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THE 
 
 CHILL'S LITTLE THINKEB, 
 
 A PRACTICAL SPELLING BOOK, 
 
 CONTAINING 
 
 EASY, GRADUAL, AND PROGRESSIVE LESSONS IN 
 PRONOUNCING, SPELLING, READING, •■ 
 
 THINKING, AND COMPOSING, s^ 1 
 
 ARRANGED ON U .'% 
 
 A NEW AND ORIGINAI^-PLAN. 
 
 
 B Y r/ 
 
 JOSEPH BARTLETT BURLEIGH, LL.D. 
 
 PHILADELPHIA: 
 LIPPINCOTT, GRAM BO 
 
 [SUCCESSORS TO GRIGG, ELLIOT & CO.] 
 
 CO., 
 
 No. 14 NORTH FOURTH STREET. 
 18 5 2. 
 
Entered according to the Act of Congress, in the year 1S51, by 
 
 Joseph BartlettBurleigh, 
 
 In the Clerk's Office of the District Court of the United States for the 
 
 District of Maryland. 
 
 Stereotyped by Slote & Mooney, Philadelphia. 
 Printed by T. K. & P. 0. Collins. 
 
£-1 
 
 
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WORDS OF TWO LETTERS. 
 
 LESSON 5. 
 Reading. 
 
 is it on an ? 
 it is on an ? 
 an ox is on ? 
 it is on my ? 
 my ox is on ? 
 
 LESSON 7. 
 
 if it be an ? 
 is an ax by ? 
 it is by an ? 
 do go to my ? 
 be ye by my ? 
 
 LESSOR 9. 
 
 oh ! go to my ? 
 ah ! is it my ? 
 so it is my ? 
 am I at an ? 
 I am by an ? 
 an ox is by? 
 no be up to ? 
 
 if 
 
 is 
 it 
 do 
 be 
 
 iESSON 4. 
 Spelling. 
 
 is it 
 
 it is 
 
 an ox 
 
 it is 
 
 my ox 
 
 on 
 on 
 is 
 on 
 
 is 
 
 an ox 
 an ox 
 on it 
 my ox 
 on it 
 
 LESSON 6. 
 
 it 
 an 
 
 is 
 go 
 
 oh! go 
 ah ! is 
 so it 
 am I 
 I am 
 an ox 
 no be 
 
 be an ox 
 
 ox by it 
 
 by an ax 
 
 to my ox 
 
 by my ax 
 
 ESSON 8. 
 
 to my ox 
 my ox 
 my ox 
 an ax 
 an ax 
 by us 
 to me 
 
 it 
 
 is 
 
 at 
 
 by 
 
 is 
 
 up 
 
 LName the four different kinds of letters in the Alphahet? p. 7. 
 2. jllow many letters are there in the Alphahet"? 3. Point ont a word. 
 4. Point oat the difference "between a column of words and a line. 
 
WORDS OF TWO LETTERS. 
 
 LESSON 11. 
 
 Reading. 
 
 all ! it is my ? 
 oh! fytodo? 
 do ye as I ? 
 wo to me ! it ? 
 is it so ! ah ? 
 ah ! it is on ? 
 am I to do ? 
 
 LESSON 13. 
 
 no do as we ? 
 so ! I am at ? 
 so we go to ? 
 he is in or ? 
 be he on or ? 
 on by us to ? 
 ye go on by . 
 he is to go ? 
 
 LESSON 15. 
 
 so it is to ? 
 am I ! or is ? 
 no we go by ? 
 as to it we ? 
 we do it ah ? 
 it is so go ? 
 
 LESSON 10. 
 Spelling. 
 
 ah ! it is my 
 
 oh ! fy to do 
 
 do ye as I 
 
 wo to me! it 
 
 is it so ! ah 
 
 ah ! it is on 
 
 am I to do 
 
 no 
 so 
 so 
 he 
 be 
 on 
 
 y e 
 
 he 
 
 so 
 
 am 
 
 no 
 
 as 
 
 we 
 
 it 
 
 LESSON 12. 
 
 do as we 
 
 I am at 
 
 we go to 
 
 is in or 
 
 he on or 
 
 by us to 
 
 go on by 
 
 is to go 
 
 LESSON 14. 
 
 it is 
 
 I ! or 
 
 we go 
 
 to it 
 
 do it 
 
 is so 
 
 to 
 
 is 
 
 by 
 
 we 
 ah 
 
 go 
 
 ax 
 
 so 
 do 
 
 is 
 me 
 so 
 it 
 
 do 
 
 it 
 
 ma 
 
 up 
 
 in 
 
 pa 
 
 us 
 
 up 
 
 be 
 lie 
 it 
 
 9° 
 no 
 
 on 
 
10 
 
 WORDS OF THREE LETTERS. 
 
 LE SSON 17. 
 Reading. 
 
 do ye as we ? 
 is it so or ? 
 if he is to ? 
 ma to us it? 
 go it is my ? 
 it is to us ? 
 am I to go ? 
 ye go up to? 
 
 LESSON 19. 
 
 why it is my ? 
 ah yes but my ? 
 is she shy or ? 
 thy cat or my ? 
 try to get my? 
 fly up to the ? 
 do try it one ? 
 he can get my ? 
 my cat or his ? 
 
 no 
 
 go 
 is 
 
 my ax 
 us so 
 go in 
 to it 
 
 LESSON 18. 
 
 why it 
 but ah 
 is she 
 thy cat 
 try to 
 
 do 
 he 
 
 up 
 try 
 can 
 
 my cat 
 
 is my cat 
 
 yes my dog 
 
 shy or sly 
 
 or my cat 
 
 get my top 
 
 to the tap 
 
 it one clay 
 
 get my hat 
 
 or his clog 
 
 1. What runs fast ? 2. What eats mice ? 3. What is bold ? 4. What 
 is sly ? 5. How many words in Lesson 16 haye two letters ? 6. How 
 many one? Tell the difference between my top and the top? Less. 18. 
 
WORDS OF THREE LETTERS. 
 
 11 
 
 LESSON 2 0.* 
 
 Did E*li aid the man', or arm the lad ; ? 
 Did A*sa awe the mob', or bag the fee* ? 
 Did Job cap the top', or tip the end* ? 
 Did he mow the hay 7 , or cut the rye* ? 
 
 LESS OX 21* 
 
 We can box the lea', or tax the toy*. 
 We can use the wad', or run the spy*. 
 Let him sip the oil', or gag the nag*. 
 Did Ann hem the cap', or lap the pad* ? 
 
 LESSON 22* 
 
 Did Eli get the hat', or hit the eat* ? 
 She did ink the map', or paw the mat*. 
 We did play the pet', or tie the wig*. 
 
 LESSON 23* 
 
 Ann did fry the yam/, or cut the pie*. 
 Did Asa rub the tan', or sod the sty* ? 
 Did ye sap the sin', or hit the ram* ? 
 She did peg the toe/ or fit the lad* 
 Did he aim the gun', or nip the bud* ? 
 
 * Let the pupil spell each word of every lesson on this page. See 
 that the voice is kept up before or, and that it falls at the end of each 
 sentence. 
 
12 
 
 WORDS OF THREE LETTERS. 
 
 LESSON 2 5. 
 Reading?. 
 
 I am to be at the \ . . Is 
 she to \ . . the egg? He 
 is to go \ . . It is in 
 the ark. Is the \ . . on 
 the \ . . sir, or is it off ? 
 It is off of 1 ;., box, sir, 
 
 LESSON 27. 
 
 Did he sob? If a \.. 
 can dig, let him not \ . . 
 The \ .. is in its sty; 
 and so is the \ . . Has 
 the \.. fed the kid? 
 The cat did get the \ ! . 
 My dog is on the V.. 
 
 LESSON 29. 
 
 The fox \ . . at my 
 \ ..; but I had a gun 
 and hit it on the \ . . 
 Hip up the \ . . and 
 get a \ .. for Job; or 
 get him a \ . . to eat. 
 Why did Job V. . go ? 
 My dog bit the old \ . . 
 
 LESSON 24. 
 Spelling. 
 
 be am inn 
 
 she egg /h/ 
 
 to go off 
 
 the ark ZiVZ 
 
 sir off box 
 
 it is the 
 
 LESSON 26. 
 
 did sob man 
 
 can him 6^ 
 
 its sty hog 
 
 and has jp^ 
 
 fed kid lad 
 
 cat get rat 
 
 my dog 6ecZ 
 
 LESSON 28. 
 
 my fox ran 
 had gun lien 
 hit the ?<?</ 
 rip and bag 
 get for fig 
 him eat ?m£ 
 why did not 
 dog bit /ox 
 
WORDS OF THREE LETTERS. 
 
 13 
 
 LESSON 31. 
 Reading. 
 
 My 
 
 and 
 
 was m 
 . I was in 
 mud. We all 
 
 the top. The \ 
 
 the 
 
 the 
 
 \.. at 
 
 . is set. 
 
 He had a \ . . of ham. 
 
 LESSON 33. 
 
 He has no pot nor \ . . 
 in his hut. If my S . . fix 
 me in yon \ . . Did the 
 boy ask for a cup or a \ . . ? 
 The man is \ . . The old 
 man had on a \ . . Get 
 me a\ : .v, ink, and wax. 
 
 LESSON 35. 
 
 Not a \ . . nor a jot. 
 Be in \ . ., and sin not. 
 Go not in the wav of \ . . 
 men. If you \ . . you 
 will rue it. A bad \ . . 
 has woe, and no \ . . No 
 one can 
 die to- 1 ., 
 
 but he may 
 
 LESSON 30. 
 Spellog. 
 
 my was gig 
 and the hog 
 mud all met 
 top set sun 
 had ham hit 
 
 LESSON 32. 
 
 pot nor pan 
 hut fix lot 
 yon did cot 
 boy ask can 
 the old mad 
 man had wig 
 ink waxp^z 
 
 LESSON 34. 
 
 nor jot dot 
 
 sin not awe 
 the way 6at? 
 
 men you lie 
 
 rue bad 603/ 
 
 woe has joy 
 
 can but say 
 
 may die day 
 
14 
 
 WORDS OF THREE LETTERS. 
 
 LESSON 37. 
 Reading. 
 
 Did the elk \ .. the 
 dog ? One may l . . . and 
 yet not be thy \ . . The 
 ore is dug out; \ .. one 
 ton of it or \ . "., ere you 
 go \: L \ Did you see the 
 K"Ji of my box ? As the 
 K . . is so hot, I am to set 
 out at \ . . 
 
 LESSON 39. 
 
 Did you see the \ „ . ? 
 It was not \; .., how did 
 you see the l . . . run off? 
 Did you \ . . the rye ? 
 Why did you \ . . mow 
 the \ . . ? Was the dew 
 on it ? Do you K . . the 
 hoe ? Did the J. . . hum ? 
 Did the \ . . and the old 
 \ . . run ? Did the fox 
 see the \ . . ? 
 
 LESSON 36. 
 
 
 Spelling. 
 
 did 
 
 the 
 
 see 
 
 dog 
 
 one 
 
 vie 
 
 yet thy foe 
 
 ore 
 
 dug 
 
 buy 
 
 ton 
 
 ere 
 
 tioo 
 
 you 
 
 see 
 
 off 
 
 box the 
 
 hey 
 
 hot 
 
 set 
 
 air 
 
 out 
 
 % 
 
 eve 
 
 LESSOR 
 
 l 38. 
 
 vou 
 
 see 
 
 sea 
 
 was 
 
 how 
 
 day 
 
 run 
 
 off 
 
 roe 
 
 the 
 
 rye 
 
 sow 
 
 why 
 
 mow not 
 
 was 
 
 dew 
 
 hay 
 
 you 
 
 the 
 
 use 
 
 hoe 
 
 hum bee 
 
 and old 
 
 cow 
 
 run 
 
 fox 
 
 ewe 
 
 see 
 
 the 
 
 dog 
 
WORDS OP THREE LETTERS. 
 
 15 
 
 LESSON 41. 
 Reading. 
 
 His age is \ . . Was he 
 on the \ . . to-day? I 
 saw him \ . . low to you. 
 She is at her \ . . Did 
 she sew her \ . . ? You 
 may get the \ . . of it. 
 
 LESSON 43. 
 
 Few are in my \ . . any 
 dav. It is not \ . . for the 
 ear nor the \ . . Who 
 go in and K . . go out ? 
 Any two of you K . . go to 
 see it ? May I go \ . . ? 
 
 LESSON 45. 
 
 Let us all \ . . to do no 
 sin ? Do you \ . . us to 
 do as we are bid ? \ . . 
 can \ . . all we do. He 
 saw all we \ . . and did. 
 His eye is on i . . . Let 
 us not do any \ . . 
 
 LESSON 40. 
 
 
 Spelling. 
 
 his 
 
 age ten 
 
 the 
 
 saw 
 
 day ice 
 him how 
 
 She 
 
 her tea 
 
 sew 
 
 her hem 
 
 may get use 
 
 LESSON 4 2. 
 
 few 
 day 
 ear 
 and 
 
 any pew 
 not fit 
 the eye 
 out wtm 
 
 any 
 
 you may 
 
 see 
 
 may too 
 
 LESSON 44. 
 
 let 
 
 all try 
 
 sin 
 
 you aid 
 
 are 
 
 bid God 
 
 can 
 
 all see 
 
 saw 
 
 and ate 
 
 eye 
 
 let all 
 
 not 
 
 any sin 
 
16 
 
 WORDS OF FOUR LETTERS. 
 
 LESSON 47. LESSON 46. 
 
 Reading. Spelling. 
 
 If pa'pa or K ;'; . does pa'pa ma! ma 
 
 not K . . us ? the Lord Lord see 
 
 el- 1 . . . . does. His eye does 
 
 is on us K . . the day and wise 
 
 all the time. The J time 
 
 is i, L ., just, and good, just 
 
 LESSON 49. LESSON 4i 
 
 He made each * and each tree 
 
 herb, the V. . . oak and herb 
 
 the tiny bush are \ . . . bush 
 
 his work. The Lord 1 work 
 
 the sun to \ . . : 9 and he tiny 
 
 1 it set. 
 
 LESSON 51. 
 
 He made the \ . . and made sun 
 
 moon, and each \ . . . moon star 
 
 of the sky. The \ . . is stars sea 
 
 \ . ., and he made it ; and made his 
 
 the i. . . land is his also, land dry 
 
 He made the high \ . . . high hill 
 
 and the low \ . . . tall vale 
 
 ways 
 
 all 
 
 Lord 
 
 loise 
 
 tall 
 
 both 
 
 bids 
 
 rise 
 bids 
 
 LESSON 50. 
 
 gives 
 
"WORDS OF FOUR LETTERS. 
 
 17 
 
 LESSON 53. 
 Reading. 
 
 The 1 .... at the will of 
 the \ . . . is made dry. 
 The heat and the \ . . . 
 come from him. He \ . . . 
 the \ . .., hail, and the ice. 
 
 LESSON 55. 
 
 He bids the \ . . . to put- 
 on its \ . . ., but ere long 
 
 he 1 bid the leaf to 
 
 \v - ., and make the tree 
 to be r . . . . in the fall. 
 
 LESSON 57. 
 
 He bids the \ . . . to 
 \ . . ., and the lamp to 
 \ . . . He sets a door 
 as it \ . . . on the sea ; 
 
 and says to it, x far 
 
 K . . . must thou come ? 
 
 LESSON 52. 
 
 Spelling. 
 
 Will 
 
 made 
 heat 
 
 soil 
 
 Lord 
 
 cold 
 
 come gave 
 hail snoio 
 
 LESSON 54. 
 
 bids 
 
 long 
 
 leaf 
 
 make 
 
 fall 
 
 tree 
 
 leaf 
 
 will 
 
 fade 
 
 hare 
 
 LESSON 5 6. 
 
 bids mind 
 
 lamp filoio 
 
 door burn 
 
 says were 
 
 must thus 
 
 thou only 
 
WORDS OF FOUR LETTERS. 
 
 LESSON 59.* 
 Reading. 
 
 LESSON 58' 
 Spelling. 
 
 All that 2 live get life from the lives ? 
 
 Lord. He made the 2 poor man poorer? 
 
 as well as the 2 rich man; he richer? 
 
 made the Mark man as well as darker 
 
 the 2 fair man. fairer ? 
 
 LESSON 61. 
 
 LESSON 60. 
 
 He made the 2 fool as well fools? 
 
 as the 2 wise man. All that wiser? 
 
 move on the 2 land are his; lands? 
 
 and so are all that 2 fly in flies? 
 
 the air, and all that 2 swim swims? 
 
 in the 2 sea. seas ? 
 
 LESSON 63. 
 
 LESSON 62. 
 
 The 2 lion and the worm lions ? 
 
 are both the 2 work of his works? 
 
 2 hand. In him they live and hands? 
 
 2 move. He it is that doth moves? 
 
 2 give food to them all, and, gives? 
 
 when he says the 2 word, they words? 
 
 all die and turn to 2 dust. dusts ? 
 
 * Let the pupil spell every word in all the reading lessons which 
 have hut one marginal column, and use each word in the column in 
 an original simple sentence. 
 
WORDS OP FOUR LETTEBS. 
 
 19 
 
 
 LESSON 65. 
 Reading. 
 
 Bear ever in 2 mind that it 
 was the 2 Lord who made you. 
 He 2 gave you all that you 
 have, and all that you 2 hope 
 for. He gave 2 you life, and food, 
 and a 2 home. 
 
 LESSON 64. 
 Spelling. 
 
 minds ? 
 Lord's ? 
 his? 
 hopes ? 
 
 LESSON 67. LE 
 
 All who take 2 care of you, 
 and 2 help you, were sent you by 
 him. He gave you the 2 Bible, 
 to let you 2 know what he hath 
 done for you, and what 2 he bids 
 you 2 do. 
 
 yours i 
 homes ? 
 
 SSON 6 6. 
 
 cares ? 
 helps ? 
 Bibles? 
 knows? 
 him ? 
 done ? 
 
 LESSON 69. 
 
 2 Be sure that 
 
 LESSON 68. 
 
 sure mat he ever sees being? 
 
 you in the 2 dark, as well as in darkest 
 
 the 2 day. He can tell all that days ? 
 
 you do, and all that you 2 say says? 
 
 and all that is in your 2 mind. minds? 
 
 Oh ever 2 seek the Lord. Pray seeks? 
 
 to him when you 2 rise, and when rises ? 
 
 you 2 lie down. lieth ? 
 
20 
 
 NEVER FIGHT, 
 
 LESSON 70. 
 NEYER FIGHT. 
 
 Let dogs delight to \ . 
 
 Bark. 
 
 and bite, 
 
 For the Lord hath \ . . . them so, M * de - 
 Let beaes and li'oints growl and \ . . . . F ^ ht - 
 For 'tis their \ / . . . . too. NaW 
 
 Girls and boj^s you should \ / . . . let N8 ^ er - 
 Such an'gry passions \ . . ., Rise - 
 
 Your lit' tie hands were neVer '. . . . Made - 
 To tear out each others \ . ~ > . E y es - 
 
 Birds in their lit' tie K / *",. a'gree,. Nests - 
 
 And 'tis a shame'ful \ . . . . sight. 
 
 If you of one school or 3 . . . / . I Fam%. 
 
 Fall out and \ . . . . and fi^ht. Cliide - 
 
GOOD BOYS AND GIRLS. 
 
 21 
 
 Good 
 
 not 
 
 other 
 
 play ? 
 
 fight? 
 
 li'ons 
 
 all 
 
 in 
 
 say 
 
 cross 
 
 or 
 
 should 
 
 your 
 
 who 
 
 faults 
 
 to 
 
 If 
 
 pains 
 
 any 
 
 LESSON 71 
 GOOD BOYS AND 
 
 and 
 
 boys 
 
 fight 
 
 when 
 
 bad 
 
 cats 
 
 bite 
 
 who 
 
 peace ? 
 
 bad 
 
 at 
 
 others ? 
 
 neVer 
 
 best 
 
 tell 
 
 and 
 
 know 
 
 you 
 
 you 
 
 thins; 
 
 nor 
 
 they 
 
 boys 
 
 dogs 
 
 and 
 
 are 
 
 you 
 
 words 
 
 your 
 
 above 
 
 strike 
 
 friends 
 
 you 
 
 teach 
 
 and 
 
 do 
 
 can'not 
 
 that 
 
 GIRLS. 
 
 srirls 
 
 hurt 
 
 are 
 
 and 
 
 bears 
 
 fight? 
 
 good 
 
 should 
 
 or 
 
 pa'pa 
 
 all 
 
 any 
 
 are 
 
 of 
 
 you 
 
 correct 
 
 not 
 
 ex'cel 
 
 is 
 
 do 
 
 each 
 
 at 
 
 girls 
 
 and 
 
 but 
 
 live 
 
 nev'er 
 
 look 
 
 ma'ina 
 
 you 
 
 one ? 
 
 those 
 
 your 
 
 how 
 
 them ? 
 
 take 
 
 in 
 
 good? 
 
 * After pronouncing and sp 
 columns, let each pupil read 
 marks. 
 
 elling this Lesson and Lesson 73, p. 23, in 
 alternately in lines to the interrogation 
 
22 
 
 KINDNESS. 
 
 LESSON 72. 
 KINDNESS. 
 
 ? The * a'bove is pleased to see. Lord. 
 
 Pu'pils in all the schools V ; A'gree. 
 
 ? And will not x the prayer and praise Scorn. 
 
 Which lov'ing children join to K'A\* Kaise. 
 
 ? For X c . . and kind'ness please him more, Love. 
 
 Than if we gave him all our * ; store. 
 
 ? And children here who * in love, Dwell. 
 
 Are like his ho'ly saints * aWb. 
 
 ? The gen'tle child that K . . . . to please, Tries. 
 
 That hates to quarrel, fret, and * , Tease. 
 
 And will not say an l . J . . . word ; An'gry. 
 
 ? That 1 is pleas'ing to the Lord. cmicl 
 
 ? Good Lord ! 1 . . J when'ev er we Forgive 
 
 For ; get thy 1 and dis'a gree ; win. 
 
 ? And 1 that each of us may find Grant. 
 
 The bless'ed ness of 1 . J . . . kind. Be'mg. 
 

 TRY NOT TO 
 
 1)0 WRONG. 
 
 23 
 
 
 LESSOX 73. 
 
 j 
 
 
 TRY NOT TO 
 
 D W R X 
 
 ?• m 
 
 Good 
 
 boys 
 
 and 
 
 girls 
 
 nev'er 
 
 do 
 
 wrong 
 
 be'cause 
 
 they 
 
 see 
 
 or 
 
 know 
 
 of 
 
 others 
 
 who 
 
 do 
 
 what 
 
 is 
 
 not 
 
 right. 
 
 They 
 
 love 
 
 and 
 
 o'bey 
 
 their 
 
 parents. 
 
 When 
 
 they 
 
 want 
 
 any 
 
 thing 
 
 which 
 
 their 
 
 father 
 
 or 
 
 nioth/er 
 
 thinks 
 
 is 
 
 not 
 
 right 
 
 for 
 
 them 
 
 to 
 
 have 
 
 they 
 
 do 
 
 not 
 
 fret 
 
 get 
 
 an'gry 
 
 or 
 
 cry. 
 
 They 
 
 are 
 
 ever 
 
 kind 
 
 to 
 
 all. 
 
 They 
 
 nev'er 
 
 tease 
 
 fight 
 
 or 
 
 call 
 
 any 
 
 one 
 
 bad 
 
 names. 
 
 Good 
 
 chil r dren 
 
 love 
 
 to go to 
 
 school. 
 
 They 
 
 try 
 
 their 
 
 best 
 
 to 
 
 spell 
 
 to 
 
 read 
 
 write 
 
 and 
 
 learn 
 
 all 
 
 the 
 
 good 
 
 they 
 
 can. 
 
 They 
 
 nev'er 
 
 lie 
 
 or 
 
 take 
 
 any 
 
 thing 
 
 not 
 
 their 
 
 own. 
 
 They 
 
 always 
 
 own 
 
 their 
 
 faults. 
 
— .-.-.... ■. ■■■■■■ ■■ 
 
 ; 24 QUESTIONS AND ANSWERS. 
 
 — - *— j| 
 
 QUESTIONS AND ANSWERS, 
 
 LESSON 75* 
 
 LESSON 74. 
 
 Reading. 
 
 Spelling. 
 
 Jane. Who is a la'dy ? 
 
 hf&y* 
 
 poliy^ 
 
 Ruth. Anlia Butler. 
 
 Ha'zy 
 
 bo'ny 
 
 Jane. What is ha'zy ? 
 
 Ba'by 
 
 to'ry 
 
 Ruth. The sky is ha'zy. 
 
 Ma'zy 
 
 holy 
 
 Jane. Who is a ba'by ? 
 
 Na'vy 
 
 po'sy 
 
 Ruth. A'my Smith. 
 
 La'zy 
 
 ro'sy 
 
 LESSON 77. 
 
 LESSON 76. 
 
 Jane. What is ma'zy ? 
 
 Puliy 
 
 ti'dy 
 
 Ruth. The swamp is ma'zy. Duly 
 
 ti'ny 
 
 Jane. What is a na'vy ? 
 
 Duly 
 
 li'my 
 
 Ruth. War ships, &c. 
 
 Fu'ry 
 
 di'ry 
 
 Jane. Who is la'zy ? 
 
 Ju ; ry 
 
 Hii'ry 
 
 Ruth. Am'ris La'coxi. 
 
 Fu'my 
 
 wi'ry 
 
 LESSON 79. 
 
 LESSON 7 8. 
 
 Jane. Who waspu'ny? 
 
 Ra'cy 
 
 lion 
 
 Ruth. Di'nah Hov'ey. 
 
 Va'ry 
 
 re'al 
 
 Jane. What is a duly ? 
 
 Wa'ry 
 
 eo'zey 
 
 Ruth. To do right, &c. 
 
 rm 
 
 po'em 
 
 Jane. What was duly ? 
 
 Di'al 
 
 po'et 
 
 Ruth. It was duly done. 
 
 Ri'ot 
 
 du'el 
 
 * Lessons 75, 77, and 79 are designed to be read as a dialogue, and 
 
 then each word to be spelled. 
 
 
 
 f An accented Towel always has its name or long sound 
 j Y ending an unaccented syllable takes the short sounc 
 
 
 1 of E when 
 
 the preceding syllable is accented. 
 
 
 
 $ Let the pupil begin with pony, and write for a home-lesson each 
 
 word in the second column in a simple sentence. 
 
 
QUESTIONS AND ANSWERS. 
 
 25 
 
 S^ ? 
 
 Halo 
 
 La'va 
 
 Sa'go 
 
 Zero 
 
 He'ro 
 
 Ve'to 
 
 fu'el 
 
 su'et 
 
 ruin 
 
 deny 7 ' 
 
 defy 
 
 espy' 
 
 LESSON 81. * LESSON80. 
 
 Heading. Spelling. 
 
 ; Ruth. What is ri'per ? 
 Jane. This ap'ple is ripper.* 
 Ruth. What is a vi'per ? 
 Jane. A poi'son serpent. 
 Ruth. What is wi'der ? 
 Jane. This cloth is wi'der.* 
 
 LESSON 83. LESSON 82. 
 
 Ruth. Who is a ri'der ? 
 Jane. Fran'ces Knox. 
 Ruth. Who is a di'ver ? 
 e7a?2e. Han'nah Jones. 
 Ruth. What is filler? 
 Jane. This cloth is filler.* 
 
 LESSON 85. 
 
 Ruth. Who is a ty'ro ? 
 
 Jane. Any learn'er. 
 
 Ruth. Name one ? Wa'fer 
 
 Jane. Hel'en Dow. Pa'per 
 
 Ruth. De'fine exit ? Ga'zer 
 
 Jane. It means to de'part. Ca'per 
 
 Arid 
 
 Ugly 
 
 Un'do 
 
 Ally 
 
 En'vy 
 
 Go'ry 
 
 LESSON 
 
 Ma'ker fi/ner 
 Ba'ker di'ver 
 ri'der 
 wi'der 
 vi'per 
 ri'per 
 
 ac'me 
 
 ar'my 
 
 at'om 
 
 axis 
 
 exit 
 
 ty'ro 
 
 84. 
 
 * Than that, i. e. that apple ; or, as the case may be, that cloth. 
 + Y ending an accented syllable takes the long sound of i. 
 \ E before a final r, usually takes the sound of u. 
 JVote.—Let the pupil begin with Halo, and write for a home-lesson 
 each word in the first column in a simple sentence. 
 
26 DIFFERENT VOWEL SOUNDS CONTRASTED. 
 
 
 LESSON 8 6.* 
 
 
 cap 
 
 cape, 
 
 pa'rent 
 
 pat'ent, 
 
 man 
 
 mane, 
 
 cha'ry 
 
 charl ty, 
 
 scrap 
 
 scrape, 
 
 an'ger 
 
 an'gel, 
 
 sham 
 
 shame, 
 
 camlet 
 
 cam/bric, 
 
 van 
 
 vane, 
 
 am'ber 
 
 cham'ber 
 
 tap 
 
 tape, 
 
 man'gle 
 
 manager, 
 
 pan 
 
 pane, 
 
 strangle 
 
 stran'ger, 
 
 
 LESSON 87.* 
 
 
 glad 
 
 glade, 
 
 dan'gle 
 
 dan'ger, 
 
 gat 
 
 gate, 
 
 ran'cour 
 
 ran'ging, 
 
 Sa'tan 
 
 satin, 
 
 pasly 
 
 pas'try, 
 
 la'tent 
 
 latin, 
 
 them 
 
 theme, 
 
 all 
 
 alley, 
 
 mass 
 
 mas'sive, 
 
 hall 
 
 hallow, 
 
 fa'ther 
 
 rath'er, 
 
 call 
 
 callow, 
 
 pall 
 
 pallet, 
 
 
 LESSON 88* 
 
 
 fall 
 
 fallow, 
 
 wall 
 
 wallet, ! 
 
 tall 
 
 tally, 
 
 squall 
 
 squalid, j 
 
 ball 
 
 ballot, 
 
 galling 
 
 gallant, j 
 
 gall 
 
 gallon, 
 
 ex'alt 
 
 alii tude, j 
 
 far 
 
 far'row, 
 
 ap'pal 
 
 ca'nal, 
 
 car 
 
 car'ry, 
 
 was 
 
 wax, 
 
 tar 
 
 tar'ry, 
 
 wast 
 
 was'ted, 
 
 mar 
 
 mar'ry, 
 
 her 
 
 here, 
 
 * Different vowel sounds contrasted. The addition or omission of a j 
 
 letter often changes the meaning 
 
 ; of a word. For a 
 
 home-lesson let the 
 
 pupil explain 
 
 the meaning of the 
 
 words in writing 
 
 in simple sentences, j 
 
 like the following: Jane. What did Anne buy? 
 
 Ruth. The cap and \ 
 
 the cape. The man fixed the mane. 
 
 ^ \ 
 
DIFFERENT VOWEL SOUNDS CONTRASTED. 
 
 din 
 
 chin 
 
 quit 
 
 rid 
 
 rip 
 
 shin 
 
 sir 
 
 fir 
 
 thin 
 
 twin 
 
 spit 
 
 trip 
 
 hid 
 
 sit 
 
 LESSON 89* 
 
 dine, 
 
 chime, 
 
 quite, 
 
 ride, 
 
 ripe, " 
 
 shine, 
 
 sire, 
 
 pilot 
 
 childish 
 
 wild'er 
 
 mild'ness 
 
 kindly 
 
 kind'er 
 
 sy'phon 
 
 LESSON 90* 
 
 fire, 
 
 thine, 
 
 twine 
 
 spite, 
 
 tripe, 
 
 hide, 
 
 site, 
 
 prior 
 
 pri Va cy 
 
 sti'fle 
 
 spi'ny 
 
 ri'val 
 
 pri'vate 
 
 mi'nor 
 
 LESSON 91.* 
 
 pillage, 
 
 chirdren, 
 
 wil'der, 
 
 mil'dew, 
 
 kindle, 
 
 hin der, 
 
 syringe, 
 
 primmer, 
 
 priVa cy, 
 
 stiffly, 
 
 spin'age, 
 
 riv'el, 
 
 priv'y, 
 
 min'ute, 
 
 kin 
 
 kine, 
 
 li'ning 
 
 lin'en, 
 
 rob 
 
 robe, 
 
 forTeit 
 
 for'age, 
 
 nod 
 
 node, 
 
 ex hort' 
 
 im port', 
 
 rot 
 
 rote, 
 
 re cord' 
 
 afford', 
 
 dot 
 
 dote, 
 
 en gross 7 
 
 em boss' 
 
 hop 
 
 hope, 
 
 o'ral 
 
 mor'al, 
 
 rod 
 
 rode, 
 
 or'gan 
 
 or'ange, 
 
 con 
 
 cone, 
 
 oil ent 
 
 orl fice,' 
 
 * Different rowel sounds contrasted. The addition or omission of a 
 letter often changes the meaning of a word. Model for home-lesson . 
 They dine amid the din. Their pillage was taken hy the pilot, &c 
 
28 DIFFERENT VOWEL SOUNDS CONTRASTED. 
 
 mm^ 
 
 nic/dal 
 
 notice 
 
 fo'rum 
 
 florist, 
 
 en rol' 
 
 huge 
 
 plum 
 
 tub 
 
 us 
 
 tuns 
 
 curs 
 
 de mur 7 
 
 re cur' 
 
 hath 
 
 hall 
 
 malt 
 
 have 
 
 pislol 
 
 LESS 
 
 mod'el, 
 
 novice, 
 
 for'est, 
 
 florid, 
 
 ex tol', 
 
 hug, 
 
 LESS 
 
 plume, 
 
 tubes, 
 
 Lise, 
 
 tunes, 
 
 cures, 
 
 de'raure, 
 
 LESS 
 
 se cure 7 , 
 
 path, 
 
 shall, 
 
 shalt 5 
 
 shave, 
 
 pis tole', 
 
 ON 92* 
 
 sor'did 
 
 torment 
 
 rolling 
 
 tro'phy 
 
 so'rel 
 
 pu'ny 
 
 ON 9 3.* 
 
 rud'dy 
 
 rub'bish 
 
 rud'der 
 
 pul'py 
 
 putly 
 
 ful'ness 
 
 ON 9 4* 
 
 du'cal 
 
 sa'vor 
 
 e'pact 
 
 li'vre 
 
 butler 
 
 fi'nis 
 
 sor'ry, 
 
 tor'rid, 
 
 lolling, 
 
 prophet, 
 
 sorrel, 
 
 punish, 
 
 rudely, 
 
 ru'by, 
 
 ru'der, 
 
 pul'pit, 
 
 putting, 
 
 ful'some 
 
 duc'at, 
 
 sav'age, 
 
 epic, 
 
 liv'er, 
 
 butcher, 
 
 finish, 
 
 * Different vowel sounds contrasted. The addition or omission of a 
 letter often changes the meaning of a word. 
 
DIFFERENT VOWEL 
 
 SOUNDS CONTRASTED. 29 
 
 LESSON 95 
 
 *LESSON 96.j 
 
 L E S S N 9 7 * 
 
 LESSON 98. f 
 
 ah! 
 far 
 
 brass 
 glass 
 
 ar'my 
 art'ful 
 
 bar'on 
 barren 
 
 star 
 
 pass 
 
 father 
 
 barrel 
 
 barb 
 
 asp 
 
 bra'vo 
 
 car'ol 
 
 garb 
 hard 
 
 clasp 
 grasp 
 
 ar'bor 
 ar'mor 
 
 arid 
 harass 
 
 jyard 
 
 ask 
 
 far'mer 
 
 lar'um 
 
 \ barge 
 large 
 
 bask 
 flask 
 
 darling 
 garland 
 
 parish 
 cai v at 
 
 ! charge 
 
 chaff 
 
 garment 
 
 tariff 
 
 \ targe 
 
 ; ark 
 shark 
 spark 
 arm 
 
 staff 
 
 raft 
 
 craft 
 
 shaft 
 
 waft 
 
 barley 
 
 parley 
 
 parsley 
 
 star'ry 
 
 parlor 
 
 tar'ry 
 
 mar'ry 
 
 claret 
 
 garret 
 
 car'rot 
 
 farm 
 
 cast 
 
 harbor 
 
 nar'row 
 
 harm 
 charm 
 
 past 
 fast 
 
 car'pet 
 market 
 
 spar'row 
 harl er 
 
 barn 
 
 mast 
 
 scarlet 
 
 barli er 
 
 yarn 
 
 vast 
 
 varlet 
 
 earli er 
 
 harp 
 
 blast 
 
 hardness 
 
 arrant i 
 
 snarl 
 
 grant 
 
 harvest 
 
 ar'ras 
 
 carve 
 
 slant 
 
 tarnish 
 
 bar'rack 
 
 starve 
 
 chance 
 
 varnish 
 
 ar'a ble 
 
 march 
 
 dance 
 
 archer 
 
 par'a ble 
 
 | parch 
 
 prance 
 
 barber 
 
 par'o dy 
 
 i 
 
 * ILlustratin 
 
 g the 3d sound of 
 
 i. f Illustrating the 2d sound of a. 
 
30 SHORT VOWEL SOUNDS ILLUSTRATED. 
 
 LESS. 9 9 * 
 
 LESSON 100. 
 
 * LESS. 101* 
 
 LESSON 102 * 
 
 | Villa 
 
 Mel'on 
 
 An'y 
 
 Be'gan 
 
 visla 
 
 ven'om 
 
 man'y 
 
 tre pan' 
 
 stig / ma 
 
 fel'on 
 
 lil'y 
 
 be get' 
 
 sen'na 
 
 an'them 
 
 leVy 
 
 be set' 
 
 mimic 
 
 maxim 
 
 spon'gy 
 
 com mit' 
 
 critic 
 
 muslin 
 
 pit'y 
 
 refit' 
 
 vivid 
 
 nap'kin 
 
 enlry 
 
 se dan' 
 
 livid 
 
 pillar 
 
 pan' try 
 
 di van' 
 
 timid 
 
 cum'ber 
 
 sen'try 
 
 fo ment' 
 
 vapid 
 
 ram'bler 
 
 gen'try 
 
 re lent' 
 
 peb'ble 
 
 antler 
 
 sundry 
 
 de ter 7 
 
 treb'ble 
 
 ten'or 
 
 alley 
 
 con fer 7 1 
 
 middle 
 
 lep'er 
 
 galley 
 
 com pel' ! 
 
 cat'tle 
 
 ser'pent 
 
 mis'tress 
 
 an nul' 
 
 cor'al 
 
 present 
 
 dis'tant 
 
 re vert' 
 
 vas/sal 
 
 tor'rent 
 
 ab'sent 
 
 re cess' 
 
 ves'sel 
 
 ballast 
 
 adjunct 
 
 ad dress' 
 
 veronal 
 
 ver'tex 
 
 prov'ost 
 
 de fend' 
 
 lev'el 
 
 ped'ant 
 
 proverb 
 
 ex tend' 
 
 noVel 
 
 ten'ant 
 
 nig'gard 
 
 a lert' 
 
 pan'el 
 
 tal'ent 
 
 sluggard 
 
 con vert' 
 
 rev'el 
 
 visit 
 
 muslard 
 
 oc cult' 
 
 tra'vel 
 
 slan'der 
 
 stam'mer 
 
 in suit/ 
 
 gravel 
 
 vintner 
 
 gram'mar an nex' 
 
 vigil 
 
 a dult ; 
 
 surplus 
 
 per plex' 
 
 lin'en 
 
 tablet 
 
 in'fant 
 
 affix' 
 
 * Words of two syllables illustrating the short sounds of the vowels . 1 
 
LONG VOWEL SOUNDS ILLUSTRATED. 31 
 
 LESS. 103 
 
 .* LESSON104.* 
 
 < LESSON 105. 
 
 * LESS. 106* 
 
 E'raf 
 
 Bri'nyf 
 
 La'borf 
 
 Pa racle'f 
 
 hy'dra 
 
 dra'per 
 
 o'dor 
 
 bro cade' 
 
 stra'ta 
 
 sli'der 
 
 va'por 
 
 re plete' 
 
 sto'ic 
 
 o'mer 
 
 tu'mor 
 
 se crete' 
 
 mu'sic 
 
 tre'inor 
 
 fa'vor 
 
 u nite' 
 
 Cu'pid 
 
 tu'tor 
 
 sa'vor 
 
 in vite' 
 
 flu'id 
 
 pu'pil 
 
 fo'cus 
 
 con dole' 
 
 ca'ble 
 
 thesis 
 
 cro'cus 
 
 ca jole' 
 
 tri'fle 
 
 ty'rant 
 
 fa'inous 
 
 per fume' 
 
 ti'tle 
 
 va'grant 
 
 pi'ous 
 
 re sume' 
 
 hu'gle 
 
 flu'ent 
 
 fi'brous 
 
 de scry' 
 
 feVer 
 
 a'pex 
 
 po'rous 
 
 im ply' 
 
 leaver 
 
 o'nyx 
 
 por'tal 
 
 de fame' 
 
 ine'tre 
 
 o'vert 
 
 for'tress 
 
 in flame' 
 
 lu'cre 
 
 se'cret 
 
 sporting 
 
 re cede' 
 
 tri'al 
 
 lo'cust 
 
 jolt'ing 
 
 co here' 
 
 o'pal 
 
 e'dict 
 
 hast'ed 
 
 be tide' 
 
 mu'ral 
 
 ha'tred 
 
 tast'ed 
 
 de cide' 
 
 fa'tal 
 
 a'corn 
 
 binding 
 
 dis pose' 
 
 na'tal 
 
 ca'dence 
 
 wildly 
 
 en close' 
 
 pa'pal 
 
 du'rance 
 
 kindly 
 
 se cure' 
 
 na'sal 
 
 gra'tis 
 
 forg / er 
 
 al lure' 
 
 le'gal 
 
 ze'nith 
 
 re port' 
 
 en sure' 
 
 * re'gal 
 
 de'raon 
 
 im port' 
 
 ex hale' 
 
 * "Words of two syllables illustrating the long sounds of the vowels. 
 
 f A vowel accented always has its long sound. 
 
 
 Note. Name some other words 
 
 not in this lesson, 
 
 in which a has its 
 
 long sound. 
 
 e, i, o, u. 
 
 
 
ILLUSTRATING THE U SOUND OF 0. 
 
 LESS. 107.' 
 
 DOYE 
 
 love 
 
 glove 
 
 shove 
 
 one 
 
 done 
 
 son 
 
 ton 
 
 won 
 
 world 
 
 work 
 
 oVen 
 
 front 
 
 wort 
 
 word 
 
 bomb 
 
 worse 
 
 dost 
 
 * LESSON108.* 
 
 tongue 
 
 sponge 
 
 worm 
 
 moth/er 
 
 nothing 
 
 thorough 
 
 wor'thy 
 
 wor'ry 
 
 com'frey 
 
 mon'key 
 
 meth'od 
 
 ploVer 
 
 cas'tor 
 
 col'or 
 
 com'fit 
 
 a bove' 
 
 af front' 
 
 mam'moc 
 
 LESSON 109* 
 
 broth'er 
 
 comely 
 
 lovely 
 
 cov'er 
 
 cov'et 
 
 doz'en 
 
 govern 
 
 hoVer 
 
 pom'mel 
 
 kingdom 
 
 gallop 
 
 gallon 
 
 spon'ger 
 
 wis'doni 
 
 ser'mon 
 
 arbor 
 
 har'bor 
 
 mon'grel 
 
 LESS, no* 
 
 bom'bast 
 
 poth'er 
 
 shov'el 
 
 sloVen 
 
 smoth'er 
 
 stom/ach 
 
 wonted 
 
 worship 
 
 coming 
 
 com'pass 
 
 com/fort 
 
 con(jure 
 
 hon'ey 
 
 mon'ey 
 
 laying 
 
 pack'e r 
 
 mock'er 
 
 cov'ey 
 
 * Words in which o has the short sound of u. 
 
G HARD, G SOFT, 
 
 &C, ILLUSTRATED. 33 
 
 LESS. Ill* 
 
 LESSON 112.- 
 
 • LESSON 113.: 
 
 [ LESS. 114.3 
 
 g hard. 
 
 g soft. 
 
 & o short. 
 
 u long. 
 
 A'gue 
 
 A'gent 
 
 Wad'ding 
 
 Kul'er 
 
 ar'gue 
 
 ar'gent 
 
 nodding 
 
 rudely 
 
 rig 7 our 
 
 rigid 
 
 wad'dle 
 
 rubral 
 
 rigging 
 
 frigid 
 
 codle 
 
 ruthless 
 
 rug'ged 
 
 tur'gid 
 
 wallow 
 
 ruin 
 
 brig 7 and 
 
 re 7 gent 
 
 follow 
 
 rue'ful 
 
 gan 7 der 
 
 gen'der 
 
 wan 7 der 
 
 tru 7 ant 
 
 gas'tric 
 
 geslure 
 
 pon 7 det 
 
 truism 
 
 gid 7 dy 
 
 giblets 
 
 wanlon 
 
 pru'dent 
 
 gimlet 
 
 gin'ger 
 
 con'trast 
 
 pru'dish 
 
 gew 7 gaw 
 
 digit 
 
 warrant 
 
 bru'tal 
 
 gir'dle 
 
 gin'gle 
 
 tor'rent 
 
 fru'gal 
 
 girlish 
 
 gip'sy 
 
 wat'tle 
 
 cru'el 
 
 giz 7 zard 
 
 gig'ot 
 
 bot'tle 
 
 cru'et 
 
 giggle 
 
 gim'crack 
 
 Wagtail 
 
 cruis'er 
 
 gam 7 bol 
 
 pun 7 gent 
 
 fossil 
 
 druld 
 
 fog'gy 
 
 spun'gy 
 
 quar'rel 
 
 fruitful 
 
 shag'gy 
 
 cler'gy 
 
 sor'rel 
 
 gru 7 el 
 
 drug'get 
 
 budget 
 
 quan'tum 
 
 con'strue 
 
 gor 7 gon 
 
 gor'get 
 
 nos'trum 
 
 im brue 7 
 
 tar 7 get 
 
 badges 
 
 swad'dle 
 
 un true 7 
 
 wag / gish 
 
 magic 
 
 solid 
 
 in trade' 
 
 crag'gy 
 
 tragic 
 
 squalid 
 
 ob trade 7 
 
 * Illustrates the hard sound of g. 
 
 
 f Illustrates the soft sound of g. 
 
 
 t Illustrates that a sometimes has the short sound of o. 
 
 $ Illustrates the long sound of u. 
 
 
34 ILLUSTRATING THE SOUNDS OF C AND S. 
 
 LESSON 
 
 Cant 
 
 cent 
 
 cull 
 
 cell 
 
 coal 
 
 ceil 
 
 rack 
 
 race 
 
 pack 
 
 pace 
 
 lack 
 
 lace 
 
 fact 
 
 face 
 
 trick 
 
 trice 
 
 scan 
 
 scene 
 
 scant 
 
 scent 
 
 core 
 
 cere 
 
 scathe 
 
 115.* LESSON 116* LESSON 117.f 
 
 Cop'y Dose 
 
 cit'y 
 
 can'to 
 
 cen'to 
 
 caVil 
 
 civil 
 
 can'cer 
 
 cen 7 sor 
 
 can'ter 
 
 cen'tre 
 
 cus'tom 
 
 cyg'net 
 
 ca'ter 
 
 ce 7 dar 
 
 lo'cal 
 
 cancel 
 
 lyi^ic 
 
 sau'cy 
 
 circus 
 
 cro'cus 
 
 scatter 
 
 scep'tre 
 
 scan'dal 
 
 goose 
 base 
 ba'sis 
 crisis 
 tip'sy 
 trick'sy 
 fan 7 ta sy 
 her'e sy 
 po'e sy 
 ar'go sy 
 cau'sey 
 cause'way 
 re seat' 
 re sign 7 
 re sa lute' 
 re search' 
 re source 7 
 dis abuse' 
 dis annul' 
 dis array' 
 dis belief 
 dis card' 
 
 LESSON 118.J 
 
 Dai'sy 
 clum'sy 
 pal'sy 
 flim'sy 
 pan'sy 
 tan'sy 
 quin'sy 
 phren'sy 
 whim'sey 
 jer'sey 
 ker'sey 
 re sent 7 
 re side' 
 re sort 7 
 re serve 7 
 re sign 7 
 re sist' 
 re solve' 
 re sound 7 
 re sume 
 re semble 
 res'i dence 
 re sid'u al 
 
 * In Lessons 115 and 116 the first and third words, and so on to the 
 end of the Lessons, represent the hard sound of c , as in U. The other 
 words the soft sound as in s. 
 
 + Illustrating the sharp sound of s. 
 
 If Illustrating the flat sound of s. 
 
 Note. S has two sounds ; one sharp and hissing as in this, the other flat 
 and buzzing as in is; these two sounds must be carefully distinguished. 
 
EM ? IM, EN, IN, PER, PRE, &C. ILLUSTRATED. 35 
 
 LESSON 119* 
 
 Em'met 
 im'age 
 ein'press 
 impress 
 em pale' 
 im mure' 
 em prise' 
 im bibe' 
 en list- 
 in sist' 
 en gage' 
 in duce' 
 entrance 
 intense 
 en'ter 
 in ter 7 
 
 LESSON 120.f 
 
 Perfect 
 prefect 
 perfume 
 pre diet' 
 per vade' 
 pre vail' 
 per verse 
 pre serve' 
 per mit' 
 pre mise r 
 per tain' 
 pre tend 7 
 per spire 7 
 pre'fer 
 person 
 pre'eept 
 
 LESSON 121 + 
 
 Con di'tion 
 se di'tion 
 vo li'tion 
 mu nation 
 nu tri'tion 
 pe ti'tion 
 frn i'tion 
 tu i'tion 
 sus pi'cion 
 vi'cious 
 ju di'cious 
 officious 
 sus pi'cious 
 ca precious 
 ju di'cial 
 official 
 
 LESSON 122.g 
 
 Nation 
 
 station 
 
 faction 
 
 fraction 
 
 sanction 
 
 unc'tion 
 
 func'tion 
 
 junction 
 
 lo'tion 
 
 po'tion 
 
 caption 
 
 option 
 
 portion 
 
 caution 
 
 mention 
 
 j>en-sion 
 
 * To illustrate that em and en should not be pronounced im and in 
 and the reverse, 
 f To illustrate the difference between per and pre. 
 I To show that i before ti and ci should be pronounced sh 
 § To show that tion should be pronounced shun. 
 
36 DIPHTHONGS, 
 
 SILENT LETTERS, &C. 
 
 B 
 
 LESSON 123 
 
 HfSs 
 
 * LESSON 124. 
 
 II Jr : 
 
 \i IS W&- liSF 
 yt if MIL JK 
 
 * LESSON 125.f 
 
 KgU 
 
 LESSON 1264 
 
 Road 
 
 Bead 
 
 Dum& 
 
 Com'pact 
 
 toad 
 
 mead 
 
 thum& 
 
 contract 
 
 goal 
 shoal 
 
 plead 
 year 
 
 com6 
 clim& 
 
 lit'i gant 
 vis'i tant 
 
 loaf 
 
 beak 
 
 de&t 
 
 as'pect 
 
 oath 
 
 bleak 
 
 dou&t 
 
 in'sect 
 
 loath 
 
 creak 
 
 su&tle 
 
 district 
 
 OAK 
 
 streak 
 
 Czar 
 
 prod'uet 
 
 soak 
 
 peal 
 
 muscle 
 
 ac'cent 
 
 cloak 
 
 veal 
 
 in diet 7 
 
 cres'cent 
 
 croak 
 
 seal 
 
 </nat 
 
 verdict 
 
 foam 
 
 zeal 
 
 ^nash 
 
 case'ment 
 
 loam 
 
 seam 
 
 </narl 
 
 cere'ment 
 
 roam 
 
 gleam 
 
 si</n 
 
 vest'ment 
 
 loan 
 
 scream 
 
 phlegm 
 
 oint'ment 
 
 roan 
 
 team 
 
 7ieir 
 
 tan'gent 
 
 groan 
 hoar 
 
 bean 
 glean 
 
 Aeir'ess 
 Aon'est 
 
 co'gent 
 lam'bent 
 
 * When two vowels come together the first should generally receive 
 the long sound. 
 + To illustrate the use of silent letters. 
 
 J To show that final t should always he distinctly pronounced. 
 ' r—n^r^, „, -J| 
 
LYING. 
 
 LYING. 
 LESSON 128* 
 Reading. 
 
 LE 
 
 Lying is ev'er a clear^ 2 mark 
 of a sil'ly y child. Let the 2 li'ar 
 be 2 boy or girl, man or wo'man, 
 rich^ or 2 poor, it is quite the 
 same. All who know him 2 look 
 down up'on him with 2 pity. 
 
 LESSON 130. LES 
 
 They put no 2 trust in any'- 
 thing which he says, ev'en if 2 it 
 be true. If at any 2 time he 
 2 stands in need of their help, 
 he may 2 call to them in vain, 
 for they will 2 think his story 
 false, or 2 doubt the truth of it. 
 
 LESSON 132. 
 
 All lies of every 2 kind are 
 bad. There is no such 2 thing 
 as a white lie ; every 2 lie is 
 black. If you hurt any 2 one 
 by 2 your lies, this to be sure, 
 makes the 2 thing worse, in so 
 far as it is cru'el and 2 evll. 
 
 SSON 12 7.f 
 Spelling. 
 
 marks ? 
 liars ? 
 boys? 
 poorer ? 
 looks ? 
 pities ? 
 
 SON 129. 
 
 trusts? 
 
 its? 
 
 times ? 
 
 stands ? 
 
 calls? 
 
 thinks? 
 
 doubts? 
 
 LESSON 131. 
 
 a v ^ ioi. 
 
 kinds? 
 things ? 
 lies? 
 ones? 
 yours ? 
 worst ? 
 ev'ils ? 
 
 * Let the pupil spell every word in all the reading lessons which 
 have but one marginal column. The figure 2 before a word denotes 
 that it is a primitive word, i. e. in its simplest form in our language, 
 and the marginal column usually express the singular form of the 
 verb, or the plural form of the noun. The words in the margin are 
 generally derived from those marked by the figure. 
 
 f The words in this marginal column should be pronounced and 
 spelled. The advanced scholars may put them into simple sentences. 
 
38 
 
 LYING. 
 
 LESSON 134. 
 
 Reading. 
 
 LESSON 13 3. 
 
 But, eVen if lies do no 2 harm, 
 they are 2 still wick'ed. If you 
 2 boast of doing any good thing, 
 2 which you have not done, this 
 is to cheat, and to take a ^erlt, 
 that is not 2 due to you. 
 
 Spelling. 
 
 harms ? 
 stills? 
 boasts ? 
 which ? 
 merits? 
 dues? 
 
 LESSON 13 6. 
 
 LESSON 135. 
 
 If again you lie, to 2 hide any 
 2 fault which you have done, 
 this is to 2 add fault to fault. 
 You may 2 think, that it is no 
 evil to tell a lie, in 2 order to 
 hide a fault done by some 2 one. 
 
 hides? 
 
 faults? 
 
 adds? 
 
 thinks? 
 
 orders ? 
 
 ones? 
 
 LESSON 138. 
 
 If you do 2 think so, you are 
 very far 2 wrong. The lie is 
 still a lie, be the 2 end for which 
 you have told it, 2 what it may. 
 I do not 2 say that you ought 
 to be glad to 2 tell eve'ry fault, 
 which any 2 one has done. 
 Very far from 2 it. 
 
 LESSON 137. 
 
 thinks? 
 wrongs 
 ends ? 
 what ? 
 says? 
 tells? 
 ones? 
 its? 
 
LYING. 
 
 39 
 
 s 
 
 LESSON 140. 
 
 Reading. 
 
 When any ^er'son does 
 Vrong you should be sor'ry. 
 But, when any 2 one asks you 
 as to what some one else 2 has 
 done, 2 speak out the plain speaks? 
 truth, or else 2 keep quiet. keeps ? 
 
 LESSON 139. 
 
 Spelling. 
 
 persons 
 wrongs- 
 ones ? 
 hatfi? 
 
 LESSON 142. 
 
 LESSON 141. 
 
 It is 2 right for you also to 
 2 know, that you may lie by 
 nods or 2 signs, as well as by 
 words. And you may 2 lie, even 
 when your words are 2 true, if 
 you use them in such a Vay, 
 as to 2 make him who hears 
 2 take them up in a wrong sense. 
 
 LESSON 144. LESSON 143. 
 
 Thus, if I 2 ask you if you 
 have not done a 2 thing, which 
 1 2 bade you do; and if you then 
 2 tell me, " Oh, it was done an 
 hour ago/' and thus 2 make me 
 2 think that it was you who did 
 it, while in 2 truth it was done 
 by some 2 one else ; this tends to 
 de'ceive, and is 2 quite as bad as 
 any 2 other lie. 
 
 rights ? 
 knows ? 
 signer ? 
 War ? 
 truer ? 
 ways? 
 makes ? 
 takes ? 
 
 asks? 
 things ? 
 bade ? 
 tells? 
 makes ? 
 thinks? 
 truths ? 
 ones? 
 quite ? 
 others ? 
 
40 VARIOUS SOUNDS OF ED CONTRASTED. 
 
 FINAL UNACCENTED SYLLABLES.* 
 
 LESSON 146. 
 
 LESSON 147. 
 
 LESSON 148. 
 
 LESSON 149. 
 
 Framed 
 
 Traced 
 
 ed 
 
 Plated 
 
 Gladden 
 
 traced 
 
 wiped 
 
 minded 
 
 madden 
 
 forged 
 
 hoped 
 
 folded 
 
 hidden 
 
 robed 
 
 sloped 
 
 posted 
 
 burden 
 
 fused 
 
 duped 
 
 fluted 
 
 often 
 
 fanned 
 
 lashed 
 
 added 
 
 soften 
 
 begged 
 
 pressed 
 
 blessed 
 
 bitten 
 
 dimmed 
 
 missed 
 
 winged 
 
 kitten 
 
 wronged 
 
 tossed 
 
 knotted 
 
 smitten 
 
 stunned 
 
 nursed 
 
 studded 
 
 written 
 
 blabbed 
 
 patched 
 
 landed 
 
 gotten 
 
 edged 
 
 fetched 
 
 tended 
 
 rotten 
 
 thrilled 
 
 pitched 
 
 stinted 
 
 sicken 
 
 robbed 
 
 dropped 
 
 blotted 
 
 silken 
 
 marred 
 
 marked 
 
 carded 
 
 oven 
 
 warned 
 
 walked 
 
 warded 
 
 cozen 
 
 formed 
 
 scorched 
 
 snorted 
 
 dozen 
 
 gained 
 
 scraped 
 
 braided 
 
 waken 
 
 fawned 
 
 forked 
 
 vaulted 
 
 golden 
 
 * E is suppressed in the verbal termination ed, 
 
 except when the 
 
 verb ends in t 
 
 or d. The d also often passes into i 
 
 . The participal 
 
 adjectives blessed, cursed, winged, 
 
 ought always to be pronounced in 
 
 two syllables. 
 
 E is generally suppressed in the termination en. unless 
 
 when preceded by I, m, n or r. Let the pupil write 
 
 the primitive of 
 
 each word in Lessons 146, 147, 148 
 
 and 149. 
 
 
THE SOUND OF PH. ILLUSTRATED. 
 
 41 
 
 LESSON 150* 
 
 Phrase Sphere 
 pAeas'ant cam'pAor 
 pam'^Alet or^Aan 
 cipher phytic 
 tro'phy ep i taph' 
 eu'phony aVp/ia'bet 
 sophist seraph 
 
 LESSON 
 
 lymph lym^Aatic 
 phce'riYK phren'sy 
 prqpA'et pro phet'ic 
 tn'umph trium'jpAant 
 _pAan'tom ^Ay'sician 
 tel'egrapA jpAa'lanx 
 _pAa3'ton jpAo'netic 
 
 Pffll/A DEl/PHIA 
 
 phi lan'thro py 
 phys i ol'o gy 
 jpAys i og'no my 
 at mos pher'i cal 
 \\y dro phdhi a 
 lex i cog'ra pAer 
 
 151. 
 
 phi lo sqp7fc'i cal 
 phra se ol'o gy 
 par a jpAer'na lia 
 typ o graphic 
 bi og / ra jpAer 
 met a jpAhys'ie 
 or thog'ra _pAy 
 
 * Ph always lias the sound of / except in Stephen where it has the 
 i sound of v. If the pupils are backward these lessons may be omitted. 
 
42 
 
 THE SOUND OF CH. ILLUSTRATED. 
 
 LESSON 152.* 
 
 EcA'o 
 
 e'ipoch 
 
 cho'rus 
 
 cAi'an 
 
 c7iem f ist 
 
 chhal dee 
 
 Archives 
 
 an'cAor 
 
 school 
 
 loch 
 
 chyme 
 
 chyle 
 
 Ache 
 chasm, 
 chord 
 choVer 
 cho f ral 
 cho* roid 
 
 Cat'e chism 
 cham f o mile 
 cat'e cAist 
 cat'e chise 
 char f ac ter 
 bac cha, nal 
 
 Harp'si chord 
 eu c/ia'rist 
 HiacA'i nate 
 or'cAes tre 
 pa'tri arch 
 sac'cAa rine 
 
 LESSON 153 
 
 Ar f chi type 
 an'ar c^y 
 aYchy my 
 te'trarcA 
 tro'cAee 
 sc/ioo' ner 
 
 Ar f chi tect 
 c/d'me ra 
 cAa'me lion 
 chalot ic 
 me c/ian'ic 
 scAol/ar 
 
 LESSON 154. 
 
 Stom'acA 
 c7ior'is ter 
 mas'ticA 
 mon / arch 
 arWd trave 
 bmch' i al 
 
 ChdJlyb eate 
 mel'an cAol ly 
 ol'i gar chy 
 syn'ec docAe 
 scho'las tic 
 lacA ry mal 
 
 * Ch has the sound of 7c before a vowel, or at the end of a syllable. 
 Ch retains its original sound of sh in all words derived from the French 
 language. 
 

 WORDS OF THREE LETTERS. 
 
 43 | 
 
 
 PART 
 
 /^^^0^- 
 
 |k, ? 
 
 I I. 
 
 
 
 LESSON 1,* 
 
 
 0U&. 
 
 *J4 it a £/&od ct 
 
 a0>en?„ 
 
 " e^ W>li 
 
 
 c/oa 4ee it it a &e?i. 
 <J4 tde fCu in tde net' f 
 
 0B ae. 
 
 w at. 
 
 form. 
 
 tJYo y it id in 
 J^4 me vua in 
 *J)fo / it i4 in 
 
 me fean. 
 
 me vua f 
 me vat. 
 
 Q) ' oe. 
 S ye* 
 
 J>onn. 
 
 3? ox. 
 
 LESSON 
 
 iSp&mw. Jr4 tne 46u m 
 *-smaA. tSYo / it &4 in 
 
 2 * 
 
 \ tne tea P 
 
 & oat. 
 
 > tne fete. 
 
 a& at. 
 
 tSwtmu* Jfa tne ntcv in me vut ? 
 *-7Mcm. c/e4/ it m a vaa tov* 
 
 Jf nn* 
 
 <=£ &ne* 
 
 ^/mazu. Qz)id J&v cut ni4 via tiftt 
 <~fatan. 6te4/ it wa4 an odd \vau 
 
 * Let the pupils read these Lessons as dialogues, and spell every 
 word. What is the difference between the meaning of fob and Job t 1 
 
 Hi ;=J 
 
44 
 
 WORDS OF THREE LETTERS. 
 
 LESSON 7. 
 
 WWK 
 
 lonn. 
 
 to fin. 
 onn. 
 
 ■tza. 
 nn. 
 
 Uza. 
 z.A>n 
 
 ?nn. 
 
 mi. 
 
 1/4 Jne /ad on tde naa f t/ywan* 
 c/e4/ Jf 4ee ne m. tSr et. 
 
 *J4 <tne tee/ tn tne net ? £/ Wf 
 Une eev m in tne tav. & in. 
 <J& tne com in tne feen f <&aazt. 
 «-/ daw net en 4ne 4ea . *y& ce. 
 
 LESSON 8. 
 
 Jf4 tne nen $n tne mud f £r un. 
 
 <y jaw net en tne nau^ *J oft. 
 
 *S4 tne cit en 4ne fead ? ty® ^n. 
 
 tyre; it it en tne tua. ^c/ane. 
 
 Q$id de eat tne netv no ft, f frctp 
 
 *Jyo / it id- on me zed. cad ox. 
 
 J /r a4 tne oaz tn me /aw f ty ofee. 
 
 e fitct it on tne nay. <=Jbev'ia 
 
A DIALOGUE. 45 
 
 ? 
 
 LESSON 5* 
 
 a&ozatw. /fnat do you dee witn f 
 
 ^/Javtd. /r tin my eyed. 
 
 a&czatto. rrnat do wow neaz witn f 
 
 ^/Javid. /fun my eatd. 
 
 &&otafoo. /fnat do you <taw, wttn ? 
 
 ^z)avid. rfun mu tcnaue f 
 
 LESSON 6. 
 
 Unontad. /fnat do you drniew wtm f 
 
 *y&ndeuL. ff tin my node . 
 
 U nomad, /fndt do you, tvam, witn f: 
 
 tSundzew. /fifn my 4eei % 
 
 O nomad. rrnat do yew feet w&Jn f 
 
 zSbndtetv. /fun my nandd. 
 
 U nomad, rr not do you frtay wttn, f 
 
 tS&ndzetv. /run my Aite. 
 
 * These Lessons should be read as dialogues, and every word spelled. 
 
48 
 
 WORDS OF OPPOSITE MEANING. 
 
 ? 
 
 ? 
 
 ^w\KwtiiniiniiuiimiiminimiinminmiminnimiunuiniiimiiMniBiiiunianimniiB 
 
 LESSON 8. 
 
 tJVetv 
 &ooct 
 
 *>&on> 
 
 ctLCUA 
 
 
 tftte- 
 
 LESSON 10. 
 
 WM4e 
 
 sr* 
 
 now 
 
 
 LESSON 7 
 
 a&oi to, 
 
 iJViadt J /r zona 
 ten 00% 
 
 Uame 
 c/ot 
 
 -ESi 
 
 t-7eut 
 
 ounq 
 ;ON 9. 
 
 Jftfi 
 
 a/ze 
 
RULES FOR SPELLING APPLIED. 47 
 
 LESSON 11* 
 
 ^Sa ft hB ft -H^ ft © ft 
 
 Ig^a Ji& ?i|| £i© 
 
 ^2^1 II . ft Q o fS-go 
 
 SHipJP^^f "Pegged Pegging Pegger 
 blot jpZa£ plat'fecZ plat'foV^ plat'fcr 
 fan cZrop dropped! drop'jpm^ drop'_pe?' 
 brag ^Z^</ plug'g^cZ 'plugging phigger 
 chat jprqp prop^ecZ propjpmgr propter 
 chop s^eS shed'cZ<%Z sheading shed f <Zer 
 clog skin skin* ned skin* ning skin'ner 
 club skip skipped skipping skipper 
 
 LESSON 12.* 
 
 drag <s?am slam'mecZ sl&m! ming slam'wier 
 
 rot sZo£> slapped sleeping slap'per 
 
 fret slip slip'ped slip'ping slip'per 
 
 grub snap m&p'ped m&p'ping snap'jper 
 
 rob ^Zem planned p\&n!ning plsnfner 
 
 drum, sin sinlned mining sm!ner 
 
 plot sna*/ magged snagging snigger 
 
 stop mop mop'pecZ mop' ping mop'per 
 
 * Rule. — Words which have the last syllable accented, and end 
 with a single consonant preceded by a single vowel, on receiving any 
 augment or syllable beginning with a vowel double the final conso- 
 nant on receiving the augment or syllable. Home- exercise to be 
 written — " We shipped the beggar. They blotted the plan, &c." 
 
 f It is intended for the teacher to give out peg. The first pupil 
 spells pegged, the second pegging, the third pegger, the fourth then 
 spells peg. 
 
 % When the teacher pronounces ship, the first word to spell is ship- 
 ped, second shipping, third shipper, fourth ship. Hence it appears 
 that when the teacher pronounces one word four words are to be 
 spelled by the pupils. This plan keeps the pupils constantly on the 
 look out, and makes the spelling lesson as interesting and exciting as 
 play. 
 
48 
 
 RULES FOR SPELLING APPLIED. 
 
 ? - 
 
 lIHl^ 
 
 
 TH ? 
 
 
 JIKL 
 
 £H ^_-_ 1 _ == ^ ? ^-_r; 
 
 § i^ 
 
 
 LESSON 13* 
 
 
 
 3d pupil 
 
 spells, 
 eaeher pro- 
 nounces. 
 
 8*5 a 
 
 3 2 
 
 2d pupil 
 
 spells. 
 
 oniinues to 
 
 Control 
 
 
 H 
 
 Q 
 
 O 
 
 Ke cur'f Control 1 Controlled Con troYling 
 
 de coy' 
 
 de mur 1 
 
 de mur'red 
 
 de mw'ring 
 
 pa trol' 
 
 re gret f 
 
 re greeted 
 
 re greeting 
 
 tre pan' 
 
 a bet' 
 
 a bet'ted 
 
 a bet'ting 
 
 ad mit' 
 
 an nuV 
 
 an mxYled 
 
 an nuYling 
 
 a ver' 
 
 be dim! 
 
 be dim'med be dmYming 
 
 com mit' 
 
 com pel! 
 
 com peYled 
 
 com peYling 
 
 con cur' 
 
 con fer f 
 
 con fer'red 
 
 con fer'ring 
 
 
 LESSON 14.* 
 
 
 De bar' 
 
 De fer* 
 
 De fer'red 
 
 De fer'ring 
 
 de ter' 
 
 dis pel 1 
 
 dis peYled 
 
 dis ipeYling 
 
 dis til' 
 
 e mit ! 
 
 e mit' ted 
 
 e minting 
 
 ex eel/ 
 
 ex pel' 
 
 ex peYled 
 
 ex peYling 
 
 ex tor 1 
 
 im pel 1 
 
 im peYled 
 
 im ipeYling 
 
 in cur' 
 
 in fer 9 
 
 in feared 
 
 in fer'ring 
 
 in stil' 
 
 in ter 1 
 
 in leered 
 
 in tearing 
 
 oc cur' 
 
 o mit' 
 
 o mit'ted 
 
 o minting 
 
 re mit' 
 
 re pel! 
 
 re ipeYled 
 
 re ipeYling 
 
 * See the rule for spelling 
 
 at the bottom of the 47th page. 
 
 f When recur is giren out let the first pupil spell recurred, second 
 
 recurring, and the third recur. See the Introduction 3d page. 
 
RULES 
 
 FOR SPELLING APPLIED. 
 
 49 
 
 
 LESSON 15.* 
 
 
 Teacher 
 
 pronounces. 
 
 4th pupil 
 
 spells. 
 
 1st pupil 
 spells. 
 Did 
 bank. 
 
 2d pupil 
 
 spells. 
 
 Continues 
 
 to bank. 
 
 3d pupil 
 spells. 
 Does 
 bank.f 
 
 Band! Bank 
 
 Bank'eeZ Bank'm^ 
 
 Banks 
 
 barb bark 
 
 bark'ec? b&rk f ing 
 
 barks 
 
 belt bend 
 
 bend'e^ bend'mcr 
 
 bends 
 
 bolt hump bump'e^ bump'm^ 
 
 bumps 
 
 block burn 
 
 burned hum! ing 
 
 burns 
 
 camp card 
 
 cardW card'm*/ 
 
 cards 
 
 shell curb 
 
 curbW curVing 
 
 curbs 
 
 crumb dock 
 
 dockW dock'm*/ 
 
 LESSON 16* 
 
 docks 
 
 Farm Ford 
 
 Ford'ecZ Ford'm*/ 
 
 Fords 
 
 help herd 
 
 herd'ecZ herd'm*/ 
 
 herds 
 
 hint nick 
 
 mck'ed nick 1 ing 
 
 nicks 
 
 husk jerk 
 
 jerkW jerk'm^ 
 
 jerks 
 
 lift ?ar<i 
 
 lardW lard'm*/ 
 
 lards 
 
 land puff 
 
 puffed ^uWing 
 
 puffs 
 
 lath Zm& 
 
 lmk f ed linking 
 
 links- 
 
 paftn ^a^^ 
 
 pant'ecZ pant'm<7 
 
 pants 
 
 * Words ending with two consonants remains unaltered upon assum- 
 
 ing any additional augment or syllable, except words 
 
 in double 11, 
 
 which usually drop one I before taking a syllable beginning with a 
 
 consonant. Er added to words means did. Inq means continues to. 
 
 f Or more than one 
 
 s is always the sign of the plural form of the 
 
 noun, or the singular 
 
 form of the verb. 
 
 
 X After spelling the words in italics, the next column 
 
 may be given 
 
 out in the same way, t 
 
 he 1st pupil will spell banded, the 2d bandwitf, 
 
 the 3d bands, and the 4th band. 
 
 
50 RULES FOR SPELLING & DEFINING APPLIED. 
 
 
 
 LESSON 
 
 17 * 
 
 
 Faint 
 
 Mild 
 
 Milder 
 
 Milder 
 
 Mildnessf 
 
 old 
 
 dark 
 
 darker 
 
 darkest 
 
 darkness 
 
 apt 
 
 lank 
 
 lanker 
 
 lankes£ 
 
 lankness 
 
 damp 
 
 fond 
 
 fonder 
 
 fondest 
 
 fondness 
 
 quaint 
 
 kind 
 
 kinder 
 
 kindest 
 
 kindness 
 
 bold 
 
 hard 
 
 harder 
 
 hardest 
 
 hardness 
 
 sharp 
 
 rank 
 
 ranker 
 
 ranked 
 
 rankness 
 
 black 
 
 soft 
 
 softer 
 
 LESSON 
 
 softest 
 
 18 * 
 
 softness 
 
 Soft 
 
 Sound 
 
 Sounder 
 
 Soundest Soundness 
 
 numb 
 
 light 
 
 lighter 
 
 lighted 
 
 lightness 
 
 slight 
 
 high 
 
 higher 
 
 highest 
 
 highness 
 
 blind 
 
 cold 
 
 colder 
 
 coldest 
 
 coldness 
 
 gross 
 
 harsh 
 
 harsher 
 
 harshesf 
 
 harshness 
 
 smart 
 
 frank 
 
 franker 
 
 frankest 
 
 frankness 
 
 slack 
 
 fresh 
 
 fresher 
 
 freshed 
 
 freshness 
 
 prompt Hunt 
 
 blunter 
 
 bluntest 
 
 bluntness 
 
 rich 
 
 sick 
 
 sicker 
 
 sickest 
 
 sickness 
 
 * See the rule for spelling at the hottom of page 46. In the same 
 way when the teacher pronounces faint the first pupil spells fainter, 
 the second faintest, the third faintwess, and the fourth faint. 
 
 Definitions applied — [home lessons] — The man was faint but mild. 
 James saw the old dark crow, &c. 
 
 |The pupil may also spell the adverbs which are formed from the 
 adjectives on this page by adding ly. 
 
RULES 
 
 FOR SPELLING APPLIED. 51 
 
 LESSON 19* 
 
 IS 
 
 Beam 
 
 bump 
 
 bung 
 
 cuff 
 
 card 
 
 coat 
 
 seed 
 
 part 
 
 talk 
 
 reel 
 
 root 
 
 roll 
 
 need 
 
 walk 
 
 yell 
 
 toil 
 
 * 8 
 
 Hook 
 
 camp 
 
 barn 
 
 pick 
 
 heap 
 
 coil 
 
 heat 
 
 leap 
 
 suit 
 
 sign 
 
 roar 
 
 rock 
 
 want 
 
 tvish 
 
 yawn 
 
 seat 
 
 Hook'ecZ 
 
 camp'ecZ 
 
 burn'e^Z 
 
 prick'ecZ 
 
 heap'ecZ 
 
 coiYed 
 
 heatW 
 
 leap'oZ 
 
 LESSON 
 
 suit'eeZ 
 
 signW 
 
 roarW 
 
 rock'ecZ 
 
 want'ecZ 
 
 wisWed 
 
 yawn'etZ 
 
 seat'ecZ 
 
 Hook'ing 
 
 camp'm^ 
 
 burn' in g 
 
 ipvickting 
 
 he&ip'ing 
 
 coiYing 
 
 he&Ving 
 
 le&]) f i?ig 
 
 2 * 
 
 suit' mg 
 
 sigiYing 
 
 rowing 
 
 rock! ing 
 
 mantling 
 
 wj&h'ing 
 
 yawn! ing 
 
 matting 
 
 Hooks- 
 camps 
 burns 
 picks 
 heaps 
 coils 
 heats 
 leaps 
 
 suits 
 
 signs 
 
 roars 
 
 rocks 
 
 wants 
 
 wishes 
 
 yawns 
 
 seats 
 
 * Rule. — If the final consonant is not preceeded by a single vowel, or 
 if the last syllable be not accented, the consonant is not doubled when 
 a syllable is added. 
 
 f "When the teacher gives out beam, the 1st pupil spells beamed, the 
 2d beaming, the 3d beams, and the 4th beam, and so on down the 
 column and through the class. Home-exercise, the Cow hooked the 
 Sheep. For the meaning of ed and ing when added to words see notes 
 page 55. 
 
52 
 
 RULES FOR SPELLING APPLIED. 
 
 
 
 LESSON 
 
 21.* 
 
 
 
 W5 
 
 2 a 
 
 
 s 
 
 £<** ftoa 
 
 P <*3 ftDQ 
 
 
 3| 
 
 5 
 
 2 ?S 
 « ft o 
 
 ft 
 
 fl O ft © 
 
 The one 
 
 paces 
 
 3dpu 
 
 spell 
 
 Pastef 
 
 Pave 
 
 Pav'eeZ 
 
 Pa'vmgr 
 
 Pav'er 
 
 scrape 
 
 shoe 
 
 shoW 
 
 sho'm*/ 
 
 sho'er 
 
 snore 
 
 skate 
 
 skatW 
 
 skated*/ 
 
 skater 
 
 hire 
 
 hoe 
 
 ho'ed 
 
 hoe'mgr 
 
 ho'er 
 
 dine 
 
 bake 
 
 hak'ed 
 
 bake'm*/ 
 
 bak'er 
 
 gaze 
 
 hate 
 
 h&t'ed 
 
 hatem*/ 
 
 hat'er 
 
 force 
 
 lodge 
 
 lodged 
 
 lodge'ing 
 
 lodger j 
 
 serve 
 
 praise 
 
 prais'e^ 
 
 prais'm^ prais'er 1 
 
 
 
 LESSON 
 
 22. 
 
 i 
 
 prove 
 
 trade 
 
 tr&d'ed 
 
 trad'm*/ 
 
 trader ; 
 
 snore 
 
 ride 
 
 ruYed 
 
 rule'm*/ 
 
 rul'er 
 
 use 
 
 tune 
 
 turned 
 
 tune'm^ 
 
 tun'er 
 
 live 
 
 sue 
 
 su'ed 
 
 sue'ing 
 
 SU'er 
 
 judge 
 
 cage 
 
 c&g'ed 
 
 cage'm^ 
 
 cag'er 
 
 cure 
 
 file 
 
 &Yed 
 
 file'm^ 
 
 fil'er 
 
 hone 
 
 pace 
 
 pac'oZ 
 
 pacem<7 
 
 pac'er 
 
 rake 
 
 race 
 
 r &c f ed 
 
 r&ce'ing 
 
 rac'er 
 
 * When any augment or syllable, beginning with a vowel, is added to 
 a word ending with e, the final c is omitted. 
 
 f When the teacher pronounces paste, the 1st, pupil spells pasted, the 
 2d pasting, the 3d paster, and the 4th paste. Home-exercise, the paver 
 I the street, &c. 
 
RULES FOR SPELLING AND DEFINING, &C. 53 
 
 
 m 
 
 ei o 
 
 ^8 
 
 LESSON 23.* 
 
 P»g 
 
 , OS O 
 
 P- »• 
 
 Guile 
 
 Pi 
 
 Shame 
 
 Shame'/t^f Shame7^5j 
 
 care 
 
 peace 
 
 peace/i^ 
 
 peace'fess 
 
 change 
 
 grace 
 
 grace'/ii? 
 
 grace'Zess 
 
 hate 
 
 waste 
 
 waste'/wZ 
 
 waste'Zess 
 
 hope 
 
 use 
 
 use'/^Z 
 
 use'Zess 
 
 tune 
 
 verge 
 
 verge(/kZ 
 
 verge7e-ss 
 
 spite 
 
 wake 
 
 vr&ke'fid 
 
 LESSON 24* 
 
 wake'less 
 
 Pale 
 
 Rude 
 
 Gerttle 
 
 Gen tle'wess§ 
 
 base 
 
 same 
 
 nim'hle 
 
 nim bleWss 
 
 bare 
 
 scarce 
 
 pcllite 
 
 po lite' nes8 
 
 course 
 
 hoarse 
 
 pen'sive 
 
 pen sive'/aess 
 
 fierce 
 
 ripe 
 
 perverse 
 
 per verse' ness 
 
 like 
 
 sparse 
 
 mdrose 
 
 mo rose' ness 
 
 tierce 
 
 chaste 
 
 no'hle 
 
 no bleWss 
 
 blithe 
 
 large 
 
 obscure 
 
 ob scare' ness 
 
 * "When an augment or syllable "beginning with a consonant is added 
 to a word ending with e, the final e is usually retained. 
 
 f The syllable fid adds its own meaning to the words to which it is 
 joined, as shame/wZ, full of shame ; careful, full of care, &c. 
 
 % Less added to a word means the same as not, or without, as shame- 
 less, without shame; careless, without care, &c. 
 
 £. JXess added to a word means quality, or state of being, or that which, 
 as gentleness, state of being gentle, or that which is gentle. Rudeness, 
 that which is rude, &c. Home-exercise, the shameless fellow led a life 
 of guile and misery, &c. His great care was to live in peace. 
 
54 
 
 RULES FOR SPELLING APPLIED. 
 
 
 LESSON 25* 
 
 
 
 Teacher pronounces. 
 
 1st Pupil 
 
 
 2d Pupil spells. 
 
 spells. 
 
 Ar'te ryf 
 
 Ar'mo ry 
 
 Ar'mo ries 
 
 as'sem bly 
 
 bal/co ny 
 
 bal/co nies 
 
 bat'ter y 
 
 bur'gla ry 
 
 burrgla ries 
 
 cal'um ny 
 
 cav'i ty 
 
 cav'i ties 
 
 char'i ty 
 
 cour'te sy 
 
 course sies 
 
 de'i ty 
 
 di/a ry 
 
 di'a ries 
 
 dig'ni ty 
 
 ef 'fi gy 
 
 ef'fi gies 
 
 en'e my 
 
 fac'to ry 
 
 fac'to ries 
 
 fam'i ly 
 
 fac'ul ty 
 
 LESSON 26. 
 
 fac'ul ties 
 
 Fel'o ny 
 
 Flat'ter y 
 
 Flatter ies 
 
 founder y 
 
 for'ger y 
 
 for'ger ies 
 
 gal'ler y 
 
 fruitier y 
 
 fruit'er ies 
 
 glos'sa ry 
 
 gran' a ry 
 
 gran'a ries 
 
 his'to ry 
 
 in'ju ry 
 
 in'ju ries 
 
 e/eal'ous y 
 
 li'bra ry 
 
 li'bra ries 
 
 leg' a cy 
 
 lib'er ty 
 
 lib'er ties 
 
 lot'ter y 
 
 lux'u ry 
 
 lux'u ries 
 
 qual'i ty 
 
 van'i ty 
 
 van'i ties 
 
 * Rule. — Words ending with y preceded by a consonant change y into 
 i before taking an additional syllable, except when the addition is ing, 
 ist, s, and y preceded by a vowel are not changed. 
 
 f When the teacher pronounces Artery, the 1st pupil will spell 
 arteries, the 2d artery. Home-exercise, Armories' are closed in time of 
 peace, and so on. 
 
RULES FOR SPELLING APPLIED. 55 
 
 
 LESSON 32.* 
 
 
 14 
 
 H a 
 
 1st 
 pupil 
 
 spells. 
 
 2d 
 pupil 
 spells. 
 
 ^3 ftS 
 
 Ob'eys§ 
 
 parry 
 
 shel'ter 
 
 Mind Mind'eeZf 
 fend ien&ed 
 screen screenW 
 
 MindmgX 
 
 fend'ing 
 
 screeriing 
 
 rid'dle 
 
 rend rendW 
 
 vend'ing 
 
 strug gle stroll strollW 
 
 stxoll'ing 
 
 scatter 
 
 strew strewW 
 
 streWing 
 
 scam'pei 
 stagger 
 
 LESSON 33. 
 
 * de pari de part'ecZ 
 reel reel^cZ 
 
 de -p&vt'ing 
 reel' ing 
 
 shadow 
 
 cloud eloud'ee? 
 
 eloud'ing 
 
 survey 
 ut'ter 
 
 view viewed 
 talk t%Xk!ed 
 
 viewing 
 teSk!ing 
 
 avow 
 
 aivn own'ecZ 
 
 own'ing 
 
 fil'ter 
 
 LESSON 34.J} 
 
 strain strainW 
 
 straining 
 
 en'tomb 
 
 iriter in'terr ed 
 
 inter ing 
 
 fur'nish 
 mar'vel 
 
 e'quipt e'quipp ed 
 ivoriders won'der ed 
 
 e'quipp ing 
 I won'der ing 
 
 re'bel 
 
 revolt re Volt ed 
 
 re'volt ing 
 
 abet 
 
 assist as'sist ed 
 
 as'sist ing 
 
 * See rule for spelling bottom of the 51st page. 
 
 f Ed added to a word usually means did, as minded, did mind. 
 
 X Ing added to a word usually means continues to, as mindm^, con- 
 tinues to mind. 
 
 \ The 4th pupil spells obey, the 5th obeyed, the 6th obeying. 
 
 Encourage the pupils to add other augments or syllables, as minds, 
 mindfid, obeys, obeyer, and so on with each word in the two left hand 
 columns. Home exercise, the horses mind the boy while he obeys his 
 parents, and so on with each word. 
 
 || See rules for spelling on 47th page. 
 
56 RULES FOR SPELLING AND DEFINING, &C. 
 
 Bask 
 
 Calm 
 
 Champ 
 
 Ask 
 
 Daub 
 
 Earn 
 
 Warm 
 
 Still 
 
 Chew 
 
 Talk 
 
 Smear 
 
 Gain 
 
 LESSON 
 
 Warmed 
 
 Stilled 
 
 Chewed 
 
 Talked 
 
 Smeared 
 
 Gained 
 
 LESSON 
 
 Flout 
 
 Flirt 
 
 Flirted 
 
 Glow 
 
 Flush 
 
 Flushed 
 
 Guard 
 
 Watch 
 
 "Watched 
 
 Grope 
 
 Feel 
 
 Feeled 
 
 Ooze 
 
 Flow 
 
 Flowed 
 
 Adorn 
 
 Grace 
 
 Graced 
 
 LESSON 
 
 Ap'pal 
 
 Fright 
 
 Frighted 
 
 Berate 
 
 Scold 
 
 Scolded 
 
 Banquet Feast 
 
 Feasted 
 
 Escort 
 
 Guard 
 
 Guarded 
 
 Fa'vor 
 
 Aid 
 
 Aided 
 
 Pick 
 
 Cull 
 
 Culled 
 
 La'ther 
 
 Foam 
 
 Foamed 
 
 2 9* 
 
 "Warmmgf 
 
 Stillm<7 
 
 Chewing 
 
 Talking 
 
 Smearing 
 
 Gaining 
 
 3 0. 
 
 Flirty 
 
 Flushm^ 
 
 Watching 
 
 Feeling 
 
 Flowm# 
 
 Gifting 
 
 31. 
 
 Frighting 
 
 Scoldm^r 
 
 Feastm^ 
 
 Guarding 
 
 Aiding 
 
 Cullm^r 
 
 Foaming 
 
 Warms 
 
 Stills , 
 
 Chews 
 
 Talks 
 
 Smears 
 
 Gains 
 
 Flirts 
 
 Flushs 
 
 Watchs 
 
 Feels 
 
 Flows 
 
 Graces 
 
 Frights 
 
 Scolds 
 
 Feasts 
 
 Guards 
 
 Aids 
 
 Culls 
 
 Foams 
 
 * See the rule for spelling at the bottom of the 51st page. 
 
 f The fifth pupil pronounces and spells Bask, the word pronounced 
 by the Teacher, the sixth pupil Basked, the seventh pupil B&sking, the 
 eighth pupil Basks ; hence when the teacher pronounces a word the 
 first scholar spells its synonym, or word conveying a similar idea, which 
 is printed in italics, the derivatives thereof, then the fifth pupil pro- 
 nounces and spells the primitive word Bask, pronounced by the 
 teacher, and the sixth, seventh, and eighth spell its derivatives, 
 Basked, Basking, and Basks. The teacher, by giving out one word, 
 causes eight words to be spelled by the class. Home-exercise, He was 
 Basking in the sun while they were warming by the fire. It will be 
 well for the pupil at each lesson to tell the difference in meaning be- 
 tween some of the words in the same line in the two left hand columns. 
 
RULES FOR SPELLING APPLIED. 
 
 57 
 
 LESSON 2 7.* 
 
 Ph & S 
 " . o P 
 
 (O ©rl O 
 
 02 ft 
 
 Air 
 
 Blind 
 
 Color 
 
 Dread 
 
 End 
 
 Fear 
 
 Act 
 
 Help 
 
 Aim 
 
 Cook 
 
 Crown 
 
 Brush 
 
 ■eg 
 
 Aired 
 
 blinded 
 
 colored 
 
 dreaded 
 
 endecZ 
 
 feared 
 
 ftd d 
 
 d C<*Z 
 Pn53 ~ 
 
 d d 
 
 ft^ 
 
 ft 
 Airs 
 
 blinds 
 
 colors 
 
 dreads 
 
 ends 
 
 fears 
 
 LESSON 28. 
 
 Acted Acting Acts 
 
 helped helping helps 
 
 aimec? aimm^ aims 
 
 cookec? cookm^ cooks 
 
 Airing 
 
 blinding 
 
 coloring 
 
 dreading 
 
 ending 
 
 fearing 
 
 d S » 
 
 Ph ft'2 
 
 .d * 
 53 © o 
 
 Airer 
 
 blinder 
 
 colorer 
 
 dreader 
 
 ender 
 
 fearer 
 
 or © 
 
 Airless 
 
 blindness 
 
 colorless 
 
 dread/ess 
 
 endless 
 
 fear/ess 
 
 Acter Actress 
 
 helper helpless 
 
 aimer aimless 
 
 cooker cook^ess 
 
 crowned crowning crowns crowner erownfess 
 
 brushed brushm^ brushes brusher brushZess 
 
 * See the rule for spelling, bottom of page 51. 
 
 f The &c, means that each word in the left hand column is used in 
 the same way as air. Thus, did blind, continues to blind, does blind. 
 The person who, or the thing which blinds, and so on. Home-exercise, 
 we aired the house, so on with each word. 
 
 % Or more than one. § Or the thing which. || Or is not. 
 
58 RULES FOR SPELLING AND DEFINING APPLIED. 
 
 Teacher 
 pronounces. 
 
 Ar'ray 
 
 proclaim 
 
 es'teem 
 
 fath'om 
 
 an'chor 
 
 a'bridge 
 
 Bal'last 
 barrel 
 can/eel 
 co quet' 
 de spond' 
 harvest 
 
 Pro claim' 
 
 mur'der 
 
 ran'som 
 
 clinch 
 
 tam'per 
 
 mar'shall 
 
 LESSON 
 
 1st pupil 
 
 spells. 
 
 Dress 
 publish 
 hon'or 
 sound 
 
 35.* 
 
 2d pupil 
 spells. 
 
 DressecZf 
 published! 
 hon'ored 
 sounded 
 moor moored 
 
 short' en short' ened 
 
 LESSON 3 6. 
 
 Stead'y Stead'y^ 
 
 cask casket 
 
 de'stroy de'stroyec? 
 
 jilt jilted 
 
 de spair f de spairec? 
 
 reap reaped 
 
 LESSON 37. 
 
 Her* aid Her'aldec? 
 
 hill 
 
 re'deem 
 
 riv'et 
 
 tempt 
 
 ar'ray 
 
 killed 
 re'deemecZ 
 riVeted! 
 tempts 
 ar r&yed 
 
 3d pupil 
 spells . 
 
 Dressm^f 
 
 publishing 
 
 hon'orm^ 
 
 sounding 
 
 moorm^ 
 
 short/enm$r 
 
 Stead'ym^r 
 
 caskm# 
 
 de strojing 
 
 jilting 
 
 de spairiwgr' 
 
 reapm^ 
 
 Her'aldm^ 
 
 killing 
 
 re'&eeming 
 
 riv'eting 
 
 tempting 
 
 sly r&jing 
 
 * See Rule for spelling at the bottom of the 5lst page. 
 f For the meaning of ed and ing see the notes at the bottom of the 
 56th page. 
 Home-exercise. The dress was fine and the array rery imposing. 
 
RULES FOR SPELLING & DEFINING APPLIED. 59 
 
 
 
 
 aty* 
 
 ? 
 
 ^^^^ 
 
 
 ss^ ? 
 
 
 ^^Q^^-^^^ 
 
 <- ~\3%J 
 
 
 LESSON 38* 
 
 
 Teacher 
 
 1st pupil 
 
 2d pupil 
 
 3d pupil 
 
 pronounces. 
 
 spells. 
 
 spells. 
 
 spells. 
 
 Goad 
 
 Prick 
 
 PrickecZ 
 
 Prickm<7 
 
 lean 
 
 stoop 
 
 stooped 
 
 stooping 
 
 fold 
 
 plait 
 
 plaited 
 
 plaiting 
 
 whoop 
 
 shout 
 
 shoutecZ 
 
 shouting 
 
 toil 
 
 work 
 
 worked 
 
 working 
 
 leap 
 
 jump 
 
 jumped 
 
 jumping 
 
 
 LES 
 
 
 Fasten 
 
 Lock 
 
 Locked 
 
 booking 
 
 twirl 
 
 whirl 
 
 whirled 
 
 whirling 
 
 screech 
 
 scream 
 
 screamed 
 
 screaming 
 
 pant 
 
 V u ff 
 
 -puffed 
 
 puffing 
 
 peel 
 
 rhind 
 
 rhinded 
 
 rhiuddng 
 
 call 
 
 term 
 
 termed 
 
 terming 
 
 
 LES 
 
 
 Guard 
 
 Ward 
 
 Warded 
 
 Wardm*/ 
 
 gath'er 
 
 glean 
 
 gleaned 
 
 gleaning 
 
 speck 
 
 stain 
 
 stained 
 
 staining 
 
 project 
 
 watch 
 
 watched 
 
 watching 
 
 stand 
 
 rest 
 
 rested 
 
 resting 
 
 di'rect 
 
 steer 
 
 steered 
 
 steering 
 
 * See the rule for spelling at the bottom of 51st 
 
 page. 
 
 Home exercise. John pricked the rabbit with the ox goad, and so [ 
 
 on, using each word. 
 
 
 ! 
 
60 RULES FOR SPELLING & DEFINING APPLIED. 
 
 
 LESSON 41.* 
 
 
 TO 
 
 Si 
 
 %-so 
 
 ft a> 
 
 TO W 
 
 r-l 
 
 T3 n* S< 
 
 Continues 
 
 to blaze. 
 
 3d pupil 
 
 spells. 
 
 Flame 
 
 Blaze 
 
 Blazed 
 
 Blazing 
 
 cease 
 
 pause 
 
 paused 
 
 pausing 
 
 loathe 
 
 hate 
 
 hated 
 
 hating 
 
 cleanse 
 
 purge 
 
 purged 
 
 -purging 
 
 tire 
 
 jade 
 
 jaded 
 
 jading 
 
 quote 
 
 cite 
 
 sited 
 
 citing 
 
 
 LESSON 42. 
 
 
 Wage 
 
 Stake 
 
 Staked 
 
 Staking 
 
 a wake' 
 
 ruse 
 
 rused 
 
 rxxsing 
 
 pasture 
 
 graze 
 
 grazed 
 
 grazing 
 
 schedule 
 
 inlvoice 
 
 in voiced 
 
 in voicing 
 
 mortgage 
 
 pledge 
 
 pledged 
 
 pledging 
 
 hedge 
 
 fence 
 
 fenced 
 
 fencing 
 
 
 LESSON 43. 
 
 
 Tinge 
 
 Bye 
 
 Dyed 
 
 Dyeing 
 
 stare 
 
 gaze 
 
 gazed 
 
 gazing 
 
 re buke' 
 
 blame 
 
 blamed 
 
 blaming 
 
 bal'ance 
 
 poise 
 
 poised 
 
 poising 
 
 as suage' 
 
 ease 
 
 eased 
 
 easing 
 
 com'bine 
 
 u nite r 
 
 u nited 
 
 u niting 
 
 fa tigue' 
 
 tire 
 
 tired 
 
 tiring 
 
 * See the rale for spelling at the bottom of page 52. 
 
 f The fourth pupil spells the word pronounced by the teacher, and 
 
 then the word in 
 
 its various tenses. 
 
 
RULES FOR SPELLING APPLIED. 
 
 61 
 
 LESSON 44.* 
 
 III 
 
 -^ H O 
 ^ ft 
 
 Opaque' 
 
 base 
 
 large 
 
 verbose 
 
 de'mure 
 
 re'mote 
 
 Late 
 
 lame 
 
 pc/lite 
 
 close 
 
 coarse 
 
 rude 
 
 Waste 
 
 wake 
 
 peace 
 
 shame 
 
 bate 
 
 hope 
 
 OVscure 
 
 vile 
 
 wide 
 
 diffuse 
 
 pen'sive 
 
 lone 
 
 Pale 
 
 tame 
 
 light 
 
 prone 
 
 hoarse 
 
 crude 
 
 L 
 
 Care 
 
 hate 
 
 grate 
 
 grace 
 
 awe 
 
 tune 
 
 Ob'scurewm* Ob'seureZ^ 
 vileZy 
 wideZy 
 diffuse% 
 pen'siveZy 
 loneZy 
 
 PaleZ?/§ 
 
 tameZy 
 
 light ly 
 
 proneZy 
 
 hoarseZy 
 
 crudeZy 
 
 Care'fuLnmJ 
 
 hate'fabim 
 
 grate'fuWss 
 
 grace'fubiess 
 
 awe'fulwm 
 
 tune'fulw^ss 
 
 vilewm 
 
 widewess 
 
 diffusewess 
 
 pen'sivewess 
 
 lonewm 
 
 ESSON 4 5. f 
 
 Palewmj 
 
 tameless 
 
 light?i£ss 
 
 pronewm 
 
 hoarsewm 
 
 crudewm 
 
 ESSON 46. 
 
 Care/^ZJ 
 
 hatej%Z 
 
 grate/W 
 
 grace/wZ 
 
 awe/wZ 
 
 tuneful 
 
 * See the rule for spelling at the bottom of the 53d page. This lesson 
 contains words which are nearly alike in meaning, i. e. opaque is de- 
 fined by obscure, base, vile and so on. 
 
 f This lesson illustrates the similarity of the vowel sounds. 
 
 § Ly added to words means like ; in a manner ; resembling. 
 
 | For the meaning of ful and ness, when added to words, see the 
 53d page. 
 
 Home-lesson. The subject was obscurely illustrated owing to the 
 opaqueness of the body. 
 
62 DEFINITIONS OF WORDS ILLUSTRATED. 
 
 
 LESSON 47* 
 
 
 Bleak 
 
 Coldf Cold'ness 
 
 Col<% 
 
 faint 
 
 weak weak'ness 
 
 weak% 
 
 just 
 
 right right' ness 
 
 rightly 
 
 brief 
 
 short short'ness 
 
 shortly 
 
 keen 
 
 sharp sharpness 
 
 sharp'??/ 
 
 tart 
 
 sour sour r 7iess 
 
 LESSON 48. 
 
 sour'ly 
 
 Lim'pid 
 
 Clear Clearness 
 
 Clear'??/ 
 
 silent 
 
 sad softness 
 
 sad7?/ 
 
 rap'id 
 
 sioift swiftness 
 
 swifts?/ 
 
 rug'ged 
 
 rough rough'ness 
 
 rough7?/ 
 
 skittish 
 
 shy shyness 
 
 shyly 
 
 val'id 
 
 sound soundness 
 
 LESSON 49. 
 
 sound'??/ 
 
 Sa'ered 
 
 Good Good'ness 
 
 Good'ly 
 
 ab'surd 
 
 fooUish fool'ish ness 
 
 fool'ish ly 
 
 hein'ous 
 
 o'dious o'dious ness 
 
 o'dious ly 
 
 quiet 
 
 calm enhxrness 
 
 c&lm'ly 
 
 short 
 
 cross crossness 
 
 cross7?/ 
 
 ver'dent 
 
 green greenness 
 
 greenly 
 
 * See rules for spelling at the bottom of the 51st 
 
 page. What does 
 
 ness added to words mean? See note bottom of the 53d page. What 
 
 does ly added to words mean ? See note at the bottom of the 61st page. 
 
 Home lesson we 
 
 i suffered much from the cold owir 
 
 g to the bleakness 
 
 of our position. 
 
 His weakness was so great that he could only speak 
 
 faintly. 
 
 
 
 f The first pupil spells and defines cold, second coldness, third coldly. 
 
 The fourth pupil spells bleak and if advanced, gi"\ 
 
 T es an original de- 
 
 finition, or if not, its meaning, cold. If the pupils are not advanced 
 
 the one that spells cold will give the meaning, bleak. 
 
 The teacher will 
 
 of course simplify and explain the meaning of those words in case they 
 
 are not understood. The fifth pupil spells and defines bleakness and 
 
 the 6th bleakly. 
 
 
 
DEFINITION OF WORDS ILLUSTRATED. 63 
 
 ? 
 
 LESSON 50.* 
 
 m ? 
 
 Die tate'f Cre ate' Ore ator|| 
 di late' nar rate' nar rator 
 
 Cre &tion% 
 nar ration 
 
 tend§ 
 
 ag gress' ag gressor 
 
 ag gression 
 
 at tract 
 
 in spect' in spector 
 
 in sipection 
 
 pro fess' 
 col lect' 
 
 op press' op pressor 
 de tract' de tractor 
 
 LESSON 5 1. 
 
 op gression 
 de traction 
 
 Di rect' 
 
 Pro tect' Pro tector 
 
 Pro tection 
 
 pos sess' 
 
 assess' assessor 
 
 as session- 
 
 re mit§ 
 
 con duct' con ductor 
 
 con Auction 
 
 re deem § 
 
 in struct' in structor 
 
 in strnction 
 
 object' 
 
 cul'ti yate cul ti vator 
 
 cul ti Nation 
 
 sue cess' 
 
 spec'u late spec ulator 
 
 LESSON 52. 
 
 spec u l&tion 
 
 pre tend 
 
 Ded' icate Ded i cator 
 
 Ded i cation 
 
 de tect 
 
 trans late' trans lator 
 
 trans l&tion 
 
 de'vi ate 
 
 ed'it editor 
 
 eAition 
 
 move§ 
 
 moderate moderator 
 
 mod er &tion 
 
 des'o late 
 
 vi'o late' vi o lator 
 
 vi o l&tion 
 
 ra di ate 
 
 de vise de visor 
 
 di vision 
 
 * See rule for spelling at the bottom of the 52d page. 
 f See rule for spelling at the bottom of the 51st page. 
 t Ion added to a word means the act of; the thing which, or the thing 
 itself. 
 
 |'j Or added to a word means one who; one that, or a person. 
 \ The nouns derived from these words encPin er. 
 Home-exercise. Those can dictate who cannot create, and so on. 
 
64 DIALOGUES ILLUSTRATING DEFINITIONS. 
 
 LESSON 54* 
 
 LESSON 53* 
 
 Men?* TaW 
 
 Cats ? Mevt 
 
 birds ? war'ble ] 
 
 bears? groivP 
 
 sheep ? bleat 
 
 lions ? roar" 
 
 dogs ? barV) 
 
 snakes ? hiss^ 
 
 cows ? Ioid^ 
 
 pigs ? squeak 
 
 hens ? cackle" 
 
 crows ? cau) 
 
 LESSON 56* 
 
 LESSON 55* 
 
 Horses ? Neigh) 
 
 Bees ? Buzz) 
 
 flies ? buzz" 
 
 chil'dren ? play"" 
 
 geese ? squaffl 
 
 ducks ? quack) 
 
 mon'keys ? chattel 
 
 roos'ters? craw" 
 
 wolves ? ImioX) 
 
 hens ? cackle" 
 
 ea'gles ? scream) 
 
 tur'keys? gobble"" 
 
 swallows? twitted 
 
 frogs ? croak"" 
 
 LESSON 58* 
 
 LESSON 5 7.f 
 
 Chains ? Clank"" 
 
 Wool? Yam y 
 
 bells ? jingle"" 
 
 yarn ? cloth) 
 
 storms ? roar x 
 
 quills ? pens' 
 
 winds ? whistle^ 
 
 flour ? bread) 
 
 stars ? twinkle" 
 
 horns ? combs" 
 
 fires ? burn) 
 
 skins ? leather"" 
 
 carts ? rattle" 
 
 feathers ? pillows^ 
 
 * This lesson is read as follows : — 
 
 The interrogation point after each 
 
 word in the first column asks the ( 
 
 question, What do men do? What 
 
 do birds do ? and so on through each lesson to the bottom of the page, 
 
 and down the third column to frogs. 
 
 f What is made of wool ? and so on down the column. For a home- 
 
 exercise let the pupil write the singular of each word in the first 
 
 column and its appropriate article with a singular verb. Show him 
 
 that s makes the actor or noun pi 
 
 ural. Also that on the contrary s 
 
 make a verb singular. I^et the pupil also write in the same way each 
 
 word in the second colunm. 
 
 
DIALOGUES ILLUSTRATING DEFINITIONS. 65 
 
 LESSON 60^ 
 
 Study ?f Boohs 
 
 i 
 
 LESSON 5 9. 
 
 Beef? * Cattle 
 
 write ? pens 
 shoot ? </tms 
 
 mutton? sheep 
 venison ? deer 
 
 cut ? knives 
 
 veal? calf 
 
 dig ? spades 
 chop ? axes 
 
 LESSON 62. 
 
 Ride ? § Horses 
 
 pork ? hog 
 
 LESSON 61. 
 
 Bread ? t Flour 
 
 slide ? s?6cfe 
 
 butter ? cream 
 
 scate ? scates 
 
 cheese ? milk 
 
 sleep ? Z>e& 
 
 toast ? bread 
 
 walk ? ground 
 play ? pi'an'nos 
 
 L E S SO N 64.' | 
 
 School ? ^[ Learn 
 
 wine ? grapes 
 cider ? apples 
 
 LESSON 63 . 
 
 Men? || Houses 
 
 field ? wor& 
 
 cattle ? fields 
 
 church ? wor'ship 
 
 wolves ? dens 
 
 store ? fo^ 
 
 dogs ? ken'nels 
 
 mother ? ad 1 vice 
 
 bees ? swarms 
 
 father ? coun'sel 
 
 fishes ? water 
 
 * This point ?, in this lesson asks the question, what is beef 1 Asa 
 answers, &ee/is the flesh of cattle ; mutton is the flesh of sheep. 
 
 f This point ?, in this lesson asks the question, what do we study 
 with ? and so on. Jane answers, we study with books ; we write with 
 pens, and so on with each word. 
 
 | This point ?, in this lesson means, what is bread made of. Asa an- 
 swers, bread is made of flour, and so on with each word. 
 
 £ This point ?, means in this lesson, what do we ride on. Jane an- 
 swers, we ride on horses, and so on with each word. 
 
 1 This point ?, in this lesson asks, what do men live in? Asa an- 
 swers, men live in houses, and so on with each word. 
 
 ft This point ?, in this lesson asks, what do we go tc school for? 
 Jane answers, we go to school to learn, and so on with each word. 
 
66 DEFINITIONS ILLUSTRATED 
 
 i 
 
 
 LESSON 65.* 
 
 
 02 
 
 Blunt 
 
 "ft 02 
 
 ft o 
 
 OQ °2 
 
 Dull 
 
 ft 02 
 
 ft o 
 
 ^3 OQ 
 
 DullerJ 
 
 CO 
 
 Dull4 
 
 chant 
 flay 
 
 sing 
 skin 
 
 singer 
 skinner 
 
 sings 
 skins 
 
 swim 
 
 float 
 
 floater 
 
 floats 
 
 lease 
 
 rent 
 
 renter 
 
 rents 
 
 dwell 
 
 live 
 
 liver 
 
 lives 
 
 Beat 
 
 LESSON 66. 
 
 Pelt belter 
 
 Pelts 
 
 dive 
 
 leave 
 
 yell 
 
 plunge 
 quit 
 shout 
 
 plunger 
 
 quitter 
 
 shouter 
 
 plunges 
 
 quits 
 
 shouts 
 
 quote 
 guide 
 
 cite 
 lead 
 
 citer 
 leader 
 
 cites 
 leads 
 
 Bridle 
 
 LESSON 67. 
 
 Curb Curber 
 
 Curbs 
 
 measure 
 
 mete 
 
 meter 
 
 metes 
 
 purchase 
 keep 
 
 buy 
 hold 
 
 buyer 
 holder 
 
 buys 
 holds 
 
 pas'ture 
 
 graze 
 
 grazer 
 
 grazes 
 
 weep 
 
 cry 
 
 crier 
 
 cries 
 
 * The words in the second column convey nearly the same idea as 
 the corresponding words in the first column. 
 
 f The fifth pupil spells Blunter, and the sixth pupil Blunts; i. e., 
 when the word is pronounced, the first pupil spells its meaning. 
 
 J Br added to a word either means the one who or more when added 
 to an adjective. S denotes a singular verb or a plural noun, and gene- 
 rally means more than one when the word is a noun. 
 
 Home-exercise. The blunt old man chopped with a dull ax. Let the 
 pupil illustrate the difference in meaning between each word in the 
 second, and its correspondent of the same line in the first column. 
 
DIALOGUES ILLUSTRATING DEFINITIONS. 67 
 
 4th pupil 
 spells. 
 
 Bring ?f 
 
 LESSON 61 
 
 Teacher 1st pupil 
 pronounces. spells. 
 
 Fetch Bear 
 
 2d pupil 
 spells. 
 
 Bearer 
 
 3d pupil 
 spells. 
 
 Bears 
 
 rend ? 
 hear ? 
 
 cleave 
 har'hen 
 
 split 
 listen 
 
 spliter 
 listener 
 
 splits 
 listens 
 
 hoist ? 
 
 raise 
 
 lift 
 
 lifter 
 
 lifts 
 
 plight? 
 reign ? 
 
 Cede? 
 
 pledge pawn 
 sway rule 
 
 LESSON 6 
 
 Yield Grant 
 
 pawner 
 ruler 
 
 9. 
 
 Granter 
 
 pawns 
 rules 
 
 Grants 
 
 grub ? 
 shout ? 
 
 delve 
 whoop 
 
 dig 
 bawl 
 
 digger 
 bawler 
 
 digs 
 bawls 
 
 chide ? 
 
 blame 
 
 scold 
 
 scolder 
 
 scolds 
 
 throw ? 
 
 shoot 
 
 cast 
 
 caster 
 
 casts 
 
 knab ? 
 
 gnaw 
 
 bite 
 
 biter 
 
 bites 
 
 Stare ? 
 
 LESSON 70 
 
 Grape Gaze 
 
 Gazer 
 
 Gazes 
 
 speak ? 
 ri'fle? 
 plun'der 
 at'tack ? 
 
 say 
 filch 
 ? pitlage 
 as'sault 
 
 tell 
 pil'fer 
 spoil 
 strike 
 
 teller 
 pil'ferer 
 spoiler 
 striker 
 
 tells 
 pil'fers 
 spoils 
 strikes 
 
 gos'sip ? 
 
 tat f tle 
 
 blab 
 
 blabber 
 
 blabs 
 
 * The words in each line of the three left hand columns are nearly 
 alike in meaning. Sarah what does bri?ig mean? Eliza answers bring 
 means to fetch or hear. For the meaning of er and s see notes hot- 
 torn of the 65th page. 
 
 f The 5th pupil spells bringer ; the 6th brings; the 7th fetch; the 
 8th /etcher ; and the 9th fetches. Hence when the teacher gives out 
 one word nine words are spelled "by the pupils, and hy adding the per- 
 fect and present participles the pupil may spell fifteen words for each 
 one pronounced hy the teacher. This plan secures the attention of 
 every pupil. 
 
 Home-exercises. The bearer of the letter brings all the papers. The 
 servant fetches water, <fcc. 
 
68 DEFINITIONS ILLUSTRATING DIALOGUES. 
 
 TJn'ripe!* Crude 
 sol'id ? firm 
 nimble ? quick 
 lim'pid ? clear 
 fleshy ? gross 
 con'cise ? brief 
 
 Qui'et ? Calm 
 pal'lid ? wan 
 health'y ? hale 
 glossy ? smooth 
 flac'cid ? lax 
 ab'ject ? mean 
 
 A'rid ? Dry 
 cer'tain ? right 
 lu'cid ? bright 
 mea'ger ? lean 
 nov'el ? new 
 willing ? fain 
 
 LESSON 71. 
 
 Raw Rawerf 
 
 hard harder 
 
 spry sprier 
 
 pure purer 
 
 fat fater 
 
 short shorter 
 
 LESSON 72. 
 
 Stiller 
 
 paler 
 
 sounder 
 
 brighter 
 
 looser 
 
 lower 
 
 Still 
 
 pale 
 
 sound 
 
 bright 
 
 loose 
 
 low 
 
 LESSON 7 3. 
 
 Hot Hoter 
 
 sure surer 
 
 clear clearer 
 
 thin thiner 
 
 fresh fresher 
 
 glad glader 
 
 Rawe^f 
 
 hardest 
 
 spriest 
 
 purest 
 
 fates£ 
 
 shorted 
 
 Stillest 
 
 palest 
 
 soundest 
 
 brightest 
 
 loosed 
 
 lowest 
 
 Hotes£ 
 
 surest 
 
 cleared 
 
 thines£ 
 
 freshed 
 
 glades£ 
 
 *For the right way of reading, see note, 67th 'page. 
 
 f Er when added to an adjective means more, and Est means most. 
 
1 
 
 DIALOGUE ] 
 
 [LLUSTRATING 
 
 ni 
 
 DEFINITIONS. 69 
 
 ? 1 
 
 
 
 
 
 iHBllicJ 
 
 
 LESSON 6 4.* 
 
 
 
 Neu rol'o gy ? 
 
 The nerves 
 
 Brim ? 
 
 Edge 
 
 psj choYo gy ? 
 
 the soul 
 
 brutes ? 
 
 beast 
 
 phre nol'o gy ? 
 
 the brain 
 
 bite? 
 
 gall 
 
 en to mol'o gy ? 
 
 insects 
 
 boon? 
 
 gift 
 
 et y mol'o gy ? 
 
 derivation 
 
 coast ? 
 
 shore 
 
 gen e al'o gy ? 
 
 gen er f a tions 
 
 LESSON 65. 
 
 flesh? 
 
 meat 
 
 Herpetol'ogy? 
 
 Reptiles 
 
 Fib? 
 
 Lie 
 
 ichthyology? 
 
 fishes 
 
 sack? 
 
 bag 
 
 min er al'o gy ? 
 
 min drals 
 
 harm? 
 
 hurt 
 
 or ni thol'o gy ? 
 
 fowls 
 
 hide? 
 
 shin 
 
 os te ol'o gy ? 
 
 bones 
 
 maize ? 
 
 corn 
 
 lex i col'o gy ? 
 
 words 
 
 LESSON 6 6. 
 
 noun? 
 
 name 
 
 Conch ol'o gy ? 
 
 Shells 
 
 Van? 
 
 Front 
 
 hy drol'o gy ? 
 
 water 
 
 stuff? 
 
 cane 
 
 eth nol'o gy ? 
 
 nations 
 
 lawn? 
 
 plain 
 
 geol'ogy? 
 
 earth 
 
 tribe ? 
 
 pipe 
 
 meteorol'ogy? 
 
 me'teors 
 
 blow? 
 
 stroke 
 
 u ran ol'o gy ? 
 
 heavens 
 
 throng ? 
 
 crowd 
 
 * This point ? means a discourse on ; or pertaining to ; 
 
 for example, 
 
 Joseph reads. What doe3 neurology mean ? 
 
 Wm. answers, neurology 
 
 means a discourse on 
 
 the nerves, or something pertaining to the 
 
 nerves. See note at the "bottom of the 67th 
 
 page. 
 
 
70 DIALOGUES ILLUSTRATING DEFINITIONS. 
 
 LESSON 74. 
 
 LESSON 75. 
 
 LESSON 7 6. 
 
 Greek derivative. 
 
 Latin derivative. 
 
 Primitive English, or 
 meaning. 
 
 A pos' tie ?* 
 
 mis' sion a ry 
 
 mes' sen ger 
 
 A nat' o my ? 
 
 (lis sec' tion 
 
 a cut' ting up 
 
 A nom' a lous ? 
 
 ir reg' u lar 
 
 law' less 
 
 Ap a thet/ ic ? 
 
 in sen' si ble 
 
 un feel' ing 
 
 A pol' o gy ? 
 
 ex cuse' 
 
 plea 
 
 Bish' op ? 
 
 su per vi'sor 
 
 o ver look' er 
 
 Bap' tize ? 
 
 im merse' 
 
 dip 
 
 Cat/ a logue ? 
 
 in' ven tor y 
 
 list 
 
 Cat' a ract? 
 
 cas cade' 
 
 wa' ter fall 
 
 Di' a logue ? 
 
 con ver sa' tion talk 
 
 Di dac' tic ? 
 
 pre cep' tive 
 
 teach' ing 
 
 Dox ol' o gy ? 
 
 glo ri fi ca' tion 
 
 praise 
 
 Dy' nas ty ? 
 
 do rnin' ion 
 
 pow' er 
 
 El lip' ti cal ? 
 
 o' val 
 
 egg' shaped 
 
 Eu' cha rist ? 
 
 sac' ra ment 
 
 Lord's sup per 
 
 Eu' lo gize ? 
 
 com mend' 
 
 praise j 
 
 Gno' mon ? 
 
 in' dex 
 
 poin' ter 1 
 
 Lex' i con ? 
 
 die' tion a ry 
 
 word' book 
 
 Mon ar chi al ? 
 
 re' gal 
 
 king' ly 
 
 Par' a ble ? 
 
 si mil' i tude 
 
 like' ness 
 
 Pa thet' ic ? 
 
 af feet' ing 
 
 feel' ing 
 
 Phys' i cal ? 
 
 me die' i nal 
 
 heal' ing 
 
 Proph' e sy ? 
 
 pre diet' 
 
 fore' tell 
 
 Rhet' o ric ? 
 
 or' a to ry 
 
 fine speak' ing 
 
 Sphere ? 
 
 globe 
 
 ball 
 
 Tet' ra gon ? 
 
 quad' ran gle 
 
 a square 
 
 Tone? 
 
 sound 
 
 noise 
 
 Theol' ogy? 
 
 di vin' i ty 
 
 re lig' ion 
 
 * See notes bottom of 67th page. Maria asks, What does Apostle 
 
 meant Susan answers 
 
 5 Apostle means missionary, or messenger, and | 
 
 so on. 
 
 
 ' 
 
DIALOGUES ILLUSTRATING DEFINITIONS. 71 
 
 ? ||g!l 
 
 illl IJ^apj^ 
 
 £pw = ^ipir ? 
 
 PART III.— LESSON 1. 
 
 Countries. 
 
 Names of people. 
 
 Largest cities.f 
 
 Chi'na ?* 
 
 CM ?iese / 
 
 Pe'kin ? 
 
 Denmark ? 
 
 Danes 
 
 Co'pen ha gen ? 
 
 E'gypt ? 
 Flankers ? 
 
 Egyptians 
 Flemfings 
 
 Cai'ro ? 
 Brussels ? 
 
 Holland ? 
 
 Holland ers 
 
 Am / ster dam ? 
 
 Iceland ? 
 
 Ice'land ers 
 
 ScaPholt? 
 
 Ja pan 7 ? 
 
 Jap an ese / 
 
 LESSON 2 
 
 Jed'do ? 
 
 Ireland ? 
 
 Irish 
 
 Dublin ? 
 
 Na'ples ? 
 Nor 7 way ? 
 
 Ne a po'li tans 
 Nor we'gi ans 
 
 Na'ples ? 
 Ber'gen ? 
 
 Persia? 
 
 Per'sians 
 
 Is'pa han ? 
 
 Poland ? 
 
 Po'land ers 
 
 Warsaw ? 
 
 Prussia ? 
 
 JPrus'sians 
 
 Berlin ? 
 
 Rus'sia ? 
 
 Rus'sians 
 
 LESSON 3 
 
 Pe / ters burg ? 
 
 Sweden ? 
 
 Swedes 
 
 Stockholm ? 
 
 Si am? 
 
 Si am ese' 
 
 Si'am ? 
 
 Turnkey ? 
 
 Turks 
 
 Con stan ti no'ple ? 
 
 Tu'nis ? 
 
 Tic ni'sians 
 
 Tu'nis ? 
 
 Venice ? 
 
 Ve ne / tians 
 
 Venice ? 
 
 Aus'tri a ? 
 
 Aus'tri ans 
 
 Vi en'na ? 
 
 Bel'gi urn ? 
 
 BeVgi ans 
 
 Brussels ? 
 
 Cu'ba? 
 
 Cu'bans 
 
 Ha yan'na ? 
 
 * This point — ? in this column asks the question, what are the people 
 of China called ? of Denmark ? of Egypt ? and so on down the column. 
 The first pupil reads, what are the people of China called ? The sec- 
 ond answers : The people of China are called Chinese. 
 
 f The third, where is Pekin ? The fourth, Pekin city is in the north- 
 eastern part of the Chinese empire. 
 
 ''- '1 
 
72 DIALOGUES ILLUSTRATING DEFINITIONS. 
 
 Countries. 
 
 A merl ca' ?* 
 France ? 
 Greece ? 
 Spain ? 
 Wales? 
 Algiers ? 
 England ? 
 
 Por / tu gal ? 
 Sax'o ny ? 
 Sic'ily? 
 Switz'er land ? 
 Tus / ca ny ? 
 Ba ta'vi a ? 
 Ba vali a ? 
 
 Cor'si ca ? 
 G-er / man y ? 
 Hun'ga ry ? 
 In'dia? 
 Milan ? 
 Mo roc'co ? 
 Bo heini a ? 
 
 LESSON 4* 
 Names of people. 
 
 A mer'i cans 
 French 
 Greeks 
 Span'iai^ds 
 Welch 
 
 Mgerines' 
 Brit'ons 
 
 LESSON i 
 
 Por'tu guese 
 Sax'ons 
 Si ciVians 
 Swiss 
 Tus'cans 
 Ba ta'vi ans 
 Ba va'ri ans 
 
 LESSON 6, 
 
 Cor' si cans 
 
 Ger'mans 
 
 Hun ga / ri ans 
 
 Hin'doos 
 
 Mi Ian ese / 
 
 Moors 
 
 Bo lief mi ans 
 
 Largest cities. 
 
 New-York ? 
 Paris ? 
 Ath / ens ? 
 Mad'rid ? 
 Wrex / ham ? 
 AFgiers ? 
 London ? 
 
 Lis / bon ? 
 Dresden ? 
 Pa ler'mo ? 
 Berne ? 
 Florence ? 
 Hague ? 
 Munich ? 
 
 Bas'tia? 
 Vi en'na ? 
 Pres / burg ? 
 Cal cut'ta ? 
 Milan? 
 Fez? 
 Prague ? 
 
 * See note bottom of the 71st page. 
 
DIALOGUES ILLUSTRATING DEFINITIONS. 73 
 
 LESS 
 
 Latin deriva- 
 tives. 
 
 Mu'ral?* 
 filial ? 
 lo'cai ? 
 clinic ? 
 vi/nous ? 
 na' val ? 
 
 LESS 
 
 Bes'tial? 
 flo'ral? 
 mar'tial ? 
 vi'tal? 
 vul'pine ? 
 canine ? 
 
 ^ LESS 
 
 vac' cine ? 
 feline ? 
 ur'sine ? 
 dorsal ? 
 na'tal? 
 pe'dal? 
 
 ON 8. 
 
 Primitive 
 English, or 
 definitions. 
 
 Wall 
 
 son 
 
 place 
 
 bed 
 
 wine 
 
 ships 
 
 ON 10. 
 
 Beasts 
 /lowers 
 war 
 life 
 
 foxes 
 clogs 
 
 ON 12. 
 
 Cows 
 
 cats 
 
 bears 
 
 back 
 
 birth 
 
 foot 
 
 Latin deriva- 
 tives. 
 
 LESSON 7. 
 
 Primitive 
 English, or 
 definitions. 
 
 Spring 
 mind 
 
 Ver'nal ?* 
 men'tal ? 
 lu'nar ? 
 nerVous ? 
 na'sal? 
 cos'tal ? 
 
 LESSON 
 
 moon 
 nerves 
 nose 
 ribs 
 
 Solar? 
 Stellas ? 
 denial ? 
 ve'nous ? 
 ma'rine ? 
 lin'gual ? 
 
 LESSON 
 
 Ru'ral? 
 spi'nal ? 
 lum'bar ? 
 malar? 
 cenlral ? 
 polar ? 
 
 Sun 
 
 stars 
 
 teeth 
 
 veins 
 
 sea 
 
 tongue 
 
 12. 
 
 Country 
 
 spine 
 
 loins 
 
 cheelcs 
 
 centre 
 
 poles 
 
 f The interrogation mark in this column asks the question, What 
 does mural mean ? The answer printed in italics is, that Mural means 
 pertaining to or connected with a wall; and so on, omitting mural, and 
 supplying each other word in its regular order, in the place of mural. 
 For example, Jane reads, What does filial mean? Mary answers, 
 Filial means pertaining to a son. Jane reads, "What does local mean ? 
 Mary answers, Local means pertaining to a place. 
 
74 DIALOGUES ILLUSTRATING DEFINITIONS. 
 
 LESSON 14* 
 
 -t/» /*X~ I 1 *~V -1 1/1 f~\ /^\ 
 
 40O£b^^& 
 
 Mher it 
 
 Heir ?f 
 
 Heired 
 
 Heiring 
 
 ven'ti late 
 
 air? 
 
 aired 
 
 airing 
 
 free 
 
 bail? 
 
 bailed 
 
 bailing 
 
 pack 
 
 bale? 
 
 baled 
 
 baling 
 
 yield 
 
 cede? 
 
 ceded 
 
 ceding 
 
 sow 
 
 seed? 
 
 seeded 
 
 seeding 
 
 
 LESSON 15. 
 
 
 Sum'mon 
 
 Cite? 
 
 Cited 
 
 Citing 
 
 view 
 
 si#7it? 
 
 sighted 
 
 sighting 
 
 ex'pire 
 
 die? 
 
 died 
 
 dying 
 
 col'or 
 
 dye? 
 
 dyed 
 
 dyeing 
 
 swoon 
 
 faint? 
 
 fainted 
 
 fainting 
 
 prdtend 
 
 feint? 
 
 feinted 
 
 feinting 
 
 
 LESSO 
 
 
 Pledge 
 
 Gage? 
 
 Gaged 
 
 Gaging 
 
 mealsure 
 
 guage ? 
 
 guaged 
 
 guagmg 
 
 cure 
 
 heal? 
 
 healed 
 
 healing 
 
 sole 
 
 heel? 
 
 heeled 
 
 heeling 
 
 mix 
 
 knead ? 
 
 kneaded 
 
 kneading 
 
 want 
 
 need? 
 
 needed 
 
 needing 
 
 * The words in the second column are alike, or nearly alike, in sound, 
 but differ both in spelling and meaning. Lessons of this kind show 
 the absolute necessity of depending upon the eye as well as the ear, 
 and of practically applying the words in written exercises. 
 
 f All the words in this column are used as verbs. Let the pupils, for 
 a home-exercise, use each word in a simple sentence as a noun; for 
 example, The son is the heir of the mountain-farm, which is pro- 
 verbial for pure air. For right way of reading see note on the 67 th 
 page. 
 
WHAT I OUGHT TO MIND. 
 
 75 
 
 LESSON 17. 
 WHAT I OUGHT TO MIND. 
 
 1. These are the things I ought to 1 ? 
 
 To come in time, eve'ry school \ . .? 
 
 And ne'ver id'ly wait 1 ? 
 
 Having no rea'son but to K . . .? 
 
 2. To brush my clothes, and put them J . .? 
 
 And see that hands and face are l ? 
 
 To know my les / sons, every r . . .? 
 And then re mem / ber what they K . . .? 
 
 3. My books I must not tear, or 1 ? 
 
 But aFways keep them fair and 1 . . . .? 
 And wiek'ed words I will not K . .? 
 Such as I hear about the 2 ? 
 
 4. I should re menr'ber what I'm ! ? 
 
 And aFways do as I am 1 . . .. 
 
 I'll ne'er be ob 7 sti nate or x ? 
 
 An^ry or suFky when I'm 1 ? 
 
 5. And when I am away from J ? 
 
 And think that no / bod y is 1 ? 
 
 I would re mem / ber eve'ry 1 , . . .? 
 And be as good as when I'm l ? 
 
 6. These are the things that I should *. . . .? 
 
 And so I will with all my 1 ? 
 
 For sure I am that I shall * ? 
 
 True hap 7 pi ness in doing x ? 
 
 Mind. 
 Day. 
 Be/hind. 
 Play. 
 
 On. 
 Clean 
 One. 
 Mean. 
 
 Lose. 
 Neat. 
 Use. 
 Street 
 
 Told. 
 
 Bid. 
 
 Bold. 
 
 Chid. 
 
 School. 
 
 Near. 
 
 Ride. 
 
 There. 
 
 Mind. 
 
 MigU. 
 
 Find. 
 
 Right. 
 
76 MY LITTLE BROTHER WHO DIED. 
 
 LESSON18. , 
 
 MY LIT'TLE BROTH 'ER WHO DIED. 
 
 I am all alone in my 1 cham A ber now ; Bed'room. 
 
 And l the mid'night hour is near ; Soli't-udes'.2 
 
 And the tfag'gots's crack, and the clocks dull tick, Burning fire. 
 
 Are Hhe only sounds I hear. Solely the 
 
 And oyer my soul in its 1 sol'i-tude, Gloom'i- ness. 
 
 Pi'ous feelings of ^lad'ness glide ; Pleasure. 
 
 Eor my heart and my eyes are full 1 when I think If- 
 
 Of my nit'tle broth'er who died. Play'ful. 
 
 I went one night to my 'fa'ther's house — Pa'rents\2 
 
 "Went home to the *dear ones all ; Kind. 
 
 And Softly I opened the gar'den gate, Gently. 
 
 And 'softly the door of the hall ; Easily. 
 
 My moth'er came out to 1 meet her son — Greet.2 
 
 She 'kiss'ed me and then she sigh'ed, Embraced. 
 
 And her head fell on my neck, and she *wept • Cried. 
 Por my Hit'tle broth'er who died. j Lovly. 
 
MY LITTLE BROTHER WHO DIED. 
 
 77 
 
 I shall miss him when the ^ow'ers come 
 
 In the 1 gar'den where he play'ed, 
 I shall miss him 1 more by the fire'-side, 
 
 When the ^oses have all decayed. 
 
 I shall see his toys and his 1 emp r ty chair, 
 
 1 And the horse he used to ride ; 
 And they will *speak with a silent speech, 
 
 Of my 1 little brother who died. 
 
 I shall see ^his little sis'ter again, 
 With her play'mates ^Txmt the door ; 
 
 And I'll *watch the chil'dren in their sports, 
 As I nev'er did/be'fore. 
 
 And if, in the 1 gronp, I see a child 
 That's dim/pled and Uaugh'ing-eyed, 
 
 I'll look to see if it J may not be 
 My lit'tle broth'er x who died. 
 
 We 1 shall all go home to our Father's house, 
 To our 1 Fa / ther's house in the skies, 
 
 Where the hope of our souls ^hall have no blight, 
 Our love no 1 brok / en ties. 
 
 We shall rove on the banks of the 1 river of Peace, 
 
 And 1 bathe in its bliss'ful tide ; 
 1 And one of the joys of our Hea'ven shall be— 
 
 My 1 lit'tle broth'er who died. 
 
 Ro'ses.2 
 Orchard. 
 Most. 
 Flowers. 
 
 Tacant. 
 With.2 
 Talk. 
 Deadest. 
 
 Our.2 
 A'round. 
 Guard. 
 Of yore. 
 
 Crowd. 
 Mirth'ful. 
 Can. 
 That. 
 
 May. 
 
 Parent's. 
 
 Will. 
 
 Severed. 
 
 Stream. 
 Wash. 
 For. 
 Darling. 
 
1119 
 
* 
 
 
 
 
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