The Aldine speller, part two

To teachers and the public alike, probably no subject taught in the public schools has been more disappointing than spelling. This disappointment is undoubtedly due to:

4. The use of a theoretical, rather than the practical, vocabulary of children and adults.

The teaching of spelling must be done from a spelling book in the hands of the children, since the individual teacher does not have the time to prepare lists of words which will produce as good results as the lists given in a spelling book, the selection and preparation of which are the result of years of special observation and testing.

A plan of teaching spelling to secure the best results should consist of a thoughtful, systematic, and comprehensive presentation of the words and spelling facts which every pupil must learn. It must contain an adequate and simple system of phonics for the primary grades, since a large percentage[Pg iv] of the words in common use are purely phonetic and present no spelling difficulties once a sane and practical phonetic foundation is fixed. It must have a vocabulary selected and graded with such care that it will give the child the ability to spell correctly those words which he needs to use in his written work, and that it will also develop and broaden his vocabulary for his future needs. It should contain suitable directions and hints to the teacher, sufficiently removed from the pupil’s text so that he may not be confused by them. It may, and in many grades should, contain information and suggestions to the pupil that will help him to master the many peculiarly non-phonetic words which present their individual problems and must be individually mastered. It should contain a very few of the most important spelling rules simply stated. It should contain a large variety of sentences for dictation, which may wisely take the form of gems of thought. Such a plan, well taught, constantly supplemented by the teacher with such words as the peculiar difficulties of individual pupils and classes may require, will produce a maximum of ability to spell correctly.

In the Aldine Speller the authors have presented a plan of teaching which in actual results has proved singularly effective. The vocabulary has been selected and graded with unusual care to meet the actual needs of life and to develop a spelling sense. In its preparation a careful comparison[Pg v] was made of the vocabularies of several of the most popular spelling books of the day in respect to both gradation and selection. Paralleling this, the various recent tests and investigations, notably those of Ayres, Jones, and Cook and O’Shea, have been checked. The resulting vocabulary is thought to represent the real writing vocabulary of the average child of the grade in which it is taught. Special and repeated drills are given on the real trouble makers—the one hundred and more words that comprise four-fifths of the misspelled words of the schoolroom.

In the primary grades use is made of exceptionally valuable phonetic lists. Emphasis is placed upon this important and very practical foundation for the development of a spelling sense, and its mastery in the primary grades will do much to train children to spell correctly. A few comparatively uncommon words are used in these lists chiefly for the value of the phonetic drill.

As every error creates a tendency, and if repeated quickly establishes a habit, it is important that the correct spelling of words be taught before children have occasion to write them. Every worth-while test and investigation shows the most common and most useful words in our language to be the words used early by children. It is likewise certain that very many of the misspelled words are one-syllable words in very common use. It would, therefore, seem essential that the real teaching of spelling should be done as early as possible[Pg vi] in the grades—somewhat earlier than has frequently been the case—that correct habits, rather than incorrect ones, may be formed.

Obligation is expressed to Dr. Leonard P. Ayres of the Russell Sage Foundation for kind permission to make use of his list of “The Thousand Commonest Words.” These and some four thousand other very common and important words constitute the Aldine vocabulary.

That the Aldine Speller may lead to some real teaching, and decrease “lesson hearing,” is the hope of the authors.

Oral spelling should always precede written spelling in the primary grades. Careful and distinct pronunciation by the child should always precede oral spelling. Children cannot be expected to spell correctly words that they cannot pronounce. It is well to emphasize the form of a word of more than one syllable by syllabication. It makes the spelling more obvious, promotes clear enunciation, and assists in creating a correct mental picture of the word. The sight words in this book are so syllabicated when first presented. A slight pause between the syllables is usually sufficient in oral spelling. In writing the words they should not be divided.

The mere “hearing” of spelling lessons is happily a thing of the past in most schools. However, teachers cannot be too strongly impressed with the worthlessness of such exercises. The primary object is to instruct, not to examine—to teach to spell correctly, not to find out how many[Pg viii] words may be spelled incorrectly. Review lessons should be given frequently, and these are sufficient for test purposes. All other lessons should be thoroughly taught with instruction the aim and object of the lesson.

It has been well said that “interest is nine-tenths of education.” This is true in teaching spelling. Any means which will arouse interest in mastering words is likely to be effective. So far as our forefathers succeeded in securing results in this subject they did so by interest in the old-fashioned “spelling-bee.” Spelling matches of various sorts are desirable for creating interest. The review lists and special lists will be found admirable for this purpose. It should be remembered, however, that this is testing what is already learned and is not teaching something new.

Each pupil has his own difficulties in spelling. Teach him to make private lists of the words which he finds especially hard to spell and have him use extra effort to conquer these trouble-makers. These may be listed in the back of his textbook or in his individual note book. Occasional lessons may be devoted entirely to this kind of exercise and they should be individual and painstaking. Such words should be watched for in the other written work and misspelling[Pg ix] prevented rather than corrected. Besides making the misspelled words the basis of a lesson they may well be correctly and carefully written on the board with the difficulty shown in colored crayon. If possible leave them in sight for several days.

Words spelled differently but pronounced alike should be kept apart until the spelling of each has become fixed and the ability to use correctly in sentences reasonably sure. Then only may they safely be brought together for comparison. When this is done much care must be used that no confusion may exist in the child’s mind as to the proper use of each.

All children do not learn spelling equally well in the same way. Some are sense organ learners while others are largely motor organ learners. Most children are both. In all cases the order of seeing words, hearing them pronounced, pronouncing them, spelling them aloud, and then writing them, will be found to be most effective. Appeal is thus made successively to the eye, the ear, the memory, and the hand.

Poor enunciation is a common source of incorrect spelling. Occasionally test your pupils on sounding words. See to it that they learn to give the right value to the vowel[Pg x] sounds and do not omit any that should be sounded. Do not permit “in” for “ing,” final “ed” to be sounded like “t,” or “body” to be sounded “buddy.” Remember that “A word correctly pronounced is half spelled.”

No place has been given in this book to proper names since the needs of different classrooms vary so widely. They must be thoroughly taught, however, and it is the teacher’s duty to teach such proper names as her pupils need to use. Strongly emphasize the fact that these proper names always begin with a capital letter.

Many of the words in this book are grouped into phonetic lists. The object of this is strongly to impress the common part of these words upon the child. The repeated sight, sound, and spelling of this common combination of letters make it possible to learn the words in a list easily and in a short time. This common part is pronounced the same and spelled the same in all the words of a list. Have the children find this common part, pronounce it distinctly, and spell it. Then have each word in the list spelled orally, emphasizing the part that is not common. For example, in lesson 6, page 2, is a list of phonetic words.

1. Have the children give the part that is common to every word in the list—ever.

4. Have the children pronounce each word in the list, slightly separating and emphasizing the part that is different, as n—e-v-e-r, c-l—e-v-e-r.

By giving or having the children give sentences using the words correctly, make sure that the meaning of every word is understood by the pupils.

Much of the spelling of phonetic lists may be done orally. After several groups have been studied, dictate words from them to be written by the children. For example, after lessons 5, 6, and 7 have been studied and spelled orally, dictate ten or twelve words selected from these groups for the children to write. Several groups may be studied and spelled orally in one spelling period, and words from these groups dictated and written during another period. The writing of a spelling lesson only tests the pupil’s power. Put most of your time and effort into teaching, into helping the pupils to acquire the power.

Most so called non-phonetic words contain some particular letter, or combination of letters, that makes the spelling[Pg xii] difficult. If this difficulty is clearly pointed out, it is half overcome. Find, with the pupils, the “catch” in each word; emphasize it by underlining, or by writing it in colored chalk, or by focusing the children’s attention on it in some way. Then have them concentrate their energy in mastering it.

Read with the children the story addressed to them at the beginning of their book, “The King’s Rules.” Refer to the story frequently and encourage them to follow the rules daily. Study the notes on the spelling of difficult words throughout the book. See that the children not only apply the notes on the pages on which they occur, but look for other words that contain the same problems.

For seat work, after every word in a lesson has been correctly and distinctly pronounced, have the children decide what in each word calls for special attention. This they may do by copying the word and indicating in some way the difficulty as by underlining. Or they may make little notes based on those in their book.

Make your children keen to detect and overcome these special difficulties, and their interest will secure excellent results.

From time to time pages of review words are given. These lists are made up of commonly used, often misspelled, words. Call the children’s attention over and over again[Pg xiii] to the difficulties in these words. Use some of them daily. Hold the children to the correct spelling of them in all written work. Make opportunities to use them. Keep a record in plain sight, showing the children’s progress in the mastery of these words. Make the mastery of these words a personal matter to yourself, even to the extent of considering your teaching a failure if every child in the third year does not form the habit of spelling correctly the words on page 30, and every child in the fourth year those on page 75. Call attention to these pages at the beginning of the year, and arouse the children’s interest and ambition to master the words as early as possible.

The sentences, proverbs, poems, myths, and various quotations are carefully selected for certain definite purposes:

2. They give new words in their natural context—a much better way of fixing their meaning and making them a part of the child’s vocabulary than the use of definitions or short, unrelated sentences.

3. They are examples of good English and may serve as models for the children’s attempts at composition.

1. Copying. Read the selection with the children that they may have an idea of the whole. Do not allow them to copy letter by letter, glancing from the book to the[Pg xiv] paper. At first they may study and copy single words, later they should read and copy phrases, clauses, and sentences.

The child’s copy should always be compared with the book and corrected. A special mark or word of praise should be given to the child who makes an exact copy.

2. Dictation. In dictating, read a complete sentence once for the children. Do not use the poems for dictation, as dictating them line by line often destroys the sense, and always the beauty, of the rhythm.

3. Memory. Children often spell words correctly when they are dictated and misspell the same words when they are trying to express their own thought. For this reason it is well to have the children write some of the selections from memory. It is a step between taking dictation and writing original compositions. The proverbs and rhymes are especially well adapted for memory work.

The short stories may be rewritten, using different words in place of certain indicated words, as suggested in lesson 99, page 64, or a free reproduction may be made.

The words in each lesson have been grouped about a central thought. Have the children write original sentences[Pg xv] or stories, using the words in a lesson, as in lesson 31, page 51.

The authors of the different selections, or their sources, are given in the child’s book. It is hoped he will thus become somewhat acquainted with their origin. But he should not be required or expected to memorize these names or sources.

For seat work have the children make lists of words suggested by the pictures in their book.

The vocabulary, alphabetically arranged, will be found on pages 33 and 74. Encourage the children to use this vocabulary to check up the words that they are positive they can spell correctly, and for reference to find any word they may wish to use in their written work. These lists of words may also be used for oral spelling matches or written reviews. Regularly and systematically test the pupils. Keep records, to which the children have ready access, showing their progress and efficiency. Have each child keep a list of the words he misspells, and keep on urging him and testing him, until he has mastered his particular “word demons.”

To sum up: Arouse a spelling interest; develop a spelling sense; teach the children how to study intelligently; review constantly; keep definite records of progress.

To the Girls and Boys:

THE KING’S RULES

(Said to be a true story)

Late one summer afternoon a boy sat at his desk trying to learn a spelling lesson. It was warm in the schoolroom and the boy’s head ached. His teacher had gone out for a moment and he was alone.

A shadow fell across his desk. The boy looked up and saw a stranger standing before him. He thought he had seen this man before. He felt that he was a great man.

“Why are you not out of doors playing with the other children?” asked the stranger.

“I am studying my spelling lesson,” answered the boy. “I have to stay in every night because I just can’t learn how to spell. I hate it!”

“Nonsense!” said the man. “I can tell you in one minute how to learn to spell.”

The boy laughed. “You must be a magician,” he said.

“No,” said the man, “I am not a magician, but I am the king. Boy, do you think your king would tell you anything that is not true?”

[Pg xviii]

“No, Sire,” answered the boy, springing to his feet, for now he recognized the king from pictures he had seen.

“Then listen, my lad. Any one can become a good speller who follows these three rules:

“1. Listen carefully when the word is spoken.

“2. Say it correctly when you speak it.

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

“If you will study every word in your lesson in this way, you will never again have to stay after school to learn your spelling lesson.”

“Thank you, Sire,” said the boy. “I will follow your three rules.”

Twenty-two years later the king received a present of a wonderful book. When he opened it, he found the following words written on the first page:

“This book is gratefully dedicated to
The King
By the boy whom he taught to spell.”

Yes, the boy followed the king’s rules. He learned how to spell and how to write, and now he was one of the greatest writers in the land.

Do you listen carefully while your teacher pronounces each word, or do you write what you think she says?

Do you say each word correctly, or do you say jest when you mean just, or comin’ when you mean coming?

Do you look carefully at each word until you have an exact picture of it in your mind?

Will you try to follow the king’s rules in the study of the spelling words in this book?

The following review words are often misspelled. Each has a little “catch” in it. Are you going to be caught by these little words? Use the king’s third rule. See what is hard in each word, then you can soon learn how to spell them all.

People who misspell which and where do not say the h in these words. Do you?

People who misspell just do not see the letters of the little word us in the middle. They do not say the word right. Do you?

Look carefully at the i in fruit, the o in honey and money, and the b in climb.

Look carefully at the o in work and in none, the i in friend and in happiness.

The letter t is not sounded in often, but don’t leave it out when you spell the word.

When ing is added to love, give, and life, e is dropped. What letter is changed in life?

The following 100 words have been found to be the “One Hundred Commonest Words in the English Language.” They are used and repeated so frequently in our writing that they constitute about one half of all the words we write. You have studied all of them. Can you spell each of them correctly?

When es is added to wolf see what happens to f. In what other words does this happen?

Look thoughtfully at ui in bruise, au in fault, oo in loose, ou in trouble.

Look at the picture, then write five sentences about it, using as many words as you can from Lessons 11, 12, and 13.

The y in lady changes to i and es is added when we mean more than one lady—ladies.

Each of the words on this page has some little “catch” in it. Try to find what is difficult in each word. Make a list of all you misspell. Keep this list on your desk or somewhere handy. Study whenever you get a chance. Don’t let these simple, everyday words master you. Master them.

Look at a in eagle and breast, ie in grief and brief, e in cruel, ou in wound.

E is omitted in admire and grumble when ing is added. What changes are made in the word half when we mean more than one half?

In admiring greatness we rise to its level.

He who killed a lion when absent, feared a mouse when present.

—French.

A coward dies a thousand deaths.

—German.

A bold attempt is half success.

—Danish.

Some people are always grumbling because roses have thorns. I am thankful that thorns have roses.

—Karr.

Mother has a headache this forenoon and is lying down. Her two daughters are working busily to give her a pleasant surprise.

“Work quietly and quickly, but carefully,” said Kate. “China is very brittle. I’ll wash the dishes in warm water. You wipe them with this soft linen towel. Between us we will soon finish.”

A mighty oak that had been uprooted by a terrible storm, lay on the bank of a river.

On the edge of the water grew a straight slender reed.

“What, are you still growing!” said the oak. “I was big and strong. You are little and weak.”

“I can explain,” answered the reed. “You fought the storm as it swept by. So you were uprooted for all your splendid strength. Instead of fighting the storm, I bent to it, and I still stand.”

—Æsop.

Rewrite the above fable, using other words in place of those that are italicized.

What sort of travel do you prefer? You may have your choice. Mount your bicycle for a short trip. If you desire to go farther, there is the automobile or the public trolley. Or would you rather go by the railroad?

Look at tion in motion, the second o in conductor, ph in sphere, the ending in cities. There are several words on this page that you will misspell if you are not careful to pronounce them correctly.

Look thoughtfully at tongue and patient; the o in courage and the tion in attention.

There are ten things for which no one has ever yet been sorry. These are—for doing good to all; for speaking evil of none; for hearing before judging; for thinking before speaking; for holding an angry tongue; for being kind to the distressed; for asking pardon for all wrongs; for being patient towards everybody; for stopping the ears to a tale-bearer; for disbelieving most of the ill reports.

While Franklin was walking on a wharf one morning, he saw some cheap willow baskets in which some tulip bulbs had been brought from Holland. Perhaps no one else would have noticed the single short green sprout on one of the willows. Franklin cut it off carefully and planted it. From this one sprout have grown most of the basket willows in the United States.

Summer is the usual time for picnics, but mother arranged a jolly one for us last fall.

Instead of cotton or muslin dresses, the girls wore flannel ones. The boys left their collars and neckties at home,[Pg 73] and wore old blouses and overalls. We all wore woolen sweaters.

We did not go in carriages. We walked across the pasture, through the orchard to the grove on the other side of the swamp. Ours was a nutting party.

Our picnic was different from summer picnics in other ways. Instead of cold lemonade we had hot cocoa, and we ate our lunch in the sunniest place we could find, by a great rock. It was almost night when we reached home, and we all ran to the fire to warm our fingers and toes.

Here are some of the most commonly used, most commonly misspelled, words. You have studied every one of them. Are you sure that you can and do spell every one correctly?

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4	5	6	7
shoes	bat tle	ev er	leave
horse	cat tle	nev er	weave
rid er	rat tle	clev er	cleave
dai ly	tat tle	sev er	heave
its	coun try	post	shall

reach		teach		peach		trust
preach		beach		each		enter

10	11	12	13
drank	life	this	fox
thank	wife	hiss	ox
bank	knife	kiss	ox en
rank	strife	bliss	roof
plank	stone	miss	proof
sank	fol low	wire	case

be come		read		oar		pitch er
dropped		wa ter		roar		thirst y

16	17	18	19
feel	great	felt	next
heel	a fraid	melt	size
peel	li on	belt	morn ing
kneel	off	knelt	safe
wheel	chase	spelt	heard

The Project Gutenberg eBook of The Aldine speller, part two

THE ALDINE SPELLER
PART TWO
FOR GRADES THREE AND FOUR

PREFACE

DIRECTIONS TO TEACHERS

Transcriber’s note

THE FULL PROJECT GUTENBERG LICENSE

1		2
world	hap py		should	cure
full	I am		would	sure
num ber	I’m		could	pure

22	23	24	25
bowl	scrape	first	dash
floor	clean	sec ond	lash
side	lean	third	flash
be side	bean	fourth	rash
a round	mean	fifth	sash
bot tom	like	moth er	cash

28	29	30	31
float	In di an	boy	pond
boat	flow er	joy	fond
coat	heart	toy	bond
goat	lil y	coy	blond
oats	gold en	Troy	which

33	34	35	36
own	trace	cut	goose
known	place	but	geese
shown	race	hut	strange
grown	grace	nut	sor ry
thrown	face	rut	ev er y
blown	lace	shut	ev er y bod y
sown	space	oth er	ev er y thing
laid	thought	in side	an oth er

38	39	40	41
pic ture	bough	ap ple	au tumn
bar rel	branch	bas ket	leaf
lad der	limb	han dle	sour
climb	slip pers	bus y	sug ar
gath er	toe	curls	ripe

43	44	45	46
roll	root	mo ment	week
toll	boot	min ute	peek
stroll	hoot	hour	seek
knoll	soot	month	cheek
south	dai ly	north	meek

48	49	50	51
steal	al most	bet ter	age
meal	beau ty	let ter	rage
deal	than	beg	cage
heal	work	leg	page
seal	ei ther	keg	stage
thus	nei ther	peg	wage

53		54	55
there	over there	any	been
their	their books	many	some
don’t	do not	which	once
can’t	can not	could	does
won’t	will not	would	sure
hear	I hear	should	where
here	Come here	hour	just

58	59	60	61
aid	pea	faint	wear
maid	sea	paint	bear
paid	lea	saint	tear
laid	tea	dain ty	pear
sto ry	fix	out side	these

62	63	64	65
harm	fel low	ink	bunch
arm	yel low	think	lunch
charm	feath er	sink	does not
farm	weath er	pink	doesn’t
farm er	leath er	wink	help
your	move	drink	point

scratch		catch		match
patch		latch		hatch

to day		to night		to mor row		yes ter day
af ter noon				eve ning

cart		tart		dart		art
part		start		chart		smart

68	69	70	71
po ta toes	God	noth ing	talk
lamb	food	an y thing	walk
mouth	mon ey	some thing	chalk
wolf	gives	some time	bun ny
heav y	giv en	some bod y	fun ny
ov er	soft	a like	gave

80	81	82
task	laugh	care	hare
cask	laugh ing	dare	fare
flask	doc tor	bare	pare
mask	world	scare	stare
ask	smile	rare	snare
asked	mile	spare	glare
ask ing	while	share	square

86	87	88	89
al ways	east	spo ken	blue
be have	least	bro ken	due
whole	feast	a ble	cue
man ner ly	beast	ta ble	glue
du ty	yeast	fa ble	hue

91	92	93	94
much	hard	haste	hole
re main	card	has ten	whole
of ten	yard	taste	stole
tar dy	guard	paste	pole
ar rive	lard	waste	sole
learn	hurt	it self	print

96	97	98	99
e lev en	six teen	thir ty	cream
twelve	sev en teen	for ty	team
thir teen	eight een	fif ty	beam
four teen	nine teen	six ty	dream
fit teen	twen ty	hun dred	steam

100		101
Sun day	Sun.	Wednes day	Wed.
Mon day	Mon.	Thurs day	Thurs.
Tues day	Tues.	Sat ur day	Sat.
Fri day	Fri.	Jan u a ry	Jan.

104		105
child	lov ing	end	tend
mild	giv ing	send	spend
wild	liv ing	lend	bend
woe	hap pi est	mend

107		108
dish		pie
fin ger		please
thumb		such
stock ing		piece
bus y		sleeve

110	111	112	113
dress	wrist	skirt	neck
guess	mist	shirt	deck
bless	twist	dirt	peck
less	fist	flirt	check
press	young	suf fer	speck

	114			115
Jan u a ry		Jan.	Sep tem ber		Sept.
Feb ru a ry		Feb.	Oc to ber		Oct.
A pril		Apr.	No vem ber		Nov.
Au gust		Aug.	De cem ber		Dec.

118	119	120	121
store	re turn	dog	change
wore	count	log	says
more	car ried	frog	mis take
shore	for get	hog	dol lars
or der	sign	form	pen ny