*** START OF THE PROJECT GUTENBERG EBOOK 74345 *** THE ALDINE SPELLER PART TWO FOR GRADES THREE AND FOUR BY CATHERINE T. BRYCE ASSISTANT SUPERINTENDENT OF SCHOOLS MINNEAPOLIS, MINN. AND FRANK J. SHERMAN FORMERLY SUPERINTENDENT OF SCHOOLS MONSON, MASS. [Illustration] NEW YORK NEWSON & COMPANY COPYRIGHT, 1916, BY NEWSON & COMPANY. _All rights reserved._ PREFACE To teachers and the public alike, probably no subject taught in the public schools has been more disappointing than spelling. This disappointment is undoubtedly due to: 1. Defective material for study and poor methods of teaching; 2. Too much testing and too little teaching; 3. Finding errors rather than preventing them; 4. The use of a theoretical, rather than the practical, vocabulary of children and adults. The teaching of spelling must be done from a spelling book in the hands of the children, since the individual teacher does not have the time to prepare lists of words which will produce as good results as the lists given in a spelling book, the selection and preparation of which are the result of years of special observation and testing. A plan of teaching spelling to secure the best results should consist of a thoughtful, systematic, and comprehensive presentation of the words and spelling facts which every pupil must learn. It must contain an adequate and simple system of phonics for the primary grades, since a large percentage of the words in common use are purely phonetic and present no spelling difficulties once a sane and practical phonetic foundation is fixed. It must have a vocabulary selected and graded with such care that it will give the child the ability to spell correctly those words which he needs to use in his written work, and that it will also develop and broaden his vocabulary for his future needs. It should contain suitable directions and hints to the teacher, sufficiently removed from the pupil’s text so that he may not be confused by them. It may, and in many grades should, contain information and suggestions to the pupil that will help him to master the many peculiarly non-phonetic words which present their individual problems and must be individually mastered. It should contain a very few of the most important spelling rules simply stated. It should contain a large variety of sentences for dictation, which may wisely take the form of gems of thought. Such a plan, well taught, constantly supplemented by the teacher with such words as the peculiar difficulties of individual pupils and classes may require, will produce a maximum of ability to spell correctly. In the Aldine Speller the authors have presented a plan of teaching which in actual results has proved singularly effective. The vocabulary has been selected and graded with unusual care to meet the actual needs of life and to develop a spelling sense. In its preparation a careful comparison was made of the vocabularies of several of the most popular spelling books of the day in respect to both gradation and selection. Paralleling this, the various recent tests and investigations, notably those of Ayres, Jones, and Cook and O’Shea, have been checked. The resulting vocabulary is thought to represent the real writing vocabulary of the average child of the grade in which it is taught. Special and repeated drills are given on the real trouble makers--the one hundred and more words that comprise four-fifths of the misspelled words of the schoolroom. In the primary grades use is made of exceptionally valuable phonetic lists. Emphasis is placed upon this important and very practical foundation for the development of a spelling sense, and its mastery in the primary grades will do much to train children to spell correctly. A few comparatively uncommon words are used in these lists chiefly for the value of the phonetic drill. As every error creates a tendency, and if repeated quickly establishes a habit, it is important that the correct spelling of words be taught before children have occasion to write them. Every worth-while test and investigation shows the most common and most useful words in our language to be the words used early by children. It is likewise certain that very many of the misspelled words are one-syllable words in very common use. It would, therefore, seem essential that the real teaching of spelling should be done as early as possible in the grades--somewhat earlier than has frequently been the case--that correct habits, rather than incorrect ones, may be formed. Obligation is expressed to Dr. Leonard P. Ayres of the Russell Sage Foundation for kind permission to make use of his list of “The Thousand Commonest Words.” These and some four thousand other very common and important words constitute the Aldine vocabulary. That the Aldine Speller may lead to some real teaching, and decrease “lesson hearing,” is the hope of the authors. DIRECTIONS TO TEACHERS ORAL SPELLING Oral spelling should always precede written spelling in the primary grades. Careful and distinct pronunciation by the child should always precede oral spelling. Children cannot be expected to spell correctly words that they cannot pronounce. It is well to emphasize the form of a word of more than one syllable by syllabication. It makes the spelling more obvious, promotes clear enunciation, and assists in creating a correct mental picture of the word. The sight words in this book are so syllabicated when first presented. A slight pause between the syllables is usually sufficient in oral spelling. In writing the words they should not be divided. TESTING The mere “hearing” of spelling lessons is happily a thing of the past in most schools. However, teachers cannot be too strongly impressed with the worthlessness of such exercises. The primary object is to instruct, not to examine--to teach to spell correctly, not to find out how many words may be spelled incorrectly. Review lessons should be given frequently, and these are sufficient for test purposes. All other lessons should be thoroughly taught with instruction the aim and object of the lesson. INTEREST It has been well said that “interest is nine-tenths of education.” This is true in teaching spelling. Any means which will arouse interest in mastering words is likely to be effective. So far as our forefathers succeeded in securing results in this subject they did so by interest in the old-fashioned “spelling-bee.” Spelling matches of various sorts are desirable for creating interest. The review lists and special lists will be found admirable for this purpose. It should be remembered, however, that this is testing what is already learned and is not teaching something new. PUPILS’ LISTS Each pupil has his own difficulties in spelling. Teach him to make private lists of the words which he finds especially hard to spell and have him use extra effort to conquer these trouble-makers. These may be listed in the back of his textbook or in his individual note book. Occasional lessons may be devoted entirely to this kind of exercise and they should be individual and painstaking. Such words should be watched for in the other written work and misspelling prevented rather than corrected. Besides making the misspelled words the basis of a lesson they may well be correctly and carefully written on the board with the difficulty shown in colored crayon. If possible leave them in sight for several days. HOMOPHONES Words spelled differently but pronounced alike should be kept apart until the spelling of each has become fixed and the ability to use correctly in sentences reasonably sure. Then only may they safely be brought together for comparison. When this is done much care must be used that no confusion may exist in the child’s mind as to the proper use of each. ORDER OF PRESENTATION All children do not learn spelling equally well in the same way. Some are sense organ learners while others are largely motor organ learners. Most children are both. In all cases the order of seeing words, hearing them pronounced, pronouncing them, spelling them aloud, and then writing them, will be found to be most effective. Appeal is thus made successively to the eye, the ear, the memory, and the hand. ENUNCIATION Poor enunciation is a common source of incorrect spelling. Occasionally test your pupils on sounding words. See to it that they learn to give the right value to the vowel sounds and do not omit any that should be sounded. Do not permit “in” for “ing,” final “ed” to be sounded like “t,” or “body” to be sounded “buddy.” Remember that “A word correctly pronounced is half spelled.” PROPER NAMES No place has been given in this book to proper names since the needs of different classrooms vary so widely. They must be thoroughly taught, however, and it is the teacher’s duty to teach such proper names as her pupils need to use. Strongly emphasize the fact that these proper names always begin with a capital letter. PHONETIC WORDS 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_. 2. Have the children point to and pronounce this common part. 3. Have this common part spelled orally. 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. 5. Have each word spelled orally, emphasizing the uncommon part. 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. WORDS THAT ARE NOT PHONETIC Most so called non-phonetic words contain some particular letter, or combination of letters, that makes the spelling 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. REVIEW WORDS 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 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. QUOTATIONS The sentences, proverbs, poems, myths, and various quotations are carefully selected for certain definite purposes: 1. They review the words that have been taught. 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. These quotations may be used in different ways: 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 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. REPRODUCTION 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. ORIGINAL SENTENCES The words in each lesson have been grouped about a central thought. Have the children write original sentences or stories, using the words in a lesson, as in lesson 31, page 51. AUTHORS 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. PICTURES For seat work have the children make lists of words suggested by the pictures in their book. THE VOCABULARY 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.” SUMMARY To sum up: Arouse a spelling interest; develop a spelling sense; teach the children how to study intelligently; review constantly; keep definite records of progress. 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?” “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? They will surely make your work better and easier. THE ALDINE SPELLER PART II THIRD YEAR [Illustration] 1 2 world hap py should cure full I am would sure num ber I’m could pure When you spell _world_ make the _o_ very clear. Be _sure_ you do not put an _h_ in _sure_. 3 HAPPY THOUGHT The world is so full of a number of things, I’m sure we should all be as happy as kings. --ROBERT LOUIS STEVENSON. 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 _Shoes_ is a word to look at thoughtfully. 8 For want of a nail the shoe was lost. For want of a shoe the horse was lost. For want of a horse the rider was lost. For want of a rider the battle was lost. For want of a battle the country was lost. 9 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 Which is the hardest word in Lesson 11? Why? 14 be come read oar pitch er dropped wa ter roar thirst y 15 THE CROW AND THE PITCHER Did you ever read about the thirsty crow? One day he found a pitcher with some water in it. He could not reach the water. He dropped stones into the pitcher. The water rose to the top. Then the crow drank his fill. --ÆSOP. 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 20 THE FOX AND THE LION Once a fox heard a lion roar. He was afraid and ran off. But the lion did not chase him. 21 Next morning the fox again met the lion. He looked at its great size and was not afraid. The lion roared, but the fox did not run. This time he felt safe. --ÆSOP. 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 [Illustration] 26 scratch catch match patch latch hatch 27 Jack likes to scrape the cake bowl. Mother sets it on the floor. Jack sits down beside it. First he scratches around the side. Then he scrapes the bottom clean. 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 Why do _Indian_ and _Troy_ begin with capitals? Don’t forget the _e_ in _heart_. Be very careful in spelling _which_. 32 THE FIRST WATERLILY [Illustration] One night an Indian boy saw a star fall. Next morning he found a new flower. It had a golden star in its heart. It floated on a still pond. This was our first waterlily. --INDIAN MYTH. 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 37 THE GOLDEN EGGS A man once owned a strange goose. Every day she laid a golden egg. The man thought she must be full of gold. He killed the goose and cut her open. But not a trace of gold could he find. She was just like other geese. Then how sorry the man felt! --ÆSOP. [Illustration] 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 What letters are not sounded in _climb_, _limb_, _autumn_? Be sure you say _basket_ correctly. 42 GATHERING APPLES It is autumn. The apples are ripe. The children are busy gathering them. These are not sour apples. They are as sweet as sugar. 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 47 to day to night to mor row yes ter day af ter noon eve ning 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 There is only one _l_ in _almost_. Look at _ei_ in _either_ and _neither_. 52 Almost never wins. --GERMAN. A thing of beauty is a joy forever. --JOHN KEATS. Better beg than steal, But better work than either. --RUSSIAN. He buys very dear who begs. --PORTUGUESE. 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. 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 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? Which words have silent letters? 56 but ter pret ty sun ny but ter cups com ing oh [Illustration] 57 Buttercups and daisies, Oh the pretty flowers! Coming in the springtime, Tell of sunny hours. --MARY HOWITT. When _ing_ is added to _come_ to make _coming_, the _e_ is dropped. Look at _e_ in _pretty_. 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 Be sure to pronounce the _you_ in _your_. 66 When about to put your words in ink, It will do no harm to stop and think. A grain does not fill a sack but it helps its fellows. --SPANISH. A feather will point the wind. --DANISH. 67 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 72 Doing nothing is doing ill. --SCOTTISH. Lambs don’t run into the mouth of the sleeping wolf. --DANISH. God gives every bird its food, but does not throw it into the nest. --J. G. HOLLAND. [Illustration] 73 la zy sheep wool harm Potatoes don’t grow by the side of the pot. --DUTCH. A lazy sheep thinks its wool heavy. --SCOTTISH. Want of care does more harm than want of money. --BENJAMIN FRANKLIN. 74 through a mong Bil ly that is mead ow pa per know that’s Look carefully at _ough_ in _through_, _ea_ in _meadow_, and _o_ in _among_. 75 This I know, I love to play, Through the meadow, among the hay, Up the water and over the lea, That’s the way for Billy and me. --JAMES HOGG. 76 care ful riv er worth house care less up set what ev er mouse Look carefully at the _o_ in _worth_. 77 Be careful in all things. A little stone may upset a large cart. --ITALIAN. A mouse can drink no more than its fill from a river. --CHINESE. Whatever is worth doing at all is worth doing well. --CHESTERFIELD. 78 he ro fruit climb hon ey eas y have or mon ey Look carefully at the _i_ in _fruit_, the _o_ in _honey_ and _money_, and the _b_ in _climb_. _Easy_ is a word often misspelled. Remember the King’s third rule. 79 Who does the best he can is a hero. --JOSH BILLINGS. He who would have the fruit must climb the tree. --SPANISH. No bees, no honey; No work, no money. It is as easy to grin as to growl. --FRENCH. [Illustration] 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 83 Laugh at your ills, And save doctor’s bills. --SPANISH. Smile on the world and it will smile on you. --ITALIAN. A light heart, a light task. --FRENCH. 84 work friend none hap py true hap pi ness Look carefully at the _o_ in _work_ and in _none_, the _i_ in _friend_ and in _happiness_. 85 Be true to your word, your work, and your friend. --JOHN BOYLE O’REILLY. Love all, do wrong to none. --SHAKESPEARE. All who joy would win Must share it--Happiness was born a twin. --BYRON. 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 There is only one _l_ in _always_. 90 A child should always say what’s true, And speak when he is spoken to, And behave mannerly at table; At least as far as he is able. --STEVENSON. [Illustration] 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 The letter _t_ is not sounded in _often_, but don’t leave it out when you spell the word. Look at _u_ in _guard_. Remember the _w_ in _whole_. 95 Haste not, rest not. --GOETHE. Too swift arrives as tardy as too late. --SHAKESPEARE. Who hastens too much often remains behind. --GERMAN. Learn to creep before you run. --SCOTTISH. 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. Look at the _d_ and the second _e_ in _Wednesday_ and the _u_ in _Saturday_. 102 103 speak leak cane pane weak peak lane vane beak freak mane crane 104 105 child lov ing end tend mild giv ing send spend wild liv ing lend bend woe hap pi est mend When _ing_ is added to _love_, _give_, and _life_, _e_ is dropped. What letter is changed in _life_? [Illustration] 106 BIRTHDAYS Monday’s child is fair of face, Tuesday’s child is full of grace, Wednesday’s child is full of woe, Thursday’s child has far to go, Friday’s child is loving and giving, Saturday’s child must work for a living; But the happiest child of all, they say, Is the child who is born on the week’s first day. 107 108 dish pie fin ger please thumb such stock ing piece bus y sleeve [Illustration] 109 Such a busy girl! She is peeling apples for a pie. Please give me a piece of pie. 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. [Illustration] 116 dance do not world is mu sic don’t world’s sulk 117 THE WORLD’S MUSIC The world’s a very happy place, Where every child should dance and sing, And always have a smiling face, And never sulk at anything. --GABRIEL SETOUN. 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 122 JACK’S ORDER BOOK Every day Jack goes to the store for mother. He writes her orders in a book. He says it is a real order book. He never forgets anything. 123 When he returns he counts his change. He never makes a mistake. He has carried many dollars and never lost a cent. Every day mother signs the order book. 124 125 126 doz en doz. cheese or ange pound lb. fresh ber ry pounds lbs. loaf ber ries gal lon gal. loaves oat meal quart qt. flour soap pint pt. oil add TWO PAGES FROM JACK’S ORDER BOOK 127 128 Mon., June 7 Fri., June 11 1 lb. cheese. 1 bag flour 1 doz. fresh eggs 3 gal. oil 1 loaf bread 1 doz. oranges 1 qt. berries 1 box oatmeal 1 pt. cream 6 cakes soap 5 lbs. sugar 3 loaves bread 1 lb. tea 1 lb. candy 129 sea sons fire sum mer [Illustration] Sing a song of seasons, Something bright in all,-- Flowers in the summer, Fires in the fall. --STEVENSON. 130 lip nip grip chip drip tip whip hip dip slip skip ship 131 raise dust turn churn road dust y burn e ven 132 THE FLY ON THE CART WHEEL Once there was a fly on a cart wheel. The wheel turned round and the dust from the road rose in clouds. “Oh,” cried the fly, “what a dust we raise!” But the wheel did not even know that the fly was there. --ÆSOP. 133 134 135 136 hun ter dug dull mat ter teeth bug hull plat ter tooth rug skull scat ter him self tug since flat ter whom jug hasn’t chat ter 137 THE HUNTER AND THE LION “Have you seen any tracks of a lion?” asked a hunter of a man whom he met. “Oh, I can show you the lion himself,” said the man. The hunter turned pale with fright. His teeth chattered. “I don’t want to see the lion. I only want to see his tracks,” he cried. --ÆSOP. 138 139 140 141 oak pale rush dip per cloak tale brush slip per croak gale crush skip per soak sale hush drip ping move scale mush whip ping tenth whale blush tip ping REVIEW OF TROUBLESOME WORDS 142 143 144 145 friend Tuesday making just always won’t having doctor done too coming know heard two loving minute Wednesday among writing blue February busy buy through very none week every 146 147 148 149 whole shoes piece often there any been sugar their many once hour don’t which does says here could sure laid can’t should where break world would climb flour 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? the will my had and as this has of have his very to not which were I with dear been a be from would in your are she that at all or you we me there for on so her it he one an was by if when is but they time go please letter do some week make after any night write than can their thing sir what other think last send up should house out our truly just them good now over him say its then more could two work about who take day no may thank here THIRD YEAR VOCABULARY [Illustration] We have followed the king’s rules. We can spell all these words. Can you? able another asking beam add anything August bean afraid apple autumn bear afternoon April bank beast age arm bare beauty aid around barrel became alike arrive basket been almost art battle beg always ask beach behave among asked beak belt bend branch cart clever berries broken case climb berry brush cash cloak beside bug cask coat better bunch catch coming Billy bunny cattle could bless burn chalk count bliss busy change country blond but charm crane blown butter chart crank blue buttercups chase cream blush cage chatter croak boat cane check crush bond can’t cheek cue boot card cheese cure bottom care child curls bough careful chip cut bowl careless churn daily boy carried clean dainty dance dream enter fifteen dare dress even fifth dart drink evening fifty dash drip ever finger deal dripping every fire December dropped everybody first deck due everything fist dip dug fable fix dipper dull face flash dirt dust faint flask dish dusty fare flatter doctor duty farm flirt does each farmer float doesn’t east feast floor dog easy feather flour dollar eighteen February flower don’t either feel follow dozen eleven fellow fond drank end felt food form given hare hiss forget giving harm hog forty glare hasn’t hole fourteen glue haste honey fourth goat hasten hoot fox God hatch horse freak golden have hour fresh goose heal house Friday grace hear hue friend great heard hull frog grip heart hundred fruit grown heave hunter funny guard heavy hurt gale guess heel hush gallon handle help hut gather happiest here I’m gave happiness hero Indian geese happy himself ink give hard hip inside its lard limb meek itself lash lion melt January latch lip mend joy laugh living mild jug laughing loaf mile just leaf loaves minute keg leak log miss kiss lean loving mist kneel learn lunch mistake knelt least maid moment knife leather mane Monday knoll leave mannerly money know leg many month known lend mask more lace less match morning ladder letter matter mother laid life meadow mouse lamb lily meal mouth lane like mean move much off paper pitcher music often pare place neck oh part platter neither oil paste please never once patch point next or pea pole nineteen orange peach pond nip order pear post none other peak potatoes north outside peck pound nothing over peek preach November own peel press number ox peg pretty nut oxen penny print oak page picture proof oar paid pie punch oatmeal paint piece pure oats pale pink quart October pane pint race rage rush September size raise rut seventeen skip rank safe seventy skipper rare saint sever skirt rash sale shall skull rattle sash share sleeve reach Saturday ship slip read says shirt slippers remain scale shoes smart return scare shore smile rider scatter should snare ripe scrape shown soak river scratch shut soap road sea side soft roar seal sign sole roll seasons since some roof second sink somebody root seek sixteen something rug send sixty sometime sorry stone task thirty sour store taste this south story tea through sown strange teach thrown space strife team thumb spare stroll tear Thursday speak such teeth thus speck suffer tend tip spelt sugar tenth tipping spend sulk than today spoken summer thank toe square Sunday that’s toll stage sunny their tomorrow stare sure there tonight start table these tooth steal tale think toy steam talk third trace stocking tardy thirsty Troy stole tart thirteen true trust water while wore Tuesday weak whip work tug wear whipping world turn weather whole worth twelve weave whom wrist twenty Wednesday wife yard twist week wild yeast upset whale wink yellow vane whatever wire yesterday wage wheel wolf young walk where woe your waste which won’t THE ALDINE SPELLER PART II FOURTH YEAR [Illustration] 1 A mer i ca A mer i can Pil grim moun tain free dom lib er ty it is ’tis 2 AMERICA My country, ’tis of thee, Sweet land of liberty, Of thee I sing; Land where my fathers died, Land of the Pilgrims’ pride, From every mountain-side Let freedom ring. --SAMUEL FRANCIS SMITH. 3 breath breathes soul na tive Breathes there a man with soul so dead, Who never to himself hath said, “This is my own, my native land”? --SIR WALTER SCOTT. 4 5 wolf re ply as sist pit y wolves re plied poor pit ied crea ture a lone See what happens to _y_ in _reply_ and _pity_ when _ed_ is added. When _es_ is added to _wolf_ see what happens to _f_. In what other words does this happen? 6 One day a fox fell into a well. He howled aloud. A wolf ran to see what the matter was. “Poor creature,” said the wolf, “how I pity you!” “Don’t pity me,” replied the fox. “Assist me.” --ÆSOP. 7 8 e nough con tent trav el pock et tough rich trav el er emp ty rough a muse purse re cov er 9 health wealth rob ber Health is the best wealth. Poor and content is rich, and rich enough. --SHAKESPEARE. Better an empty purse than an empty head. --GERMAN. The traveler with empty pockets fears no robber. 10 be come be gin be gun be fore be long be gin ning be low be fore hand [Illustration] 11 12 13 torn stitch trou ble tum ble a cross af ter ward a shamed beg gar loose nurse pun ish blis ter bruise fault her self comb of fer gar den Look thoughtfully at _ui_ in _bruise_, _au_ in _fault_, _oo_ in _loose_, _ou_ in _trouble_. There is only one _c_ in _across_. * * * * * Look at the picture, then write five sentences about it, using as many words as you can from Lessons 11, 12, and 13. 14 an ger bos om jus tice win dow sur round foot When anger in the bosom lies, Justice out the window flies. 15 16 sil ver lady fur elm shad y lad ies cur sir shad ow sat in church birch The _y_ in _lady_ changes to _i_ and _es_ is added when we mean more than one _lady_--_ladies_. Look at the _u_ in _church_ and the _i_ in _birch_. 17 The silver birch is a dainty lady, She wears a satin gown; The elm tree makes the old churchyard shady, She will not live in town. --EDITH NESBIT. 18 voice breeze touch vi o let breath The rough voiced breeze that shook the trees Was touched by a violet’s breath. 19 20 21 22 left camp nar row fir cit y lamp ma ple grove o’clock damp beech drove front called spruce stove path field for est cove Look at _o_ in _front_, _ie_ in _field_, and _ple_ in _maple_. Do not forget the apostrophe in _o’clock_. 23 We left the city at six o’clock. The camp is in a grove of fir, maple, beech, and spruce trees. Jack called the grove our forest. In front of the camp is the river. A narrow path leads across a field to its banks. 24 lum ber tim ber boards car pen ter shin gle sea shore 25 26 27 28 build inch un der re al ly build ing inch es be neath porch built firm gi ant dis tant south sol id whose dis tance seems fort square broad 29 The camp was built of native lumber. The building was firm and solid as a fort. The boards were over an inch thick. It stood under a giant tree whose branches really seemed to touch the distant sky. On the south side was a broad square porch. 30 31 ham mock at tic eaves can dle buck et cel lar lan tern moon light shov el cor ner Make a sentence telling how the camp was lighted at night. 32 33 34 35 di vide break fast pre pare chance la bor din ner fish watch e qual sin ner veg e ta ble dan ger e qual ly win ner cot tage stran ger en joy pro vide i dle an y way Look carefully at the second _e_ in _vegetable_. 36 At camp the labor is divided. None are idle. All enjoy an equal chance to help. Jack prepares breakfast and dinner. Frank provides fish and vegetables. The dog watches that no danger comes near the cottage. 37 38 cab bage squash ba na na rai sins car rot to ma to cur rants ol ive rad ish tur nip grape prune on ion lem on [Illustration] 39 kitch en re move ash es ov en kin dle Remove the ashes. Kindle the fire. Have a hot oven. Sweep the kitchen. 40 41 42 43 salt sprin kle juice cher ry so da wrin kle juic y choc o late stir pud ding fork dough spoon bis cuit pep per dough nut coal ket tle pour jel ly [Illustration] 44 45 flow er heav en show er si lent bow er de light tow er high won der mir ror 46 The moon, like a flower, In heaven’s high bower, With silent delight Sits and smiles at the night. FLOWER AND FAIRY WORDS 47 48 49 50 pur ple na ture ti ny col or pan sy fan cy fair y scar let li lac blos som fair ies beau ti ful com mon bush fa vor laugh ter wreath lawn mer ry dan de li on REVIEW OF TROUBLESOME WORDS 51 52 53 54 used loose wear built color lose early easy break enough sugar beginning know any minute wrote tonight shoes tear sure laid said read knew would once does heard doctor piece just writing write having says whole often guess done none 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._ 55 o bey com mand busi ness serve Look at _e_ in obey, _i_ in _business_. Only two syllables in _business_. He that has learned how to obey will know how to command. --SOLON. If you would have your business done, go; if not, send. --FRANKLIN. He is best served who serves himself. 56 57 tru ly po lite re main ac tion ounce ex am ple re main der ad vice No _e_ in _truly_; _ai_ in _remain_; _c_ in _advice_. Better an ounce of example than a pound of advice. Words pass away, but actions remain. --NAPOLEON. Truly polite, always polite. 58 59 lis ten bud rip ple bud ding flut ter mud blue bird mud dy to ward fence [Illustration] 60 Listen a moment, I pray you; What was that sound that I heard? Wind in the budding branches, The ripple of brooks, or a bird? Hear it again, above us; and see a flutter of wings. The bluebird knows it is April, and soars toward the sun and sings. --EBEN REXFORD. 61 bob o link pi geon spar row hawk hand some won der ful 62 63 64 65 bald brief aw ful cir cle ea gle grief se vere home ar row com plete ar rive dome mur der cru el man age Rome breast wound glance bod y Look at _a_ in _eagle_ and _breast_, _ie_ in _grief_ and _brief_, _e_ in _cruel_, _ou_ in _wound_. 66 THE EAGLE AND THE ARROW [Illustration] A hunter once shot an eagle. Severely wounded, the bird managed to fly to his home. When he arrived he glanced at the cruel arrow in his breast. It was winged with one of his own feathers. “Oh,” he cried, “to think I have been murdered by an arrow that I helped to make!” --ÆSOP. 67 68 69 70 learn ing in vite har vest boil wis dom in vi ta tion this tle soil cloth com pa ny whis tle toil clothes pea cock ex pect toi let be gan how ev er in deed suit 71 Learning is not wisdom any more than cloth is clothes. --FRENCH. How can a sparrow expect to be invited into the company of a peacock? --HANS ANDERSEN. He that has a good harvest may be content with some thistles. --SCOTTISH. 72 73 calm waist debt moan palm crumb mourn col umn Find a silent letter in every word in Lessons 72 and 73. 74 75 76 77 ad mire great ness death thank ful ad mir ing ab sent at tempt suc cess grum ble pres ent half suc ceed grum bling cow ard halves peo ple lev el thous and be cause thorn _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? 78 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. [Illustration] 79 pal ace hum ble though roam a mid ’mid pleas ure ’Mid pleasures and palaces though we may roam, Be it ever so humble, there’s no place like home. --JOHN HOWARD PAYNE. Home is where love is. 80 81 82 83 wig wam cup board pi an o cur tain cab in cham ber book case so fa cas tle par lor al bum vase pan try bed room blot ter Bi ble clos et bath room car pet quilt [Illustration] 84 85 86 87 ache bus i ly chi na wipe head ache pleas ant brit tle fore noon ly ing qui et ly warm a pron sur prise quick ly wash tow el lin en daugh ters soft fin ish When _ly_ is added to _busy_, _y_ is changed to _i_. There are _two s’s_ in _surprise_; one _l_ in _towel_. Look at _ea_ in _pleasant_; _o_ in _apron_; _a_ in _wash_ and _warm_. _Apron_ is pronounced _a pern_. 88 89 sauce rib bon va ca tion be tween sauc er whis per to geth er scour plen ty bas in grate ful praise 90 MOTHER’S HELPERS 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.” 91 92 93 94 fam i ly neph ew neigh bor mas ter grand pa cous in vis it or tax grand ma in fant mem ber ma chine aunt wo man butch er fur nace un cle wo men gro cer fu el 95 96 97 98 splen did edge ter ri ble swept might y ledge storm slept strength wedge ex plain ten der up root ed pledge in stead slen der straight sledge an swered fen der 99 THE OAK AND THE REED 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. 100 a gainst de pends worth ton al ways A pound of pluck is worth a ton of luck.-- GARFIELD. Luck is always against the man who depends upon it. 101 li ar crip ple truth be lieve pun ish ment A liar is sooner caught than a cripple. --PORTUGUESE. A liar’s punishment is in not being believed when he speaks the truth. 102 mod est mod est y sel dom jew el jew el ry much A modest dog seldom grows fat. --DANISH. Modesty is a jewel, but one may wear too much jewelry. Do noble things, not dream them, all day long. --KINGSLEY. 103 104 105 106 jour ney ves sel en gine sta ble ca noe car go rail road sta tion fer ry cam el rail way de pot mo tor bi cy cle trol ley ga rage har bor au to mo bile bal loon pier [Illustration] 107 choice sort mount choose pre fer trip 108 far ther pub lic rath er de sire driv en push vis it gone 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? TRAVEL WORDS GEOGRAPHY WORDS 109 110 111 112 a gent rap id vil lage globe tick et mo tion cit ies sphere de part cap tain cap i tal ho ri zon de lay of fi cer con ti nent lo cate ho tel con duct or val ley north ern 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. 113 wel come serv ant hun ger Welcome is the best dish on the table. --SCOTTISH. The master of the house is the servant of the guest. --PERSIAN. Hunger is the best sauce. 114 115 116 117 show er y dawn troop er slope pow er un less hoop rope warn yel low loop scope in vade with in stoop hope bu gle with out pa rade hope ful held their pa rad ed hop ing 118 THE DANDELIONS [Illustration] Upon a showery night and still, Without a sound of warning, A trooper band surprised the hill, And held it in the morning. We were not waked by bugle-note, No cheer our dreams invaded, And yet at dawn their yellow coats On the green slopes paraded. --HELEN GRAY CONE. 119 120 121 122 sor ry judge for give ness angry sor row judg ing pa tient dis tress bor row tongue dis be lieve dis tressed e vil par don re port tale-bearer con duct cheer ful cour age at ten tion Look thoughtfully at _tongue_ and _patient_; the _o_ in _courage_ and the _tion_ in _attention_. 123 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. 124 125 126 127 Frank lin per haps sprout wil low wharf no tice cheap bil low Hol land sin gle leap pil low else tu lip heap U ni ted short bulb reap States near ly close bas ket morn ing 128 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. A man’s best things are nearest him, Lie close about his feet. WORDS OFTEN HEARD IN SCHOOL 129 130 131 132 pri ma ry cor rect ex act his to ry writ ten schol ar ex er cise charge prompt er ror jan i tor en e my re peat ex cuse your self can non ob serve taught col o ny un der stand 133 134 135 136 neg lect per fect po em a rith me tic un ion lan guage au thor di vide at tack cop y sen tence di vi sor chap ter com ma ti tle div i dend liq uid pe ri od dic tate sport 137 138 139 140 meas ure curve e rect weigh min u end carve cough weight bush el up per re cess o mit draw ing up right base mod el spel ling re cite base ball an nu al [Illustration] 141 142 143 144 pic nic cot ton wool dif fer ent u su al mus lin wool en dif fer ence jol ly col lar sweat swamp ar ranged neck tie sweat er par ty car riage blouse pas ture lem on ade flan nel o ver alls or chard co coa 145 THE PICNIC 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, 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. 146 Make a sentence using the following words. scat tered crowd de cid ed search chest nuts wal nuts 147 148 sand wich fudge squir rel club pic kle chick en a corn tur key nap kin hun gry rab bit crick et 149 150 151 152 false hon est prom ise faith false hood hon est y birth faith ful quar rel no ble knight how ev er val or hon or knight hood loy al for tune hon or a ble what ev er loy al ty 153 He who is honest is noble, Whatever his fortunes or birth. --ALICE CARY. Stand by your promise, your honor, your faith, as loyally as the knights of old. --GEORGE HERBERT. [Illustration: BRAVE GOOD AND·TRUE ] 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? piece raise busy write beginning wrote color writing though enough guess here coming truly says hear early sugar believe done instead straight knew women easy could February always through much Wednesday where every minute lose been half Tuesday loose friend none wear would business often answer once money cough trouble does their ache among heard there break said know sure FOURTH YEAR VOCABULARY absent amuse attention bedroom ache anger attic beech acorn angry aunt before across annual author beforehand action answered automobile beggar admire any awful begin admiring anyway bald beginning advice apron balloon begun afterward arithmetic banana believe against arranged base belong agent arrive baseball below album arrow basket beneath alone ashamed basin between always ashes bathroom Bible America assist beautiful bicycle American attack because billow amid attempt become birch birth breathes cabin chance biscuit breeze called chapter blister brief calm charge blossom brittle camel cheap blotter broad camp cheerful blouse bruise candle cherry bluebird bucket cannon chestnuts boards bud canoe chicken bobolink bugle capital china body build captain chocolate boil building cargo choice bookcase built carpenter choose borrow bulb carpet church bosom bush carriage circle bower bushel carrot cities break busily carve city breakfast business castle close breast butcher cellar closet breath cabbage chamber cloth clothes corner curve disbelieve club correct damp distance coal cottage dandelion distant cocoa cotton danger distress collar cough daughter distressed colony courage dawn divide color cousin death dividend column cove debt divisor comb coward decided doctor comma creature delay does command cricket delight dome common cripple depart done company crowd depend dough complete cruel depot doughnut conduct crumb desire drawing conductor cupboard dictate driven content cur difference drove continent currants different eagle copy curtain dinner early easy expect firm garage eaves explain fish garden edge fairies flannel giant elm fairy flower glance else faith flutter globe empty faithful foot gone enemy false forenoon grandma engine falsehood forest grandpa enjoy family forgiveness grape enough fancy fork grateful equal farther fort greatness equally fault fortune grief erect favor Franklin grocer error fence freedom grove evil fender front grumble exact ferry fudge grumbling example field fuel guess excuse finish fur half exercise fir furnace halves hammock honor invite know handsome honorable janitor labor harbor hoop jelly ladies harvest hope jewel lady having hopeful jewelry laid hawk horizon jolly lamp headache hotel journey language health however judge lantern heap humble judging laughter heard hunger juice lawn heaven hungry juicy leap held idle just learning herself inch justice ledge high inches kettle left history indeed kindle lemon Holland infant kitchen lemonade home instead knew level honest invade knight liar honesty invitation knighthood liberty lilac mid murder offer linen mighty muslin officer liquid minuend napkin often listen minute narrow olive locate mirror native omit loop moan nature once loose model nearly onion lose modest necktie orchard loyal modesty neglect ounce loyalty moonlight neighbor oven lumber morning nephew overalls lying motion noble palace machine motor none palm manage mount northern pansy maple mountain notice pantry master mourn nurse parade measure much obey paraded member mud observe pardon merry muddy o’clock parlor party pity provide rather pasture pleasant prune read path pleasure public really patient pledge pudding reap peacock plenty punish recess people pocket punishment recite pepper poem purple recover perfect polite purse remain perhaps poor push remainder period porch quarrel remove piano pour quickly repeat pickle power quietly replied picnic praise quilt reply piece prefer rabbit report pier prepare radish ribbon pigeon present railroad rich pilgrim primary railway ripple pillow promise raisins roam pitied prompt rapid robber Rome sentence slept spruce rope servant slope square rough serve soda squash said severe sofa squirrel salt shadow soft stable sandwich shady soil station satin shingle solid stir sauce shoes sorrow stitch saucer short sorry stone says shovel sort stoop scarlet shower soul storm scattered showery sparrow stove scholar silent spelling straight scope silver sphere stranger scour single splendid strength search sinner spoon strict seashore sir sport succeed seems sledge sprinkle success seldom slender sprout sugar suit thousand travel upper sure ticket traveler upright surprise timber trip uprooted surround tiny trolley used swamp ’tis trooper usual sweat title trouble vacation sweater together truly valley swept toil truth valor tale-bearer toilet tulip vase taught tomato tumble vegetable tax ton turkey vessel tear tongue turnip village tender tonight uncle violet terrible torn under visit thankful touch understand visitor their tough union voice thistle toward unite waist thorn towel united walnuts though tower unless warm warn whisper without wound wash whistle wolf wreath watch whole wolves wrinkle wealth whose woman write wear wigwam women writing wedge willow wonder written weigh window wonderful wrote weight winner wool yellow welcome wipe woolen yourself wharf wisdom worth whatever within would [Illustration: VAN REES PRESS NEW YORK ] * * * * * Transcriber’s note Minor punctuation errors have been changed without notice. *** END OF THE PROJECT GUTENBERG EBOOK 74345 ***