PART THREE

FOR GRADES FIVE AND SIX

BY CATHERINE T. BRYCE ASSISTANT SUPERINTENDENT OF SCHOOLS MINNEAPOLIS, MINN. AND FRANK J. SHERMAN FORMERLY SUPERINTENDENT OF SCHOOLS MONSON, MASS.

[Illustration]

NEW YORK NEWSON & COMPANY

COPYRIGHT, 1916, BY NEWSON & COMPANY.

_All rights reserved._

PREFACE

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

1. Defective material for study and poor methods of teaching;

2. Too much testing and too little teaching;

3. Finding errors rather than preventing them;

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

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

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

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

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

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

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

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

DIRECTIONS TO TEACHERS

ORAL SPELLING

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

TESTING

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

INTEREST

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

PUPILS’ LISTS

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

HOMOPHONES

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

ORDER OF PRESENTATION

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

ENUNCIATION

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

PROPER NAMES

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

USING THE STORIES

Read the stories, “The Two Scouts” and “The Two Boys” with the pupils. See that they understand the meaning and the object of telling these stories. Keep them before the pupils by constant application to their own efforts. If you wish, you may keep records of the work of the scouts, giving the successful ones decorations—stars or crosses on the blackboard, or on especially prepared charts.

CAREFUL TEACHING

In teaching every lesson, do your part by pronouncing every word clearly and correctly; by requiring the children to do the same, paying especial care to final _d_, _t_, and _ing_; by training the child really to see the word, calling attention to silent letters, unusual combinations, and applying the rules that are given in their books.

USE AND MEANING

Remember, it is not enough that children pronounce and spell words correctly. They should know the meaning and how to use each word. To help them to make the words in their book part of their vocabulary, certain devices are used.

1. Many of the words are grouped in their natural connection—school words, letter words, business and trade words, journey words, etc. A few suggestions showing how these group words may be used are given in the book. Oral work should always precede the written work. See Lesson 89, Sixth Year, for illustration. See that the children’s sentences are well expressed before allowing any writing. Perhaps it will not be necessary to write at all. It _is_ necessary that every child should know how to use and spell the words correctly.

2. When a word is taught, one or more of its common derivatives are given,—a saving in study of the spelling lesson, and an added clearness to meaning. For illustrations see Lessons 39 and 42.

3. Well-selected quotations from the best sources are given, showing the words used correctly. Many of these quotations should be memorized; some should be dictated; some are to be reproduced; some are to be copied, substituting other words in place of underlined words; all are to be read intelligently, that the pupils may learn the true meaning of the words by meeting them in their right context.

SPELLING DEMONS

On pages 11 and 12 is a remarkable list of words frequently misspelled. They are given here by permission of the compiler, Dr. W. F. Jones of the University of South Dakota. He has happily named them the “One Hundred Spelling Demons of the English Language.” As the result of a most exhaustive and careful investigation he finds them to be not only the most commonly misspelled words, but frequently and persistently to be misspelled in all grades.

These words have been taught and frequently reviewed. Call the children’s attention over and over again to the difficulties in them. Use some of them daily. Hold the children to the correct spelling of them in all written work. Make opportunities to use them. Keep a record in plain sight, showing the children’s progress in conquering them. Make the mastery of these words a matter personal to yourself, even to the extent of considering your teaching a failure if every child in the fifth year does not form the habit of correctly spelling this list. Call attention to these pages at the beginning of the year, and arouse the children’s interest and ambition to master the words as early as possible.

On page 49 is given another list of lesser “demons.” The sixth-grade teacher should in like manner hold herself responsible for this list. Keep on urging and testing until each child has mastered his particular “word demons.”

REVIEW LISTS

On pages 27-28 and 65-66 are lists of words for review. These are selected from “The One Thousand Commonest Words” as found by Dr. Ayres, and are here used by permission. Without special study, at least seventy-nine per cent of those given on pages 27-28 were spelled correctly by the fifth-grade children in eighty-four cities in the United States, and at least seventy-nine per cent of those given on pages 65-66 were spelled correctly by the sixth-grade children in the same schools. Careful teaching should give a much higher percentage.

THE VOCABULARY

The vocabulary, alphabetically arranged for each year, will be found on pages 29 and 67. Encourage the children to use this vocabulary to check up the words that they are positive they can spell correctly, and for reference in finding any word they may wish to use in their written work. These lists of words may also be used for oral spelling matches or written reviews.

SUMMARY

To sum up: Arouse a spelling interest; develop a spelling sense; teach the children how to study intelligently; review constantly; keep definite records of progress; find each child’s “word demons” and master them; do thoughtful teaching.

TO THE GIRLS AND BOYS:

THE TWO SCOUTS

Once upon a time the general of an army found himself in a serious position. He was shut up in a fortified town and his food supply was very low. In order to find out something of the position, strength, and plans of the enemy, he sent two young soldiers out as scouts.

After many hardships the scouts came within sight of the enemy’s lines. While they were looking down on the hostile camp from the top of a high tree, two officers came riding toward them. When they reached the tree in which the frightened scouts were hidden, the officers stopped to rest their horses in the shade. Never dreaming that their conversation could be overheard, they discussed their plans freely and rode away. As soon as it was safe, the two scouts came to the ground.

“What a lucky escape!” said one. “We might both have been captured. This teaches us a lesson. We will separate. Then if one is captured, the other can carry our information to the general.”

So they separated, and in due time one of the scouts came into the general’s presence.

“Well,” said the general, “how many men have the enemy?”

“Ever and ever so many,” answered the scout.

“Cavalry? Artillery? What?” asked the general sharply.

“Both,” replied the scout.

“Where are they?” asked the general.

“On the other side of the wood,” said the scout.

“But can’t you give me a better idea of their number and position?” cried the impatient officer.

“I only know that there are ever and ever so many of them, and that they are scattered all over the countryside,” was the answer.

“Well, did you learn anything of their plans?” asked the almost discouraged general.

“Yes,” answered the scout eagerly. “I heard two officers talking. They are going to besiege us, attack Clifton, and wait for reënforcements.”

“But what are they going to do first?” asked the anxious general.

“I don’t remember,” was the answer.

“I know no more than I did before you started! To think of the chance you have lost!” exclaimed the officer.

Just then the second scout entered.

“What have you to report?” asked the general.

The young man drew a piece of paper toward him and by a rough sketch and a few words of explanation, showed the general the position and number of the enemy, so that he saw at a glance their strength and weakness. Then he added: “The officers that discussed their plans under our tree say that they will wait for reënforcements. Then part of their army will besiege us closely, keeping us busy, while the main army will capture Clifton.”

“You have saved our army!” cried the delighted general. “From to-day you are ranked as captain. We will break through their lines before their reënforcements come up, and march to the relief of Clifton!”

Then turning to the first scout, he said: “You saw and heard exactly the same things as this young man, but instead of bringing me news worth while, you brought only a confused report. Do you know why you failed and he succeeded?”

“Yes,” was the answer, “he’s a born scout. I’m not.”

“Nonsense!” replied the general. “He has trained himself to _see exactly_, to _hear exactly_, and to _repeat exactly_. That’s all that is needed to make a born scout.”

THE TWO BOYS

Two boys were set to study the same spelling lesson. When it was time to write the lesson, one boy knew that a certain word “had an _i_ and an _e_ in it,” but he could not tell which came first, so he guessed and failed. When the teacher pronounced another word, he wasn’t just sure what she did say, so again he guessed and again he failed. When called upon to read the words in the lesson, he left off final letters and slurred other letters, so that he did not even pronounce the words correctly, and as a perfectly pronounced word is half spelled, he failed once more. The other boy had a perfect paper.

The teacher said: “You boys had the same list of words to study, and the same time in which to master them. You had the same chance to hear them pronounced correctly and to pronounce them yourselves. Yet John has a perfect paper, and Tom has a failure. Do you know why?”

“John is a natural-born speller,” answered Tom. “I am not.”

“Nonsense!” replied the teacher. “John has trained himself to _see exactly_, to make a good mind picture of the word, just as the successful scout did of the enemy’s lines, and so with his pencil he can reproduce it exactly. He, like the same scout, has trained his ear to _hear exactly_, and his mind to _reproduce exactly_. That’s all that is needed to make a born speller.”

Which scout did Tom most resemble? Which would you rather be like?

Are you a “natural-born speller,” that is, do you

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

THE ALDINE SPELLER