/W^ \ \ CALIFORNIA STATE SERIES OF SCHOOL TEXT-BOOKS. Edited by W. H. V. RAYMOND. SPELLER Prepetreci by W. L. ^?VILI^IS, UNDER THE DIRECTION OF THE STATE BOARD OF EDUCATION. SACRAMENTO, CALIFORNIA. Printed at thk State Printing Office. Entered accordiv^ to Act o/'i&mffreip^ tn'-the year 1886, by the STATE BOARD OP, EDIC4T{Q^, tQK TH,E STA'fE OF CAllFORNIA, In the^OJ^cs af tftie,4!jrbm'/ian.of. Qpjngreii, at Washington. EDUCATION DEPT. PREFACE. \J^ [^ Although some teachers, and good ones, too, are of the opinion that the spelUng book is not a necessary adjunct of our common school education, it is still true that a great number of educators, as well as parents, regard it as not only important, but indispensable. Among those who advocate the use of a Speller, there is also a diversity of opinion as to the best method of teaching spelling, some believing that the best spellers are made by oral practice alone ; others, that by uniting oral and written exercises with practice in w^ord-using, the greatest improvement can be attained. Upon the latter theory this book has been prepared, and it is hoped that it may secure the object sought, viz.: to place in the hands of the children of this State a book which shall enable them to gain, not only a practical knowledge of correct spelling, but also to acquire a generous vocabulary, and render it available in the ready and proper expression of their ideas. Classification of words with reference to the elementary vowel sounds and their equivalents used in spelling them, has been made a leading feature ; and difficult consonant combinations represent- ing similar sounds have been grouped together. An endeavor has been made to grade the work in accordance with the progress of the pupils. Homonyms have received special attention as being among the most important words in the language, and, from their similarity of sound, most likely to be misspelled or misapplied. In that por- tion pertaining to the ''Grammar School Course," much care has been bestowed on the treatment of synonyms, word-analysis, and derivation, although they are subjects that can not be adequately treated in the space available. Quotations from our best authors have been used to illustrate the use of words found in the spelling lists, believing that the use of forms of speech wiiich bear the seal of approval by our best literary authorities can not fail to elevate the taste of pupils, and improve their liabit of expression, and, further, to arouse in them a desire to read the complete works whose fragments have been laid before them in the Speller. iyi69889 iv PREFACE. That the pupil should learn to use the dictionary freely and intel- ligently, hardly admits of discussion, and yet comparatively few, even of adults, have ever learned to use it rightly. Exercises are given which render it necessary for the pupil to consult it and learn to use it both for defining and pronunciation. To facilitate this, the system of diacritical marks and the spelling adopted by Webster have been followed. TO THE TEAOHEE. It is necessary to arrange lessons in arbitrary divisions in order to secure symmetry and economy of space, but much must be left to the judgment of the teacher, since the capabilities of pupils and of classes differ so widely. It is believed that the arrangement of illustrative sentences upon the page opposite the lists of words will commend itself. The sentences selected give many hints for profitable conversations which may be held on different subjects, such as authors, figures of speech, poems, history, plants, and animals, etc., and it is needless to say that the lessons can be extended indefinitely in exercises in defining, word-using, and forming derivatives. It is believed, also, that some value will be found in the first thirteen lessons, in the arrangement of words of similar sound. It will be seen that by studying these lessons across the page as well as down, the ])upil will receive the value of an arrangement based on an analogy of l>oth vowel and consonant combinations. Pupils learn mainly by what they do for themselves, and through their vwn efforts. Therefore, much work is given, to be performed by the ])upils themselves. Not many rules of spelling are given — those only which govern the largest classes of words, and to which exceptions are few. To many rules so many exceptions occur, that it is easier and less confusing for the pupil to learn each word separately than it is to discriminate between the classes. Care has been taken that when different combinations of letters (as cy and sy, sion and tion, er and or) have the same sound, the words in which they occur are so distributed through the lesson that the pupil must learn the form of each word from its appearance rather than from its connection. The subject of syllabication is one on which teachers are widely divided, many claiming that the pupil should be taught in oral spelling to divide the word into syllables, pronouncing each syllable as soon as spelled; others, that simple pronunciation of the letters in their se- quence is all that is necessary, and still others advocating that a slight pause should be made at the end of each syllable. The advocates of the first theory consider it to be not only an aid to the child in oral spelling, but that by this method he learns almost instinctively to di- vide a word of several syllables, seen for the first time, into its proper vi TO THE TEACHER. parts, and that it is therefore an aid in reading matter not previously studied, and in recognizing at sight analogous combinations in sylla- bles. It is a significant fact that all the best spelling books have at least a large proportion of the words so divided, in deference, as some of them state, to the expressed desire of a large number of teachers. Recognizing the fact that each teacher will follow his own opinion in his practice, the words in the lessons are divided into their syllables, which enables teachers who favor that method to use it in their work, while it does not prevent those who hold the opposite opinion from ignoring the division. In writing the lessons, however, it is obvious that each word should be written as a whole, except in the lessons for syllabication. A good variation of the usual programme is, that one or more of the class should be sent to the blackboard to write the lesson, and that the remainder of the class, their own exercises being finished, should criti- cise and correct the blackboard work. Pupils should be required to keep a list of words which they have misspelled, and to rewrite them frequently, both in sentences and sep- arately, until they have learned to spell them correctly. ABBREVIATIONS. A. B. Bachelor of Arts. Adj. Adjective. Adv. Adverb. A. M. Master of Arts. Anon. Anonymous. Bp. Bishop. Bro. Brother. Bros. Brothers. C. A hundred. C. E. Civil Engineer. Ch. or Chap. Chapter. C./o. In care of. C. 0. D. Cash on delivery. Cwt. Hundredweight. Cyc. Cyclopedia. D. D. Doctor of Divinity. Dept. Department. Dr. Doctor. D. V. (Deo volente), God willing. Ed. Editor. e. g. For example. E. M. Mining Engineer. et al. And others. Etc., &c. And so forth. F. A. M. Free and Accepted Masons. F. R. S. Fellow of the Royal Society. gtt. Drops. H. M. S. Her Majesty's ship. H. R. H. His Royal Highness. Ibid. The same. i.e. That is. I. H. S. Jesus, Savior of men. Incog. Unknown. I. 0. 0. F. Independent Order of Odd Fellows. Jno. John. J. P. Justice of the Peace. Jr. Junior. Lat. Latitude. LL. D. Doctor of Laws. Lon. Longitude. M. D. Doctor of Medicine. M. E. Methodist Episcopal. MSS. Manuscripts. Mt. Mount. N. B. Take notice ; New Bruns- wick. Nem. con. No one opposing. N. F. New Foundland. N. 0. New Orleans. Obs. Obsolete. Pop. Population. pp. Pages. Prof. Professor. Pro tern. For the time. P. S. Postscript. Q. C. Queen's Counsel. q. V. Which see. R. A. Royal Academy. Rev. Reverend. R. R. Railroad. Rt. Hon. Right Honorable. Rt. Rev. Right Reverend. Sec. Secretary. ss. To wit. SS. Saints. St. Saint. U. S. A. United States Army. U. S. A. United States of Amer- ica. U. S. N. United States Navy. D". S. S. United States steamer. Viz. Namely. Vs. Against. PHOI^IO MAEKD^GS. VOWEL MARKINGS. Breve (^)— bS-g, beg, big, bog, bug, hj^mn, foot. Macron (-) — play, me, grey, bite, old, cure, my, school. Circumflex (a) — hair, there, for, curl. Dot ( • ) — ask, what, done, wolf, push. Dots(««) — far, fall, machine, do, rude. Tilde ( " )— her, dirt. What vowels may be marked with a macron? With a breve? A circumflex? A dot? Dots? A tilde? Write and mark an example of each in some word and pronounce the word. EQUIVALENT VOWEL SOUNDS. a=6 aught. ought. y=i hymn, him. a=6 what. wot, hot. i=e fir, her. e = a heir. air. o=u=o-b dp. rude. ro-bd. e = a vein. vain. o=Tj=db wolf, pull, wool. i=e pique. peak. ow=ou fowl, foul. 6=u done. dun. oy=oi toy. toil,// y=i my. mine. CONSONANT MARKINGS AND EQUIVALENTS. 9 = s §ede. seed. §=z rase, raze. €=k €an, kan. x=ks rix, ricks. g=j gelly, jelly. X=g§ es act. begg. n=ng sink, sing. §h=sh §hampoo. shampoo. qu=kw quill. €h=k €hiloliter. kiloliter. ph=f caliph. calif. th tHis, that. ph=v Stephen. g get, gave. CALIFORNIA SPELLER, Zesson /. - a (a long), as in fate. [Study down the columns, then from left to right.] rage sale cage stale name 'n^t^^ryiye- same d^t^y^^^l^ race ^yC^yC^ place /lyUZ^oe gate -^^z^ plate A/ia^^€' lade t^t^l^C^ blade 't^'Vtzt^ tape ^€Z^V€' cape €>i^lJl^e gaze take haze cake ■c:i/^€/ ^^^^^n^ ^liM'-Vt^ i^€'. {^^CM/t^ -C^i^-C^ 'TlyO^ d^rii^^V General Directions. Question the pupils at each recitation as to the meaning of the words in the lesson. Encourage them to give defini- tions in their own words. 2 CALIFORNIA SPELLER. Ijesson 2. e (e long) as in me. eve €^1^^ she dJi€' here vCt^^ mere ^7'7^i/e4ye> sere d^€^ sphere d/iJpeyie cede €>e€/^ mete ^^7^€y^ scheme ^^€^^^7-2^ theme ^/?ye. \l{Jv<>^ d-t^tz^^t^. €^4^ d^^tiPe^^ lo4'€d. J2^ ^l^J^tZd ^^ dJit^^i^^^O^MP. [Let pupils fill the blanks from words in the lesson.l CALIFORNIA SPELLER. Zesson 3. 1 (i long), as in fine. rise -U^i^ wise ripe* ^iA^ wipe* sign dd^^^^ vine mild ^ryi.l/€^ - wild dime ^i^^^ time tide it^t^ ride mine ^rj^i^^n^ line kind* -my^t^ mind twice* t^ptA^oe splice A t^^n^ /d^ d/i/i^t^e f^ ^la/i^P 't^PCd^ '^^^^n^ ^^€^ G^p^€-ey^if ^^^ -^^W^ ^If^ ^^^^^. Cy^^^T^l^e^ tZ^riyC^ ^i^€' 'PtM^li P04^ ^'€2- -^^^^^x^^. (^2-^ -n'TyU^ i^id^- t^€ -^/^e^;^ -op P7>i^ i^ade- ^pcpov-e^ tz- home rope* wove doze jolt torn* globe stroke sword ^PfPOyU^- ^. io4yn^ ^. CyA^' A^e^n- id- [Excite emulation in the formation of good sentences from words marked with a *.] CALIFORNIA SPELLER. Jjesson 5, u (u long), , as in use. mute ^^^yu/U^ lute tube ^^4^ cube cure* i^^C^i^ pure* fuse flume duke muse plume* fluke tune* ^4yt/n^ dune dupe lure ^CiyU€' mule liU2:e €H4yC^ ^?rud4i^ t^M-'Tl^ d/ /v^V-e 'CUiiy^t M^ S2^MM^ MiPee^ €Z^ €^11^ l^ie t^iMped- [Call attention of pupils to the lengthening power of final e; as.ttib— tube.] drake crate grape* paste range plague* lathe haste phrase ^ CALIFORNIA SPELLER. Ijesson 6, a (a long), as in fate. [Call attention to the silent letters.] snake* grate scrape chaste strange vague swathe taste* AJu^d^e quake / €4ytymdya^n^ ^ M^ iU^Pi^i^Ae '^44^€l^€' [Instruct pupils in punctuation and the proper use of capitals.] dfTyi^e strife chime thine spike quire bHthe climb* high* nigh CALIFORNIA SPELLER. Lesson 7, 1 (i long), as in fine. d^UJe knife* ^t^yn^€^ 7 -^^ crime whine* strike squire writhe d^^^cA^ prime sigh thigh / ^W. ^2^^044/1 t^lyt^^€i44' e^^^-^^^^-^^^^z^^y^i^i^. Cj/t €d /lyU^^m^ 1^^:^ i3^^ a ^n^ ■t^T^ [Watch carefully, and correct all incorrect language in sentences made by the pupils. Guide them to the use of choicer expression.] grove wrote chose* knoll shorn rogue gross stove* whole CALIFORNIA SPELLER. JLesson 8, (o long), as in tone. drove* quote those stroll* borne brogue ghost strove forge ^^44/01^ '0^€^^7^ ^a44yO^€^ ^i^jJiyf^ ip^/ie4^ ^nM^)^ [Call attention to rhyming wordf".] CALIFORNIA SPELLER. c Zesson 9. a (a short), as in at. plan bran fan^cy pan^try wax flax* ax is* axle flat chat spat ter scat ter* glad shad pad die sad die land* sand can die hand le cash sash* ashes flash es sang gang man go angry bank sank ankle rank le fact tact tract act ing drab scab hab it* rab bit* camp damp pam per scam per swam clam clam ber bram ble [Write these sentences from dictation.] The morning stars sang together. Tact wins the heart. Fact and fancy often differ widely. The mango grows in hot countries. Parents should not pamper children. Let not anger rankle in your heart. • [Write these sentences, filling the blanks from words marked with a A bad is more easily learned than broken. What is the earth's ? is the plant from which linen is made. Shut the window or the will fall. The s away from the dog. The fanner s seed on his . 10 CALIFORNIA SPELLER. Zesson W. e (e short), as in met. self pelf elfish beVfry felt melt* shel ter swelt er bend* mend fend er ren der lent sent plen ty twen ty best* rest fes ter ves per next* text dex ter sex ton held weld sel dom eld er keg leg beg gar leg gin kept wept skep tic seep ter mesh fresh fleshy thresh old bench* trench wrench stench spell* shell wel fare wel come [Write these sentences from dictation.] The preacher read his text. Can the blacksmith weld the steel ? The sexton tolls the vesper bell. The king's scepter was set with jewels. We stand on the threshold of death. The traveler swelters in the sun. [Write these sentences, filling blanks from words marked with a *.] The warm sun s the snow. The old man sat down on the -. Can you all the words in this lesson? Who will be the speller ? Try to do better time. You must make your wishes to duty. CALIFORNIA SPELLER. Jjesson //. 11 i(ii short), as in it. link mink /twinkle* print er sprinkle hint tint spHn ter give Hve riv er * quiv er Hsp wisp whis per sis ter rift gift fifty stiff en rich* itch kitch en pitch er thin chin din ner win ter grit quit bit ter twit ter* sHm swim nim ble thim ble trick quick crick et thick et cHng swing* king dom ring let since rinse* in sect tin sel [Write these sentences from dictation.] With one blue rift of sky between. The last link is broken that bound me to thee. There 's not a tint that paints the rose. He saw six slick, slim saplings sailing down the stream. It is more blessed to give than to receive. The placid water quivers in the sun. [Write these sentences, filling blanks from words marked with a *.] We will the clothes in clear water. I flow to join the brimming . me high, and me low. The man is not always the happiest. The blue birds on the old oak tree. -, little star. 12 CALIFORNIA SPELLER. J zTesson 72. / M short), as hf not. /^ fond pond yon^der con^duct* stop chop pop lar* prop er* shot spot tot ter rot ten* lock rock pock et rock et hog) frog prog ress hog^ head ^rop shop cop per stop per moss toss bios som* pros pect knob throb rob ber lob ster* cost lost hos tile* hos tage blot plot bot tie cot tage rod plod mod est mod ern Tom from com ma com mon [Write these sentences from dictation.] On their own merits modest men are dumb. Do you know where to place a comma ? Modern progress has been very rapid. Py1;hias was a hostage for Damon. The old man totters to the grave. The plowman homeward plods his weary way. [Write these sentences, filling blanks from words marked with a " The Indians killed the settler's wife. Strive by to win your own approval. Spring hangs her infant s on the trees. The tree was at the core. Where does the live? Ask pupils to write a composition or story, using as many words of this lesson as they can.] CALIFORNIA SPELLER. 13 Ijesson /S, duck* u (u^short), a^s in up. tuck buck^et buck^le bluflf snuff ruffle muffin slug snug* rug ged *slug gard pluck* struck* chuck le buck skin* brush *crush ush er *blush ing dumb numb tum ble *crum Die stump plump* bum per dump ling scrub shrub rub ber* bub ble stuff gruff* scuffle* shuffle drum chum* *hum ble grum ble* club* chub stub ble* blub ber spun shun* blun der* thun der* [Fill these blanks from words marked on the right side vvith a *.] A man with a suit and a coat (jver it went out to hunt s. He took his with him. A field, and they - over a plump storm came up while they were in a — ran into a corner. They got into a , and one of them was on the head with a but he did not , for he knew it was a . It is always better to shown by avoiding one. a quarrel. is often best [Fill these blanks from words marked on the left side with a *.] Be it ever so , there 's no place like home. Go to the ant, thou . Consider her ways and be wise. Truth ed to earth will rise again. The walls of the castle will away. The skies yet with departing light. 14 CALIFORNIA SPELLER. Jyesson /^ — Oral. Words alike, or nearly alike, in sound. (Homonyms.) a==ai, ay, ea, ei, ey. yi ale, malt liquor. ail, to be sick. T> ate, did eat. eight, twice four. p able, having power. Abel, a name. J. bale, a package, bail, security. Tp gate, an entrance. gait, manner of walking. p made, formed. maid, a young woman. mane of a horse. main, principal. male, sex. mail, letters, etc.: armor. G H Ijesson 75 — Oral * great, large, grate for a fire. ■D pane ot^ glass. pain, simering. p pale, wanting color. pail for water. T^ pray, to ask for. prey, spoil. -p, waste, to destroy; a desert, waist, part of the body. Tji sale, a selling, sail of a ship. p strait, narrow, straight, direct. TT tale, a story. tail of a horse. Jjesson 76 — Oral. brake, for wheels; a fern; A a thicket. break, to part by force. T> daze, to confuse. days, plural of day. p lade, to load. laid, placed. D wade in the water. weighed, did weigh. rain, water from clouds. E rein, part of a bridle, reign, to rule. -p wait, to stay. weight, heaviness. p way, a path; a method, weigh, to find the weight. H wave, of the ocean. waive, to set aside. CALIFORNIA SPELLER. 16 Ijesson /^ — Written. [Copy these sentences. Fill the blank with the proper word from the opposite lesson.] Shall there be no more cakes and (A)? — Shakespeare. Age and want sit smiling at the (E). — Pope, Quick was the little (F)'s reply. Her eyes, her hair, her cheek, her (E), her voice. — Shakespeare. They (B) in all (B) apples. A breath can make them, as a breath has (F). — Goldsmith. The war- horse shakes his (G). Spoil, like (D)s unopened to the sun.-r- Fowngr. (H) and female created He them.— 5t6Ze. Cain murdered (C). What (A) s the man? Most men take care of the (G) chance. He gave (D). Ijesson 75 — Written. When (B) and anguish wring the brow. — Scott. Old Ocean's gray and melancholy (E). — Bryant. White as a white (F) on a dusky sea. — Byron. Kate, like the hazel twig, is (G) and slender. (C) or red? Nay, very (C). — Shakespeare. These little things are (A) to little man. — GoldsThith. Children like fairy (H)s. Ill fares the land, to hastening ills a (D). — Goldsmith. The (B) fell into the (C). He bought a (A) at the (F). He (F)ed through the (G). Ijesson 76 — Written. The captive bending with the (F) of bonds. — Glover. Oh, stretch thy (E) , fair peace. — Pope. Hither, hither wend your (G). — Drake. I (H) my right as king. — Waller. Where bil- lows never (A). — Garth. Why do you (D) in the brook, little maid? — Anon. His fear seemed to (B) him. (H) succeeding (H) they go. — Dyer. He (F)ed six (B) before he could (C) the ship. (F) until I (G) this. It (D) a ton. The (E) being broken, the horse ran away. Softly on my eyelids (C). — Milton. He sends His (E). 16 CALIFORNIA SPELLER. Zesson /7— Oral. a (a short), as^in at. gash* brad adz dash rash crag wrap* grand clan snag chap clash dram stag lash drank lamb* clap drag* stand* Zesson /c?— Oral. • jamb scan trap* cramp hank smash* than scamp crab bade pack tramp* slab rang sham scant mash hack tack* strap* Zesson W — Oral. clar^et gar^ret saVver stag^ger matin scant y* chap ter tas sel* shag gy ac rid pat tern cab in* dap pie jacket* sand wich gath er* arid cav ern shatter blad der Jjesson ^(9— Oral. rat^tle* fam^ish ran^sack dan^gle ram ble ban ter tar ry bat ter sam pie lath er plan et asp en sat in rapid las so ar row* nar row* tran quil tat tie* bar rer CALIFORNIA SPELLER. 17 Jjesson 77 — Written. [Fill blanks from words given here.] clan snag brad -s of the rattlesnake are hollow. ■ will not split the board. fang stag The The- Each Scottish family had its own . The boat struck a and sank. The swam across the lake. [Write, as a part of each lesson on this page, sentences containing words marked with a * in the corresponding opposite lesson.] Zesson /(?— Written. hank We pack crab scan sham - with care each page. She bought a of yarn at the store. Do not say for carry. A battle was fought. Did you ever see a walk ? How does it walk ? Ijesson /^—Written. matin A silver That — The — dapple arid — is on the table. • gray horse is handsome. salver garret - sands of the desert are hot. Birds trill their songs in the tree-tops. Like a cat in a strange . banter Be — A Zesson 20 — Written, planet aspen tarry tranquil You are safe. — does not twinkle ; a star does. The trembled in the breeze. Never old people. Be respectful to them. Boatman ! do not . 2— S 18 CALIFORNIA SPELLER. Zesson ^/— Oral. e (e short ), as in met. mess send theft hemp less* tend yelk flesh debt bent tent* spent* lend* smelt them fend clench whelp bled* rend Zesson 22 — Oral. rent strength fled splen^did* helm shelf* fret* ves sel* drench depth yelp mess mate tempt dense clev er tem pie length fence* mes sage tem pest Zesson ^e?— Oral. wheth^er* er^rand er^ror ter^ror ten ant eel lar* fet lock ref uge sever des pot helm et meth od neth er chem ist rel ic beck on* merry cher ub mel on* emp ty* Zesson 24^ — Oral. bev^el pep^per* lev^el rep^tile rev el sen tence' vel vet* pres ent net tie del uge hem lock per ish nest le gest ure fet ter cher ish freck le* very* fres cp mel low CALIFORNIA SPELLER. 19 Jjesson 27 — Written. [See directions on page 17.] drench smelt whelp yelk debt is a millstone around the neck. The rain will us if we stay here. The is a very good fish. The Honess is fond of her s. The of an egg is yellow. Ijesson 22 — Written. dense helm rent fled tempt The deer from the hunter. no one to do wrong. The ship obeys her . The man could not pay his . We did not go through the wood. Zesson 23 — Written. merry tenant error terror errand They ran away in . When sent on an — -^ go quickly. Three girls are we. The moved out of the house. Take care not to make an . Ijesson 2Ji, — Written, nettle perish fresco reptile cherish The Hzard is an ugly . Can the artist the walls ? The is a useful plant in some countries. Our parents will us, and we should obey them. They were afraid they should all . 20 CALIFORNIA SPELLER. Ijesson 25 — Oral. Words alike, or nearly alike, in sound. e (e long), as in me. i be, to exist. bee, an insect. D beat, to strike. beet, a vegetable. p beech, a tree. beach, the shore. pv cede, to give. seed of a plant. Tji dear, costly. deer, an animal. Y feat, an act performed, feet, plural of foot. p flee, to run away, flea, an insect. XT Greece, a country. grease, melted fat. Jjesson ^6*— Oral. » heal, to make well. heel, part of the foot. -D hear, to listen. here, in this place. p leaf of a plant, lief, willingly. D leak, to let in water. leek, a vegetable. Jjesson 27— Ovdil. p mean, vile; middle part, mien, manner. meet, to come together. F meat, flesh. mete, to measure. p peal, a loud sound. peel an apple. XT pleas, excuses. please, to make glad. A peace, quiet. piece, a part. T> reed, a hollow stalk, read a book. Q seem, to appear, seam of a garment. jy see, to behold. sea, the ocean. J, steel, refined iron, steal, to take as a thief. p teem, to be full. team of horses. Q the, an adjective. thee, pronoun. TT week, seven days. weak, not strong. CALIFORNIA SPELLER. 21 Jjesson 25 — Written. I Copy these sentences, filling the blank with the proper word from the opposite lesson, marked with the same letter.] The (A) goes by with a lazy hum. — Mrs. Oakes Smith. The wicked (G) when no man pursueth. — Bible. Grateful (H), with streaming eyes. — Pope. Recounts the (F)s of youth. — Thomson. Horses' hoofs that (B) the ground. — Dry den. Soft like a spirit's are their (F). — Strode. The wicked (G) which each man pursueth. — Squibob. To (A), or not to (A). — Shakespeare. Go drive the (E) .^Pope. The warlike (C), the ash, for nothing ill. — Spenser. The king will (D) the country. Plant the (B) (D). Play on the (C). Zesson ^^— Written. The thunder (G), on (G). No ear can (B), no tongue can tell. — Byron. Hunger gave a relish to her (F). — Dryden. Emulous to (H) him. — Thomson. The larkspur listens, " I (B), I (B)." — Tennyson. What majCStic (E). — Pope. Do not (G) the (D). A once bright rose's withered (C). — Moore. I had as (C) (F) a tiger. I put my (A) on the (D). His (H) were not listened to. The wound will (A). We will (F) (B). With what measure ye {¥).— Bible. He that holds fast the golden (E). — Cowp&r. I/esson 27 — Written. Like (B)s before the blast. — Hewitt. Whose golden touch could soften (E) and stones. — Shakespeare. Calm and unruf- fled as a summer's (D). — Addison. Her bright brain (F)ed with fancies. — All the Year Round. None knew (G) but to love (G). — HallecL The silent hours (E) on. — Shakespeare. The admiration only of (H) minds. — Milton. (A) hath her victories.— J[ft7