occassionally found ..." *** END OF THE PROJECT GUTENBERG EBOOK LIPPINCOTT'S HORN-ASHBAUGH SPELLER FOR GRADES ONE TO EIGHT *** Updated editions will replace the previous one—the old editions will be renamed. 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