Willson's Primary Speller

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PRIMARY
SPE L L E R
A smºº AND PROGRESSIVE
course of LESSONS IN SPELLING,
WITH READING AND DICTATION
ExERCISES, AND THE ELEMENTS
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NEW YORK :
HARPER & BROTHERS.
PU B L 15 H E R S ,
327. To 335 PEARL STREET. 5.
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Intermittent. Trafficking. - *
Heresy. * - as Suspicion.
Bilious.* * Ellipsis.
Coercion. *Apostasy.
Ecstasy. Deleble.
Clarionet. Mortgaging.
Surcingle. Singeing.
Paralyze. Skillfully.
Licorice. Subpoena.
Allegeable. Saccharine.
Ignitible. Hemorrhage.
Rendezvous.
Phosphorescent.
Jeopardize. Fahrenheit.
Ebullition. Galilee.
Aeronautic. Sadducee.
Sibylline. Erysipelas.
Hieroglyphics. Cachinnation.
Wacillation. Apocrypha.
Bacchanalian. Fascination.
Daguerreotype. ..Idiosyncrasy.
Crystallize. £onchology.
Catechise. Cannibal.
Trisyllable. º º º #.
Tyrannize. * Raleidoscope.
Apologize. Gauging.
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TO THE TEACHER.
IN addition to the directions given throughout the worh we would
suggest the following additional class exercises.
After the pupils have progressed as far as Division VI., page 31–
or have become somewhat familiar with the oral exercises—let them
go back to Lesson 10, page 18, and commence, and continue, a se
ries of review READING ExERCISEs, in connection with each ad
vanced spelling lesson. Thus, the class take their books and open
them at Lesson 10. The first pupil forms, and reads aloud, a sen
tence, as elaborate as he chooses, containing the first two connected
words. The second pupil forms and reads a sentence containing
the mext two words; and thus the class continue through the lesson
assigned. If any pupil should think that he can form a better sen
tence than the one given, let him hold up his hand, when the teach
er may allow him to make a trial, and may give precedence to the
one who does the best.
This daily review, in the form of original reading exercises, of the
lessons containing the partial phrases, will encourage a laudable em
ulation in the pupils, familiarize them with the lessons previously
learned, and greatly enlarge the utility of the work.
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Entered, according to Act of Congress, in the year one thousand eight hundred
and sixty-three, by HARPER & BroTHERs, in the Clerk's Office of the District Court
of the Southern District of New York.
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PR EFA C E.
The orthography adopted in this “Primary Speller” is that of

WEBSTER—and it is also, with scarcely an exception, that of
WoRCESTER ; for we do not know that, so far as regards the com
mon and familiar words used here, there is any material difference
in the works of these two eminent lexicographers, if we except the
words offense, defense, etc., which Worcester spells with a c, although
he is compelled to write expense with an s. See these three words in
Lesson 62, p. 41.
In pronunciation we have aimed, generally, to follow Webster;
but we have adopted, as a guide, the University edition of his Dic
tionary, edited by Prof. Goodrich, rather than the larger Pictorial
edition. Thus we have given to the letter a in fair, parent, airy,
hairy, etc., the same sound as the letter e has in there, where, instead
of the long sound of a as in fate, as found in the Pictorial edition.
The University edition of Webster accords with Worcester in this
particular.
There is no doubt that pupils, by a great amount of drill exercise
in oral spelling, may learn to spell, by mere repetition, almost any
quantity of words of whose meaning they are totally ignorant. This
was the old system of teaching spelling; and, with the prominence
given to it in the exercises of the schoolroom, it did make good spell.
ers; and, where it has been wholly abandoned—where spelling has
been taught only in connection with reading, or definitions, or dicta
tion exercises—good spelling in our schools has diminished in an
alarming degree. It has been our aim, in the present work, not
only to retain the advantages of the old system, but also to remedy,
as far as possible, its great defect, as exhibited in what have been
very appropriately called the “nonsense columns” of the old books.
To this end we have adopted, in a majority of the spelling lessons,
such a natural grouping of the words in columns as shall express
their meaning by their appropriate use; and we think this end has
been attained as effectually as though the words had been selected
from regular reading lessons. A few other advantages of this ar.
rangement will be referred to here.
Beginning with Lessons 10 and 11, on page 18, all the lessons that
are formed of partial phrases are to be used first as Reading exer
cises. See Direction 12, p. 17. These numerous reading exercises
occupy no additional space; the Spelling-book is, additionally, a
READING-Book; and the use of the words is shown before they are
required to be spelled.
V2.89875
iy PREFACE.
Instead of the ordinary Dictation Exercises, given out by the teach

er to be spelled or written verbatim by the pupils, the plan introduced
in the present work gives, without the teacher's aid, only the leading
words in easy and familiar phrases; and these the pupil is not only
to spell, but to use in forming complete oral or written sentences.
Thus not only are all the advantages of the most extended dictation
exercises in spelling secured, but there is added the additional benefit
of a constant and intelligent use of the words by the pupil himself, in
the formation of easy sentences of his own construction. He is thus
learning to speak, and perhaps to write, as well as to read and to
spell. Moreover, as all the words grouped in these partial sentences
have, by this very grouping, a meaning, the pupil is learning their
meaning by the best of all methods. This, we believe, is much bet
ter, especially for the younger pupils, than the usually vain attempts
to impart to them a knowledge of the meaning of words by formal
definitions. Children very rapidly learn the meaning of words by
their use—and this is Nature's method; but the mind requires a con
siderable degree of maturity, and the knowledge of a large store of
words, before definitions can be of much utility. So long as they
are not understood, it is much better that they should be omitted.
There are the same objections to words grouped as synonymous; for
although a pupil may be told that three words have nearly the same
meaning, yet, if he is ignorant of the meaning or use of all three,
what does it profit him? -
We would remark here, however, if the teacher is disposed to neg

lect the methods of using the book which we recommend, and is sat
isfied to continue on in the old system of teaching the spelling of
mere words, regardless of their meaning or use, he may have his pu
pils spell the words separately, by columns, without their connection
in phrases, and without the oral or written exercises, and still accom
plish as much as from the old books.
Finally, while the present introductory work is believed to contain,
so far as its limits would allow, all the valuable features of the old
system, in which the memory only of the pupil was exercised, it seeks
to ingraft upon that system the means of a more general mental de
velopment, easy of application, adapted to the wants of the infant
mind, and more in accordance, than the old methods, with the true
principles of cducation.
P A R T I.
I. CALLING WORDS AT SIGHT.
DIRECTIONs.—(1.) Direct the attention of the pupil to the pic
tures in the first column of the next page; ask him what each rep
resents; lead the pupil to associate the words that begin with the
capital letters with the pictures, until he can recognize all the words
without the aid of the pictures, and call them first in order, and then
promiscuously, when the pictures are covered by the hand or a piece
of paper. Go through the exercises on pages 6 and 8 in this way.
(2.) Next, let the pupil read, at sight, the phrases, such as “a cap,”
“a cat,” “a rat,” etc., on the same pages.
(3.) Next, let the pupil read, at sight, the exercises on pages 7 and
9 in the same manner—first by the aid of the pictures, and then with
the pictures covered. With the exception of the connective and,
they contain no new words or letters. Let the pupil also learn the
Jigures, and use them in numbering the exercises.
II. THE ALPHABET.
DIRECTIONs.—(4.) After the pupil has learned to call, at sight,

all the words, let him go back to the word cap, on page 6, and learn
the letters which form the word; let him now spell out the word, at
first with the aid of the book, and then without it when pronounced
by the teacher. Go through all the exercises in the same manner.
See, also, the Alphabet and the Directions on page 10.
135° (5.) When Classes of beginners are to be taught, Chart No.
1, of the “School and Family Charts,” will answer better than the
book for these primary exercises in learning to call words at sight,
and in learning the letters.
6 WILLSON'S PRIMARY SPELLER.
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an ape ºf
ſpºrº º
Ox
an OX
an arm
Urn
a Il UII"Il
WILLSON'S PRIMARY SE’ELLER. 7
1. A hat and a
a cap.
2. A cat and
a rat.
7 3. A bat and
- a top.
4. A hen and
a pig.
5. A cup and
an ant.
6. An ape and
an owl. º.º.
7. An ox and º
all 8.X.
s
8. An urn and 3 ãº
an egg.
9. An oak and
8. In a "III.
WILLSON'S PRIMARY SEELLER. 9
1. A dog and
a fox.
a box.
3. A jug and
a jay.
4. A man and
a COW. E
såså
5. A dove and s
a nest. -
6. A duck and
a wolf.
7. A hive and
a. I’OSG.
8. A quill and
a quail.
9. A li-on and
a ze-bra.
DIRECTIONs.—(6.) Although the preceding lessons contain all the

letters of the alphabet—most of them repeated many times—yet the
pupils may now, occasionally, be exercised upon the alphabet in reg
ular order. They should also learn to write the Script letters on their
slates.
THE ALPHABET.
a 6 & 2 & 2, 26 2.
oz & a 2 & eº; 2 &

or A & Z ~/ oſ o 2
% º ºf
WILLSON's PRIMARY SPELLER. 11
III. WORDS OF NOT MORE THAN THREE LETTERS.

For the purpose of securing greater variety, these words are occasionally re
peated in the following lessons, although under different forms of arrangement.
DIRECTIONs.—(7.) Let the pupil read the first exercise, or sen
tence, by the aid of the illustrations, the teacher directing as to the
inflections. The teacher should then read to the pupil the other ex
ercises, pointing to each word as he pronounces it. Let the pupil
then read each exercise in the same manner, calling the words at
sight, and reading fluently, and in a natural manner.
(8.) Let the pupil, looking on the book, name the letters, and pro
nounce the words in these sentences, and then spell the leading
words when pronounced by the teacher.
(9.) The teacher should pronounce each word in the separate Spell
ing Exercises, and the pupil (or class), looking on, should pronounce
each word after him; and this should be continued until the pupil
can call all the words readily at sight.
(10.) Next, let the pupil, by the aid of the teacher, name the let
ters, and pronounce the words.
(11.) Next, the book may be closed, and the words be given out
for spelling. As the pupil spells a word, let him use it, if he can, in a
short sentence or clause. Thus; “A black cat.” “A black cat sat
by the fire.” “The mat is at the door.” “I saw a bat.” “I have
a new cap,” etc. After a few trials the pupils will find no difficulty
in using these familiar words in this manner. These ORAL ExeR
CISEs, introduced at the very beginning of the pupil's course, will
not only tend to connect ideas with the words used, but will secure the
constant attention of the pupils, evolve thought, give freedom of ex
pression, and be the best possible preparation for written compositions.
135°. If the teacher have a class to instruct, the foregoing directions
will require some modifications.
I, E SS O IN 1.
1. A cat', a cap', a hat", and

a rat'.
2. The cat sat on the mat.
3. The rat ran by the cat.
4. Is it a cap', or a hat 7
5. Is it a man's hat 7
SPELLING, with Oral Exercises as directed on page 11.
cat cap hat rat

sat map lap ran
mat nap vat man
bat rap pat can
LIESS ON 2.
1. A kid', a pig', a hen', and a

fan".
2. Is the pig in the pen' '
3. Is it a pen", or a pin' '
4. It is not a pin'; it is a pen'.
5. The big pig hid in the pen.
kid pig hen fan

did big den tan
lid gig men tin
hid dig pen pin
WILLSON'S PRIMARY SPELLER. 13
LESS ON 3.
Ž6.
1. A bag", a top", a net", and a
boy'. -
2. Is it a bag’’ Is the rat in

the bag’’
3. Is it a top', or a toy 7
4. The top is a toy.
5. The boy can hop on one
leg.
bag top net boy

lag fop met toy
nag hop let joy
sag lop pet coy
LESS ON 4.
A dog', a box', a bed', and

the sun'.
2. Can the dog run' "

3. Yes’; and the fox can run
to O.
4. Is the toy in the big box' 2

No.
5. The boy is not in the bed.
The sun is up. Do you see the
sun' "
dog box bed sun

hog fox led run
fog tax red fun
log wax fed gun
I, ESS O N 5.
and
on the bud 7
3. It is on the bud.
4. Did the boy cry' " Yes':

but I did not cry".
fly pod bud tub
dry nod cud rub
try rod rut hub
cry sod cut cub
. A paw", a jay', an egg', and

a saw.
2. Is it the paw of a cat', or
the paw of a fox', or the paw
of a dog 2
3. Did you try the new saw"?
4. Did you say yes' "
paw jay egg saw

raw say ill dew
jaw may all few
law way add new
16 WILLSON'S PRIMARY SIPELLER.
L E SS on 7.
an elk'.
2. Did the ant run' 7 Can
the ant run far now" 7
3. How far can the elk run ?
Is it an old elk’? The elk is
as big as a cow.
ant car cow elk

elm bar how ape
and tar now age
end far vow ale
LESS O N 8.
2. Let the bug go. Can the

bug fly''
3. Is the bee a bug' 7 No.
SPELLING, with Oral Exercises, as directed on page 11.
jug bug see hoe

rug beg tea foe
mug keg eat go
tug bee pea so
IV. WORDS OF NOT MORE THAN THREE LETTERS–
Continued, with additional Oral Exercises.
DIRECTIONs.—(12.) Let the pupil first learn to read, at sight, the
sentences formed by placing A, An, or The before the two words in
the same line, or as otherwise directed; as, “A tin pan,” “A ton of
hay,” “Rub the ear,” etc. See pages 18, 19, and 20. If there be a
class, let the class read through the lesson in the same manner.
(13.) Let the pupil, looking on, spell out and pronounce the words
as they are grouped two by two. This may be omitted when the
pupil can readily call the letters at sight, and pronounce the words
with facility.
(14.). Teacher pronounces the two words, as “new top.” The pu
pil spells each, and then uses both in the formation of a more com
plete sentence of his own making, as, “I have a new top at home.”
“Did you see the sly fox' 2" Accustom the pupils to form questions,
and to speak them with the proper inflections. We regard these
oral compositions as very important.
(15.) If the pupils have learned to form the letters in Script, the
teacher may use the couplets of words or phrases as grouped for dic
tation exercises, to be written out by the pupils, in complete sentences,
on their slates, or on paper with a pencil; or he may let the pupils
take the book, and by its aid write out the sentences. The latter
method will furnish useful employment for the pupils, and require
but little time from the teacher.
(16.) In the separate Spelling Exercises, require the pupil, after
spelling a word, to use it, if possible, in the formation of an oral sen
tence, phrase, or clause of a sentence, as before directed, page 11.
B
If there are any words which the pupils can not appropriately use in
this manner, the teacher may illustrate their use in sentences, so that,
when the lesson is spelled again, the pupils may be able to use these
words also in a proper manner.
L ESS O N 9.
A tin cup", a sly fox", an old

oak', and a low hut. Did you
say a sly fox', or a shy fox' It
was a sly fox; not a shy fox".
LESS ON 10, L ESS ON 11,
ADJ. NoUNS. AD.J. NOUNS.
A tin pan A low hut

* new top “ raw egg
dry fig “ wet day
sly fox * bad job
shy rat “ mad dog
“ fat pig “ dim eye
“ big hog An odd boy
“ pet kid “ elm log
Examples of Oral Exercises.
(Lessons 10 and 11.) The milk is in a tin pan. I have a new top. Did you see
the sly fox' f l saw a fat pig in the pen. Do you like a raw egg'ſ That was a
bad job. A mad dog bit the man.
WILLSON'S PRIMARY SEPELLER:
L ESS ON 12.
Nouns. Nouns. Nou NS. NotNE.
A ton of hay A keg Sap

“ cup tea “jet gas
“ pan fat “ mug ale
* can “oil “ mob men
“ sip rum | * bit gum
“ tub tar * box Wax
L E SS ON - 13,
28 *A
The lid of a box, the head

of a cat', the paw Óf a dog', and
the end of a log'.
SPELLING EXERCISEs. See Directions, pages 11 and 17.
gad gap get fib

had sap set rib
tag ham sit bid
wag ram pit fit
Examples of Oral Exercises.
(Lesson 12.) The cow ate a ton of hay. I drank a cup of tea. Do not ask for
a mºuſ of ale.—(Lesson 13.) He had a gad, or goad, to prick the ox with.
LIESS ON 14. L ESS ON 15.
The lid of the box | Rap the jar

• rim pan | Pat “ lad
* top mug| Tap “ nag
“ ear “ kid Fan bat
eye cat | Win bet
“ hat “ fop | Dip mop
“ paw a dog | Sip tea
end “ log | Hit “ top
" nib pen Get key
“ wad a gun | Hem bib
L E SS O N 16.
Saw the oak | Eat the nut

Rub lip Use “ cot
Hug jug | Pay " tax
Jam “ leg Mix wax
Hew “ log | Wex fox
Try awl | Fix ax.
Examples of Oral Eaxercises.
(Lessons 14 and 15.) Lift the lid of the bor. Do not pull the ear of the kid.
Did you see the eye of the cat’ f Pat the lad on the head.
(Lesson 16.) Can you saw the oak log'? Hew the log with the ax. You can
not mix the war with water. How did you fix the az\f
LESS ON 17.
1. Is it the arm of a man’

2. Can the man use his arm
now'" How’ can he use it?
3. Did you see the old owl''
4. Is it a bug', or a fly 7
5. It is a fly', on a bud".
LESS ON 18.
Nouns. ADJ. Nouns. ADJ.
The boy is bad | The ox was fat

“ tub new cow “ red
• hub dry | * man “ sad
“ sun hot | * rag wet
LESS ON 19. See Directions, pages 11 and 17.
lot lug pry rim

sot dug fry him
not but fin wig
rot hut sin pig
W. WORDS OF NOT MORE THAN FOUR LETTERS.

DIRECTIONs.—(17.) Pursue the same general course of exercises
as directed on page 17. Pay particular attention to the oral exer
cises as there explained. In Lessons 21, 22, 23, 25, etc., the coup
lets may often be preceded by either a or the.
L E SS ON 20.
of a dog', the head of a hawk',

and the head of an owl". Is
the owl wild", or tame 7 I said
wild", not tame". Did I not say
wild' 2
LESS ON 21.
ADJ. NOUNs. ADJ. Nouns.
A bad road A low beam

“gray coat “ dull tool
* sure aim “fine mist
* cold rain “ pale face
* fast team “ thin lath
* wide seam | * safe path
LESS ON 22,
ADJ. NoUNS. ADJ. NoUNS.
A warm bath | A gold coin

“ long life * kind word
* neat wife “ hard rock
“ tall tree An inch hole
“slim pole “ old barn
* firm hold | The deep mire
“ fur robe “ last line
L E S S ON 2 3.
Nouns. ADJ NoUN8.
A dry bone A dead wasp

“ loud moan “ nice lawn
“ new hook ripe plum
“ fond look * red gown
“ lame lamb “ damp room
“ poor pump The best vest
“ rich farm * next week
• flat chip left lung
“ full ream “ same lane
Examples of Oral or Written Exercises.
(Lesson 21.) How bad the road is. He wears a gray coat. Let your aim be
sure. He drives a fast team. (Lesson 22.) You must take a warm bath.
(Lesson 28.) Did the dog eat the dry bone'? Did you hear a loud moan'? He
will give me a new hook. Do you fear a dead wasp’ſ This is the best vest I have.
LESS ON 24. Adjectives
bold glad mute late

dark keen pure more
gilt mild rude sore
LIESS O N 25,
ADJ. Nouns. ADJ. Nou NS.
A
silk sash | A free gift
{4.
high kite Soft wool

&&
4.4.
good joke | Wise boys
bald head | Much game
“ cool pool | Such mush
ºg4.4.
rash act Sour milk
4.&
huge wave | Salt pork
pine slab | Slow work
LESS ON 26.
NOUNS. Nouns. NOUNS. Nouns.
gale case cone belt

dale dice beer frog
cape vice deed curd
cave code bead fund
(Lesson 24.) A bold man. A dark room. A gilt vase. I am glad of it.
(Lesson 25.) He wears a silk sash. It was a free gift from him.
(Lesson 26.) The wind blew a gale. A dale is a little valley. A deep cave.
L ES SON 27. LESS O N 28.

NotNS. Nouns. VERBS. NOUNS.
A loaf of cake | Read the name

• yard ' tape |Name “ girl
“ dish peas | Tame * mule
“ hive “ bees | Make “ laws
“ pile “ dirt |Wake dame
* load hay Hold doll
* heap “ sand |Roll ball
“ meal “ meat Call “ roll
“ pack dogs Toll bell
* herd deer |Keep toll
roll “ wire | Toss " dime
* crop rice Tell maid
pint wine ||Fill cask
* cord “ wood Kill mole
“ bowl soup Till soil
“ mass “muck |Boil oil
“ peck “ malt |Coil rope
" mess “ eels | Save vase
“gust wind |Wave flag
(Lesson 27) He ate a loaf of cake. What did you give for a yard of tape"?
shall I cook a dish of peas'? I will ride on a load of hay.
(Lesson 2S.) Who can read the name'? Did he name the girl Jane'?
(
band pomp surf noon

land pond lump doom
lard loft tent mood
tide lint loom food
tile wisp loop dawn
mode turf moon lawn
L E SS ON 30.
Nouns. Nouns. Nouns. NoUNS.
The bark of a dog The heel of a boot

* bark “ log | * sole “ foot
• cage “ bird “ soul “ man
“ page " book blow club
* base “ mast || “ cone * pine
hide bull core pear
* side “ barn “ cure “ sore
tine " fork “ lobe lung
“ beak “ hawk “ door “ room
* heat “ fire | " tone harp
Eacamples of Oral or Written Exercises.
(Lesson 29.) Put a band around my hat. What is the land worth"? Put the
hay up in the loft.
(Lesson 30.) The bark of a dog will not hurt you. He sat on the bark of a log.
Did you ever hear the tone of a harp'f
The song of a lark The deck of a ship

&&.
form “ note “ neck “ swan
&&.
cost “ robe “ nest wren
64
loss “ bill | * dent " nail
44
bill duck | * stem pipe
$0.
gill fish “ yelp cur
craw “ crow “ mane " colt
&
claw “ crab | " tusk “ boar
&g
wick “ lamp “ wool “ goat

44
lid desk lash whip

LESS O N 32, Verbs.
paid rave bled sent

laid pave fled went
made bore melt send
fade tore pelt skim
bake poke ride dare
pull turn feel chop
sell burn help clip
Examples of Oral or Written. Eacercises.
(Lesson 31.) I heard the song of a lark early this morning. Write out the form
of a note. The bill of a duck is almost flat.
(Lesson 32.) He paid the bill. He laid it down. He made a kite. The dress
will fade. You may bake the cake. How dare you do it"?
L E S S O N 33. L ESS ON 34.

VERBS. Nouns. VERB8. NoDNs.
Wake the mate | Spin the warp

Find “ spot Sing “ tune
Bind oats | Tune harp
Wind yarn Kick mule
Bend - back | Mind “ rule
Mend rack | Rule “ host
Lend “ sack Lift “ post
Send card | Wear “ ring
Feed “ hens | Tear “ cuff
Peel skin | Shut gate
Seek “ cows | Shun vile
Cook fowl ||Play fife
Beat “ drum | Blow horn
bite fold jolt romp

file flow mark bump
hate gore dart hunt
rake hope lisp husk
(Lesson 33.) Do not wake the mate yet. Can you find the spot' f Did he bind
the oats'? Will you wind the yarn for me ! (Lesson 34.) Sing the tune for me.
(Lesson 35.) Bite the plum. The bite of a dog. Take the file, and file the knife.
Put a mark in the book. Mark the lesson.
* Let these be used both as verbs and as nouns.
L ES SON 36, Miscellaneous.

Nou NS. NoDNS. NOUNS. NoUNS.
Bags of rags | Tubs of figs

Kegs “ eggs | Bits “ logs
Ends “ pegs | Lips dogs
Pens “ pigs | Legs “ hogs
1, ESSO N 37.
NOUNS. PART. NOUNs. ADJECTIVE8.
My trap is lost The air is mild

“ sled “ gone | " bear “wild
“vail torn “gold “ pure
“ lace “worn || “ babe “ dear
“ muff “ sold “ leaf “ sere
* cash “ lent My knee “ sore
“ arm “ bent | * brow “ bare
Q4
task * done Nouns. Nows,
The seed “ sown | A fall of snow
“ hay “ mown “pang “pain
* mail “sent pail “suds
• debt paid An ear “ corn
(Lessor 6.) He has ten bags full of rags, and six kegs of eggs. There are three
pens of pºs. Did you see the dogs bite the legs of the hogs'?
(Lesson 37.) My tra") is lost, and my sled is gone also. The air is very mild
this morn.ng. There was a heavy fall of snow last week.
L ESS ON 38.
NOUN8. NoUNS. Miscellaneous.
A bat's wing” Stay at home

“ wag's joke | Come dusk
fop's cane | Dine nine
* rat’s toes | Rise five
“ cat’s nose | Look “ mine
* boy's hoop Gaze them
* kid's jump Grin him
* hut's roof Wait for more
* bug's legs | Stop this
“ cow's tail | Ask “ some
I, ESS ON 39. Verbs.
give sink dive|know | |

gave (sank | dove knew
hang fly swim|weep | |
hung flew lswam (wept
| bear |
slay grow fight | |
bore lslew grew fought
(Lesson 38.) Have you ever seen a bat's wing'? I have stood on the roof of a
hut. (Lesson 39.) Give me the book. He gave it to me. I will hang up my
coat. I hung it on the nail.
* The teacher should require the pupil to give the objective form also, as well as
, the possessive, in his oral compositions. Thus, let him give both forms: “a bat's
wing," and, “the wing of a bat." -
VI. EASY WORDS OF TWO SYLLABLES, ACCENTED ON

THE FIRST SYLLABLE.
DIRECTIONs.—(17.) Pursue a course similar to that explained on

pages 17 and 22. In Lessons 40, 43, 45, and 47, the pupil may, at
his option, change the form of expression so as to place the adjective
after the noun, with is or was between them, as the construction may
require. Thus, “The lady is tidy,” “The parent was sickly,” etc.
L E SS O N 40. L E SS ON 41.
ADJ. NOUNS. ADJ. ADJ.
A or the tidy la'dy milky will'ful

“ puny baby silk y Va Cant
“ crazy female bulky gloss y
“ la zy pupil hazy - regal
“ fatal du el o val to tal
“ hated rival human vocal
“ so ber pilot Nouns. Nouns.
“ real smök er | album ballad

“ final mo ment at las bal last
“ dāin ty mor sel at Om ban dit
“ noted poet fel on big ot
“ Wo ful sin ner pivot riot
I, ESS O N 42. NowNS,

mäk'er vaſpor fuſel ju'ry
wa fer flavor la bel fury
wager tú mor dial du ty
wa ge; Vôt er vi al mu sie
favor röV er trial mur Inur

(Lesson 40.) A tidy lady keeps herself neat. The puny baby fell out of the
chair. The pupil is lazy. The duel was fatal to one of the parties.
(Lesson 41.) The water is milky. The hat feels silky. That is a bulky load of
hay. Bring me the album. (Lesson 42.) God is the maker of all things. The
letter is sealed with a wafer. A wager is a bet. He pays the men high wages.
KEY.—a, ć, long, à, Č, short, etc., far, fare, fall, fast, what, thére, hêr, prey, bird,
pique, son, dö, wolf, råde, full, an”ger, vi"cious; e ask, g as j, s as z, *h as sh, the
I, E S S ON 43.
ADJECTIVES. Nouns. ADJECTIVES. Nouns.
A or the solºid body A or the sha'dy val'ley

“ level sum mit “ tor rid elimate
“ distant plan et “ filth y gutter
“ elev er beggar “ eom mon eus tom
“ silly fellów “ wavy ring let
“ léan ing pil lar “ rusty metal
“ win ter pip pin “ splen did sun set
sick ly pá rent sluggish eur rent
“ drunken to per — stagnant water
“ might y navy — men tal lă bor
LESS ON 44.
VERBS. VERBs. NoUNS. NOUNS.
baf'fle eur'ry ean'dor går"ter

dazzle grow el vie tor sup per
eob ble SCat ter or der cin der
tum ble kidnap ār dor tin der
kindle shiv er mut ton member
mut ter Va eate potter mat ter
sput ter ban ish roš in ADJECTIVES.
spat ter die tate run ner pliant

flat ter en ter rub ber am ple
Stutter £an ter gospel ean did
tot ter ban ter eob web ruS Set
Examples of Oral or Written Erercises.

(Lesson 43.) Do you know what a solid body is"? He stood on the level summit
of the mountain. Can you see that distant planet'? He is a very clever beggar.
He is a silly fellow.
(Lesson 44.) I will baffle all his efforts. The light dazzles my eyes. He speaks
with candor. We must walk in order. John is a swift rummer.
KEY.—á, é, long, à, Č, short, etc., fir, f.re, fill, fast, what, thºre, hºr, prey, bird,
L ESS ON 45.
A ADJECTIVES. NoUNs. A ADJECTIVES NoUN8.
tº pu'trid fe'ver h; tran'quil parish

“ tallów ean dle “ bar ren sand-hill
{{
fun ny dim ple passage Se eret
“ single pim ple wāy ward rāng er

“ Civil an swer | “ pa"tient strân ger
“ rud dy viš age “ naval station
“ mud dy pud dle “ famous fable
“ legal title “ foam ing torrent
“ holy bible “ blåzing eom et
“ fran tie rab ble “ pitch y dark ness
“ thank less sav age | “ musky flavor
L ES SON 46,
NOUNS or WERBs. NoDNs ol. VERBS. NOUNS. Nouns.
but’ton fan'cy pop'gun ballad

hurry tangle safe ty bal lot
nibble jingle plenty am bush
fiddle mär vel ran dom an”ger
rip ple gär ner på tron battle
pad dle pār cel blad der fabrie
mäster pār don damp er dam age
batter vär nish rab ble sad ness
lath er Ve to gen try mad ness
rat the ferry tem pest magnet
gallop shelter bad ness man date
(Lesson 45.) He is sick with a putrid fever. Will you lend me a tallow candle'?
He has a funny dimple on his chin. Give him a civil answer. (Lesson 46.) I have
lost a button. Button up your coat. Do not go in such a hurry. We must hurry
to school. He steers the boat with a paddle. Paddle your own canoe. You can
not kill a bird with a pop-gun. We crossed the lake in safety.
pique, sön, dö, wolf, råde, full, an "ger, vi"cious: e as k, g as j, s as z, &h as sh, the
34 WILLSON'S PRIMARY SEELLER.
I, IESS ON 47.
ADJECTIVES. NOUNS. ADJECTIVES. NOUNS.
A flöating bub'ble A hos’tile nation

“ hor rid murder “ novel method
“ lim pid fountain The lătest novel
“ selfish mi Şer “ ra. Ven treSS eS
“ rain y morning “ wel eóme viš it

“ seant y ward rôbe “ fool ish quarrel
An open let ter “ vér dant pâst ure
“ ugly as pect “ vér nal show er;
“ icy eold ness — dāi ly rāi ment
“ art less man ner | — sa ered wór ship
“ early dinner — grèaš y gravy
A plural number A pret ty story
L E SS ON 48,
ADJEOTIVES. ADJECTIVES. NOUNS. VERB5.
māz'y musty max'im beck'on
miry erust y mer it bel low
snäky fin ny primer SeV er
shäky liv id ram mer fester
tu mid man ful ram part min gle
tune ful sin ful ranter trem ble
form al stin gy I'em nant mum ble
ăir y need ful river filter
háir y hope ful balance sim mer
hästy wake ful warn ing patter
(Lesson 47.) I saw a bubble floating in the air. Did you read the account of that
horrid murder? Drink from the limpid fountain.
(Lesson 48.) He was lost in the mazy thicket. He sank in a miry place. The
cider is musty. That is a good mazim. Beckon him onward.
KEY. –á, é, long, à, tº, short, etc., fir, fare, fall, fast, what, there, hêr, prey, bird,
-
LESS ON 49,
ADJECTIVEs. Nouns. ADJECTIVE8. NOUN8.
A per'fect like'ness A friènd'ly greet'ing

“ need y pilgrim “ stěad y purpose
“ tire some journey “ ster ile desert
“ dréad ful ear nage “ fu tile effort
“ märsh y méad ow “ frosty morning
“ tar dy school boy || “ hèalth y region
“ vérbal message “ wealth y nation
“ fér tile eountry “ pléaš ant prospect
“ fret ful tem per The help less children
“ slen der figure “ cheap est mär ket
“ hope ful eour age “ great est wón der
“ prince ly man sion My früit less efforts
“ humble dwell ing | “ native village
L E SS ON 50,
ADJECTIVES. NOUNS. ADJECTIVES. Nouns.
A bêast/ly drunk'ard – fool’ish tattle

“ pious pêo ple —child ish
prattle
“faulty draw ing ||—gloss y
plumage
“ modest maid en | – mourn ful ti ding:
“eon stant prae tice |−heårt y lăugh ter
“mon strous false h99d |—aw ful thun der
An in land mountain ||—vivid light ning
“urgent sum mon; – brown ish eól or $
“e ven balance | – turbid water;
“ hon est witness — hand sôme feature;
(Lesson 49.) That is a perfect likeness of you. Help the needy pilgrim. That
was a tiresome journey. He has a fretful temper.
(Lesson 50.) That man is a beastly drunkard. William has handsome features.
pique, son, dö, wolf, råde, full, an”ger, vi"cious; e ask, gas j, s as z, ch as sh, the
LESS ON 51.
Nou NS. NouNS. Nouns. Nou N8.
A bar'rel of ci'oler A quiv'er of ar'röw$

“gallon “brandy “squad ron “lán cer;
“ platter “gravy “ken nel “puppies
“chap let “flow er; “vie tim “en vy
“glimmer “stär light | “pack age “pen cil;
“bottle “ elär et “forest “tim ber
“elus ter “eur rants “hand ful “gravel
“land scape “beality |An in gel “good ness
“packet “let ter; –rüdeness “man ner;
“chapter “blun der; The silence “mid night
“her ald “glad ness “weapon: “war fåre
L ES SON 52.
A harm'less in'sect A hol/lów win/rów

“ healing balsam “ sor did motive
“ pub lie no tice “ mólt en image
“ eåre less hab it — bound less billöw$
“boy ish frolie — ut most SOr röW
“joy ful voyage — world ly prospects

“faith ful eopy — many eóm forts
“ lit the hil lock — burn ing ember;
“ stoop ing post ure An in ner £Or ner
“glöw ing furnace | The so lar system

“ nar röw fur röw “ small est tri fleš
(Lesson 51.) Which is worth the most", a barrel of cider' or a gallon of brandy"?
Put a chaplet or wreath of flowers on his head. Avoid rudeness of manners.
(Lesson 52.) Do not be afraid of a harmless insect. This healing balsam is good
for your cough.
KEY.—fi, Č, long, à, Č, short, etc., fir, tàre, fºll, fast, what, thére, hēr, prey, bird,
VII. COMMON WORDS OF ONE AND TWO SYLLABLES

THE LATTER ACCENTED ON THE FIRST SYLLABLE.
See previous directions, pages 11, 17, 22, and 31.
I, ESS O N 53.
VERBS. ADVERBs. VERBS. ADVERBS.
He run; swift'ly He speaks rough'ly

“sing: sweet ly “ acts fair ly
“ play; nice ly “goeş free ly
“ fights brave ly “ talks rash ly
“walks proud ly “ live; humbly
“bärks loud ly “steps light ly
“gāsps faint ly “ röw$ gent ly
“swim$ safe ly “ writes neatly
“ read; eålm ly “ereeps slyly
“eóme; hour ly It burn; dim ly
I, ES SON 54,
AdverBs. PARTICIPLES. ADVERBS. PARTICIPLE5.
fresh'ly gush'ing” elear’ly prêv'ing

hard ly know ing searcely hearing
merely shout ing glad ly waiting
råde ly shäking grim ly seowl ing
sad ly turn ing härsh ly seold ing
vāin ly striving false ly saying
néarly fäint ing firm ly urging
(Lesson 53) The dog runs swiftly. The lady sings sweetly. The fire burns
dimly on the hearth.
* In this same order of arrangement the same word may be a participle, an
adjective, or it may form part of a verb. Thus:
“The water, freshly gushing from the fountain," etc. Participle.
“The freshly gushing water sparkled," etc. Adjective.
“The water was freshly gushing from the fountain.” Verb.
The pupil, in the Oral or Written Exarcises, may use any of these forms of ex
pression, but, in this Primary Speller, should not be required to understand their
grammatical peculiarities.
pique, son, dö, wolf, råde, full, an"ger, vicious; e as k, g as j, s as z, ch as sh, the,
L E SS ON 55.
VERBs. ADVERBS. VERBS. ADVERB8.
He is
or Was finely |... speaking kind'ly
%.
% sing ing poorly
{{
“ acting just ly
play ing badly “ going glad ly
{{
fight ing no bly “ talking mad ly
(t wiše ly
walking meekly “ living
{{
bärking fiérce ly “ step ping soft ly
44
gāsping fee bly “ rów ing i dly
{{
swimming brisk ly “ writing plain ly
read ing bold ly “ ereep ing slöw ly
y” ing daily It is burn ing bright ly
LESS ON 56. Adverbs.
year’ly dry'ly rich'ly apt'ly

weekly gay ly cross ly pure ly
close ly nimbly odd ly right ly
dearly grave ly vile ly loose ly
deep ly mean ly part ly near ly
firm ly harsh ly false ly quickly
L. E SS O N 57. Nouns.
act'or chapter ed'dy gully

cin der jelly fable
baptist
bil let elap per gen der rid dle
ean dy £ut ter gen try sam ple

dit ty gip sy trink et
eap tor
(Lesson 55.) The stream of water is running finely. You ought to be punished
for barking so fiercely at him. The fire is burning brightly now.
(Lesson 56.) Spring returns to us yearly. He followed him closely. He came
to us quickly. (Lesson 57.) He is a good actor. What chapter is it"? Do you
like currant jelly'f
Key:-à, Č, long, à, Č, short, etc., fir, fire, fall, fast, what, the re, hēr, prey, bird,
WILLSON'S PRIMARY SPELLER 39
L E SS ON 58.
ADJECTIVES. NoUNs. ADJECTIVES. Nouns.
A sud'den flash A sick'ly blöat

“ hasty dash “ Sul len growl
“ back ward step “ göld en CrOWn
“ brök en eaneX “ dusky Squaw

“ red dish stain × “Kyawning cha§m x^
$ºweary bräin- “ solemn psälm
“ sandy plain- “ mourn ful
hymn …
“ tangled skeinx “ swóll en thröat
“ pain ful eramp “ naught y rogue
“ go ry Sealp “ elöv en hoof
“shal low străit “ sun ny glade
L ESS ON 59,
ADJECTIVEs. NoUNS. ADJECTIVES. NOUNS.
*... forward märch *:: na'sal twang

“ live ly dånce “ bluish
tinge
“ fright ful māsk “ beard less
youth
“ mortal wound “ gloom y place
“ peace ful děath An empty space
“ private room The frozen WaSteS
“ use ful tool “ frúit ful field;
“ torpid toad “ móuld y cheeße
“ féar ful storm “ bälm y breeze
“ dying fawn “ grów ing plants
“ diš mal hour “ dar ling child
Examples of Oral or Written Ezercises.

(Lesson 58.) I was startled by a sudden flash of light. He made a hasty dash
at them. His brain is weary. The skein of silk is tangled.
(Lesson 59.) Now is the time to make a forward march. The frozen wastes
of Lapland. That is a darling child.
pique, son, dö, wolf, råde, full, an”ger, vi"cious; eas k, É as j, s as z, Gh as sh, the.
VIII. WORDS OF TWO SYLLABLES, ACCENTED ON THE

SECOND SYLLABLE.
See Directions, pages 11, 17, 22, and 31.
L. E S S O N 60.
ADJECTIVES. Nouns. ADJECTIVEs. NOUNS.

A, an,
... i. ex treme' dis like' |:; in firm' papā'
“ su preme eon tröl “ eor rect ae eount
“ Se Vere re buke “ absurd report
Se eure re treat “ im mense mo rass
sin cere re spect “ un fåir at tack
Uln Seen diš ease “ un just affäir
“ re mote de gree “ abrupt de scent
“ dis ereet reply “ pro found eon tempt
“ un wiše re străint | “.. su pérb ar rāy
“ un safe eom plaint “ unknöwn re ward
“ mo rose re tort “ a droit reproof
“ gen teel mamma | “ eom plete disguise
LESS O N 61, Nouns.
affray eon céit' re $ultſ platoon'

dis may Te morSe romance pon toon
eon straint a byss sus pense exploit
do máin Sue CeSS response me moir
£a reer a € CeSS buffoon turmoil
eom peer eX CeSS fes toon hér self
de cèit Ire CeSS pol troon him self
(Lesson 60.) He shows eactreme dislike to study. He has stºpreme control over
us. He gave us a severe rebuke. We have sincere respect for him.
(Lesson 61.) That was a disgraceful affray. He was struck with dismay.
KEY. —3, Č, long, à, §, short, etc., far, fare, fall, fast, what, there, hēr, prey, bird,
L ESS ON 62.
VERBS. NOUNS. VERBS. NoLNs.
obtain' ºº support' | perfect' ... de tails'

explain “ mistake eom plete “ dis eOurse
be tray “ de $ign a venge “ affrónt
pro eure “ de feat re quest “ be quest
ex cite “ a lärm arrānge “ eos time
de plore “ effect e lüde “ pursuit
en trêat “ re turn de lay “ approach
admire “ eock àde adjust “ machine
expect “ ar ade en làrge “ marine
afford “ re 175f e quip “ police
an nounce “ be ličf re move “ va lice
regret “ offense en dure “ fatigue
de fray “ expense ex poše “ in trigue
be gin “ de fense de eline “ reward
I, ESS O N 63. Werbs.
a muñe' re više' expire' eon täin'

in fuše de Više per spire dis eläim
eon fuše dis eloše be ware ex eläim
pre $ume dis poše im pāir re frāin
re $ume in cloše re pāir regāin
pre $ide as pire eon géal prevăil
re $ide eon spire re véal be wail
de rànge en grâve pre cede revere
explore re deem mis lay de grade
(Lesson 62.) We wish to obtain his support. Let me caplain the mistake. I
hope you will not betray the design. I shall declime the reward. It did not afford
him any relief. (Lesson 63.) It will amuse him when he hears of it. It will in
fuse new spirit into them. It will derange all their plans.
pique, son, dö, wolf, råde, full, an”ger, vi"cious; eas k, ; as j, s as z, Čh as sh, the.
D
LEsson 64."
WERBS. VERBS VERBS.
I pre fér' to remäin' — to de tâin'

“ dis like “eom plain — “ de elaim
“a gree “ proceed — “eon cede
“a greed “ de eoy — “an noy
“ in tend “re turn — “eon trive
“ de $ire “ de part — “ de eláre
“ de #ired “es eape — “en gåge
“ de $ign “re store – “explore
“ for get “employ — “ de stroy
“ for got “hal loo — “ un dö
“ rejoice “re eount — “an nounce
“a rise “in quire – “ de fine
“a roše “ pro claim — “ for bid
“re fuše “eom mand – “re tire -
L E S SO N 6.5. Verbs or Nouns.
display' remärk' disgrace' salute'

de eay as Sault dis trust dispute
parade a ward re dress re treat
release re $ort re pulse dis tress
re poše ad dress re form sur mişe
re proach advance re eoil sur priše
* In this lesson, let the teacher pronounce the three connected words, thus:
“prefer to remain—to detain.” The pupil spells the three words, and then uses
them in the formation of sentences, thus: “I prefer to remain where I am. I.
prefer to detain the boy after school.”
This will require of the pupil closer attention, and a greater exercise of mem.
ory, than any previous exercises.
Ertmples of Oral or Written Exercises.
(Lesson 65.) He likes to make a great display. He displays great zeal. The
decay of our bodies. Our bodies decay in old age. (See page 28.)
KEY. —á, é, long, à, 3, short, etc., far, fare, fall, fast, what, there, hêr, prey, bird,
IX. ADDITIONAL WORDS OF ONE SYLLABLE.

See previous directions, pages 17, 22, and 31.
LESS ON 66.
ADJECTIVES. Nouns. ADJECTIVEs. Nouns.
A fråil främe A chèap dress
“bright flâme “ blèak hèath
“străy sheep “ queer match
“ blånk sheet “steep knoll
“ swift steed “ blind mole
“lārge bārge “round globe
“false chârge “sound tooth
“ small spårk “broad fringe
‘Sºfierce shärk “ black snake
“briëf speech “ dense hedge
“ châste style “ erape shawl
“sweet smile “stage edach
“strong brine “ stone house
L E SS ON 67.
Nouns. Nouns. NOUNS or VERBs. Nou NS or VERBs.
brace faith elash gláre
blaze Saint erash snäre
grace erank splash eläss
grade trash slash chase
State gland scratch shade
Stave strand match shake
stage prank eauşe shame
(Lesson 66.) How frail is my frame 1 A bright flame shot upward from the
building. Give me a blank sheet to write on. Have you seen a stray sheep?
I bought a cheap dress. He lives in a stome house.
(Lesson 67.) Fasten it with a brace. The glare of his eyes frightens me. Do
not glare upon me so.
pique, son, dö, wolf, råde, full, an "ger, vi"cious; e ask, g as j, s as z, ºh as sh, the
44 wiLLSON's PRIMARY SPELLER.
L E S S ON 68.
ADJECTIVES. NOUNS. ADJECTIVES. NOUN8.
*... brick flöor tº smart priest

“ thick stick “ eléan swórd
“ light stalk “ white Seárf
“ short dwarf The green fêld;
“ grand sound “ first stroke
“ fleet hound “ fourth skeinf
“ strange change “ fifth feast
“ elčar skieś “ sixth shäft
“ brave chiêf “ eighth spaśm
“ hoarse eough” “ ninth thump
“ rought beard “ tenth notch
“ tought steak “ wrong vérse
“ numb thumb — eight, skeinst
Y. */A Zº
L E S S ON 69. w
ADJECTIVES. ADJECTIVES. Nouns or VERBs. Nouns or VERBs.
blånd stérn ränge stand
frank tërse strain track
spårse trite train tramp
stärk brisk trail chärm
slack shrill grade snärl
sleek Swift praise sprawl
dense dröll quail shäre
fresh grOSS pätch square
Eacamples of Oral or Written. Eacercises.
(Lesson 68.) The hall has a brick floor. Bring me a thick stick. That is a
light stalk of corn. (Lesson 69.) He has a very bland manner. He is very frank.
How stern he is. The sheep have a wide range. Let them range through the
woods. Give me a share. Will you share the dinner with me'?
* Pronounced kauf. f Ruf, tuf. f Skåne, skånes.
KEY.-à, Č, long, à, Č, short, etc., far, fare, fall, fast, what, there, hēr, prey, bird,
L ESS ON 70.
NotNS. NOUNS. NoDNs. Nouns.
A flake of SnOW A ledge of rocks
“ränge “ hill; “sprig “ larch
“wisp “straw “ pièce “twist
“ plate “ broth “spool “thread
“strip “ eloth “ troop “horse
“slice “ flesh “dröve “swine
“ pinch “ snuff “ pound “spice
“ bunch “grapes “gläss “eream
“flock “geese “shēaf “ whèat
“quart “ grain “erust “brèad
“swarm “flieś “ drèam “bliss
The voice “mirth The joy: “ youth
“blush “pride “ eareš “age
“gloom “ night “ hour “ dèath
LESS ON 71.
ADJECTIVES. ADJECTIVES. NOUNS. NOUNS.
brown vägue fleet SenSe
proud vain sleet shelf

prompt quaint ºffend speck
plump Seant siege theft
gruff north bench elörk
South searce Wench spèrm
smooth clear £reSt. dirge
eråde third dreg; wörld
(Lesson 70.) A flake of snow fell on my cap. Do you see the range of hills'?
Hand me a wisp of straw. As I passed the house, I heard the voice of mirth. I
saw the blush of pride on his cheek. The joys of yowth will soon pass away.
(Lesson 71.) He lives in a brown stone house. He is a proud man. The fleet
WaS Seen at Sea.
pique, son, dö, wolf, rúde, full, an "ger, vi"cious; e ask, g as j, s as z, Çh as sh, the.
L E S S ON 72.
Nouns. Nouns. NoUN8. Nouns.
The point of a länce The smoke of the stove

“ prick “ thorn “ bloom “ cheek
“ light “ torch “ chime “ bell;
“ width “ Street “ hand; “ watch
“ hèalth “ fričnd “ früits “ earth
“ thröat “ thičf “ wéalth “ réalm
“ weight “ fleece “ warmth “ brêath
“ brèadth “ stréam “ spréad “ plaguez
“ length “ league. “ spire “ church
“ strength “ string “ whirl “ reel
“ shrine “ saint “ stench “ trench
“ eaves “ house “ string; “ purse
“ brink “ eliff “ first “ twelve
“ height “ ridge “ fright “ guard;
I, E S S ON 73.
NoUNS. NOUNS. NOUNS. VERBS.
blight stall glebe prèach

bride swath theme breathe
erime fault fréak eleave >{
price fraud creed please
slime sauce field gleam
chārt chänce nièce Weave X
fărce gräSS birth griève’s
sälve trânce Wörth pièrce.
(Lesson 72.) He pricked him with the point of a lance. Do you fear the prick
of a thorn'? We can see by the light of a torch. The height of the ridge is near
ly twenty feet. The smoke of the stove drove us out of the room.
(Lesson 73.) Put the horse in the stall. He mows a wide swath. Preach the
Gospel to all.
KEY. —á, é, long, à, Č, short, etc., far, fare, fall, fast, what, there, hēr, prey, bird,
wiLLSON's PRIMARY SEELLER. 47
L E SS ON 74.
VERBS. NOUNS. VERBS. NOUNS.
päint the hearth Swing torch

eléan “ glöveš string bèad;
seråpe “ slate speak trúth
Seáre - “ bird; hear judge
brăid “ hair bring badge
eläim “ shäre build bridge
shāve “ chin teach child
spréad “ paste eatch fowl;
drive “ geese split böard
CéaSe “ Strife draw nail;
strap “ trunk stitch sleeve
thröw “ Stöne pitch quoit
elásp “ Wrist write law;
serub “ pörch plane plank
erack “ ice twist strand;
L ESS O N 75.
NoDNS or VERBS. NOUNS or WERBS. NOUNS or VERB5. VERBs.
gräft leave Sneer £rave
grânt snêak blåst £raZe
gräSp stréak bränch graze

bléat cheer chänt slake
chèat SCI’een dānce spake
gléam sleep glūnce raise
(Lesson 74.) Paint the hearth black. I claim a share of the property. Why
do you wish to scare the birds away 7 I wish you would clean my gloves.
(Lesson 75.) We will graft the trees with new fruit. The graft is growing fine
Iy. Give me leave to depart. Leave me. I crave your pardon. The hungry
man craves food, the drunkard craves whisky.
pique, son, dö, wolf, råde, full, an”ger, vi"cious; e ask, g as j, s as z, ch as sh, the
LESS ON 76.
VERBs. Notſ N8. VERBS. NOUNS,
pluck the shrub Smite the knave

touch “ tongue sweep “ floor
plunge “ sponge Steer “ boats
spend “ pence taste “ toast
pārse “ vérse smash “ fläsk
rinse “ mouth hush “ lăugh
blind “ eye; plead “ cauşe
chooše “ first röaSt “ goose
lèave “ Wörst shoot “ moose
drawl “ word; loose “ noose
LESS ON 77.
VERBS. VERB8. NOUNS. NOUNS or WHRBS.
baste pârch trait taint

bathe Stärve spray trade
chafe stänch drain Stave
stray dãunt grove Serape
drank flâunt light stamp
shrank erawl flight squall
hatch seorch tribe pause
snatch blånch Serap Seorn
Sprang prânce shank boast

eårve Smear ditch eurWe

(Lesson 76.) Pluck up the shrub by the roots. Do not try to touch the tongue
of a cat. Plunge the sponge into the water. Do not drawl your words.
(Lesson 77.) Baste the garment. Bathe your whole body. Let us try to stanch
Whe wound. That is a good trait. Will you trade to-day'?
KEY. —á, é, long, à, Č, short, etc., far, fare, fall, fast, what, there, hēr, prey, bird,
WILLSON'S PRIMARY SEPELLER. 49
X. WORDS OF TWO AND THREE SYLLABLES, AC

CENTED ON THE SECOND SYLLABLE.
See the previous Directions, pages 17, 22, and 31.

LESS ON 78,
VERBS, Nouns. WERBS. NOUNS.
surround' the plan tä'tion |op poke' the eon ces'sion

per céive “sen sation de ny “ in trusion
require “do nation | dispel “ illusion
pe ruše “o ration re pel “ in va $ion
pro poše “tax a tion | neglect “oe ea $ion
suppress “e motion de mand “at ten tion
de eláre “de ciš ion eon ceal “ in ten tion
a void “eol liff ion |im prove “eon di"tion
supply “o mission per form “ad di"tion
re $ign “eom mission de nounce “se di"tion
ex tort “eon fession | pre $ent “pe ti"tion
eor rect “im pression | as sume “po $i"tion
retain “possession leom mend “ dis eró"tion
LEsson 79. Nouns.
in ven'tion du ra'tion exten'sion
parti"tion for mation per mission
de ten tion found a tion possession
de tee tion suspension ‘eon ceal ment
de strue tion ad mission de port ment
di ree tion a version engage ment
€om motion eom passion advance ment
(Lesson 78.) A large forest surrounds the plantation. Do you perceive any
8ensation of pain'? He will require a donation from us. Do not strive to sup
press your emotions. I shall resign my commission as soon as possible.
(Lesson 79.) The magnetic telegraph is a noble invention 1 .
ique, son, dö, wolf, råde, full, an”ger, vi"cious; eas k, gasj, s as z, Čh as sh, the.
XI. WORDS OF THREE SYLLABLES, ACCENTED ON

THE SECOND SYLLABLE.
See previous directions, pages 17, 22, and 31.

L E SS O N 80. I, ESS ON 81.
ADJECTIVES. NOUNS. ADJECTIVES.
An offen'sive al lu'Éion re pulsive

“ex elusive arrānge ment ex pen sive
“ at ten tive assembly evasive
“ex cessive allow ance ex ten sive
“a lärm ing en eroach ment a busive
“im portant ad vän tage de lusive
“un law ful as semblage eon elusive
“un plea: ant remem brance eol lective
“im proper pro po $al eon vulsive
“ out rageous blasphemer de scriptive
“explosive torpe do effect ive
A de structive torna do expansive
“ de cisive de fiance ex pressive
“ de ceptive appear ance im pulsive
“ de feet ive eon triv ance in structive
“ de fen sive alli ance in vent ive
“ sue cess ful re $ist ance op pressive
“mis taken polite ness pro due tive
“ terrifie ex plo $ion progressive
“ be loved eom pan ion protective
“surprising per form er sub missive

(Lesson 80.) In his remarks he made an offensive allusion to me. I made an
exclusive arrangement with him. The assembly was very attentive to the speak.
er. A destructive tornado passed over the country, destroying much property.
(Lesson 81.) The sight of a drunkard is very repulsive to me. It was a very
eapensive affair.
KEY.--á, é, long, à é, short, etc., far, fare, fall, fast, what, there, hêr, prey, bird,
XII. WoRDs of THREE SYLLABLES, ACCENTED ON

THE FIRST SYLLABLE.
See the previous directions, pages 17, 22, and 31.
I, E S S O N 82. L E SS O N 83.
ADJECTIVES. NOUNS. NOUNS.
eul’pa ble negligence eåre'ful'ness

u ni form excel lence cheer ful ness
beati ti ful reš i dence bash ful ness
marvel ous el o quence gen tle ness
in so lent arrogance wilder ness
in famous briber y pagan im
lu di erous dröllery barba rišm
frivo lous gay ety des potišm
o di ous rival ry part nership
eu ri ous rogue ry.” author ship
wón der ful mystery ele gance
per manent in jury ig no rance
pros per ous eol o ny variance
man i fest pér jury SuS te nance
talk a tive viš it or ut ter ance
excel lent man a ger hin der ance
troible some eus tom er au dience
pér son al Or na ment, deference
eoûrt e ous disputant difference
gener ous gentle man in do lence
eom petent jury man im pudence
fab u lous nar rative in no cence
Ezamples of Oral or Written Ea:ercises.
(Lesson 82.) He is blamed for culpable negligence. All his lessons are of uni
..form earcellence. He owns a beautiful residence in the city. The marrative is
wholly fabulous.
(Lesson 83.) The carefulness of the driver saved us.
p que, son, dö, wºlf, råde, full, an "ger, vi"cious; e as k, gas j, s as z, &h as sh, the.
XIII. WORDS OF TWO AND THREE SYLLABLES.

See previous directions, pages 11, 17, 22, and 31.
L ES SON 84.
WERRS. Nou NS. VERBS. NOUNS.
in form’the magistrate as sért' the priv'i lege

ae quire “ property in dulge “ ap petite
arrest “fugitive in struct “ pčaš ant ry
re lèase “ priš on er a dore “ ere aſtor
re ward “ citizen im plore “ aggress or
de tect “ for gery eon vict “ of fend er
ex poše “ knāv ery report “ar rival
at tain “em inence reject “ pro po $al
ad više “e go tist be moan “ diff is ter
X be siège “en e my al lay “ ex cite ment
x-re liève “ går rison mislead “ pursuer:
x a chiève “vie to ry de fray “ ex pen seſſ
/ Co 26 vº
L E SS O N 85.
NOUNS. NOUNS. ADJECTIVES.
di'a lect vi'o lence ea'pable

dialogue affluence eu ra ble
dining room arter y eo pious
är ti ele alphabet du bious
pår ti ele an CeS tor glorious
ho liness beggar y jo vial
idle ness bever age lu minous
la ziness bit ter ness nu mer OllS

(Lesson 84.) I hope he will inform the magistrate, and have the thief arrested.
He will acquire a large property in that business. He tried to arrest the fugitive.
He promised to defray all the earpenses.
(Lesson 85.) He speaks a dialect which I do not understand. Did you hear the
dialogue'? Salt is a necessary article, but I will not give him a particle of it.
KEY. —á, é, long, à, Č, short, etc., für, fare, fall, fast, what, there, hēr, prey, bird,
XIV. OFFICERS, OCCUPATIONS, PROFESSIONS, SITUA

TIONS AND RELATIONS IN LIFE, ETC.
I, ESS O N 86.
*... grâce'ful rider *... flu'ent reader

“ prudent driver “ flip pant speak er
“ wary dröv er “ simple talk er
“ dār ing pirate “ wit ty jester
“ pub lie erier “ wick ed rob ber
“ shab by beggar “ gal lant eap tain
“ so ber sail or “ happy tinker
“ fear less hunt er “ eåre ful surgeon
“ merry fiddler “ stub born butch er
“ eraft y ped dler “ charming sing er
“ frugal firm er “ noi Śy drum mer
LESS ON 87.
NoDNS. NoUNS. NOUNS. NoUNS.
ãrt'ist âb'bot bäk'er māy'or
ărch er an"gler bra $ier nail er
bärber chaplain bailiff paint er
eård er land lord dray man räker
eårver plant er glazier sa chem
fā ther thatch er grazier states man
härper trap per jailer Saleš man
mär quis räfts man mason tailor
lăun dress pås tor maid en trà der
Examples of Oral or Written Ezercises.
(Lesson 86.) He is a graceful rider, and manages his horse beautifully. A pru
dent driver will exercise great caution. He is both a fluent reader and a flippant
Apeaker. (Lesson 87.) That painting is the work of a superior artist. William
Tell was a skillful archer. You must go to the barber, and get your hair cut.
Who is now the mayor of the city"?
pique, son, dö, wolf, råde, full, an "ger, vi"cious; e as k, g as j, s as z, th as sh, the.
L ESS O N 88.
tº cheating game'ster | * wealthy mér'chant

“ wretch ed gambler | “ bash ful shep herd
“ gråte ful på tron An a ble scholar
“ fault y pen man “ a ged mā tron
“ silent student “ an "gry des pot
“ stupid sérv ant “ idle wórk man
“ på tent rôler “ absent sad dler
“ re tail gro cer The bold est Séa man
“ skill ful fencer “ old est prèach er
“ brutal ty rant “ brăv est söl dier
LESS ON 89.
NoUNS. Nouns. NOUNS. Nouns.
author bish'op sex'ton vie'ar

law yer lin"guist sheriff widow
saw yer min strel sell er gym nast
war rior milk man chiêf tain buyer
ehém ist mill er déa eon ly rist
den tist printer reap er min er
en sign prin cess seam stress pilot

en voy sister teach er Writ er
hedger ship wright team ster brö ker

her ald swim mer weaver boat swain
pea; ant spin ner wheelwright clöth ier
prelate vintner florist fore man
(Lesson 88.) The cheating gamester is despised by all honest men. That
“retched gambler was once a respected and wealthy merchant.
(Lesson 89.) Do you know who is the author of that fine poem’? Is not Mr.
M— a very able lawyer'? Who was the greatest warrior of modern times 2
Key-fi, Č, long, à, tº short, etc., fir, fire, fall, fast, what, thére, hēr, prey, bird,
LESS ON 90.
Nouns. NOUNS. NoUNS. NOUNS.
gold’smith his band doe/tor eoin'er

ho $ier purser horse man join er
Oar; man plumber locksmith hèrmit
porter run ner pon tiff sergeant*
post man sutler pot ter full er
post boy sculptor prophet plow man
eón Sul smuggler bróth er stew ard
eobbler ush er bürgess shöe black
chop per brew er burglar but ler
£or sāir eli rate gun ner gun Smith
Let the pupil name others not mentioned here.
LESS ON 91.
NOUNS. NOUNS. NOUNS.
or’a tor eor'po ral sil’ver smith

em per or ferry man prophet ess
general pre{ i dent engineer'
jeweler tréas, urer O Ver Seer
mil liner ālehem ist pioneer

min is ter au to erat brig a dier
oeu list. al der man eav a lier
Organ ist eår dinal Čhev a lier
chan cellor eår pen ter fi nan cier
far rier gården er gren a dier
adjutant book bind er magi"cian
* Spelled sergeant, or serjeant, and pronounced särjent.
Eacamples of Oral or Written Eacercises.
(Lesson 90.) What is the business of a goldsmith"? A hosier is one who sells
hose, or stockings. It is the business of the oarsman to row the boat.
(Lesson.91.) Cicero was a famous Roman orator. Napoleon Bonaparte, emperor
of France, was a great general. Do you know what a jeweler deals in'?
pique, sºn, di), wolf, rºde, full, an "ger, vi"cious; e as k, & as j, s as z, &h as sh, the
XV. TOOLS, INSTRUMENTS, AND HOUSEHOLD FURNI

TURE.
LESS ON 92,
A blunt wedge A spåre spoon

“ stiff Stäff “ harsh file
“strong shäft “shärp knife
“ loose latch “ wire hinge
“ bråss châin “ birch trough
“fine edmb “ gauze sieve
“ stout späde “ full erúSe
L E SS ON 93,
ADJECTIVEs. Nouns. ADJECTIVES. NouNS.
A lin'en nap'kin A boiling ealdron

“ silver tank ard “shal low saucer
“ wood en table “ erim $on eur tain
“ hemp en ea ble “elum $y eud gel
“eostly sad dle “léad en plum met
“mā ple paddle “eon eave mirror
“ lèath er bridle “ pat ent wind lass
“ use less needle “lim ber whip stock
“ crook ed sick le “wick er bāsk et
“ hèavy ham mer “ lumber wagon
“fall ing lad der “ rose wood so fa
“brāzen gob let “dirty seråper
An empty wallet “ point ed pen cil
“ iron sta ple “ Brussel; ear pet
(Lesson 92.) A blunt wedge may be used to split a log. The old man needs a
stiff staff to lean upon. The cruse is full of oil.
(Lesson 93.) Place a limen napkin on the table before each guest. How does a
silver tankard differ from any other silver cup\?
KEY.-á, é, long, à, Č, short, etc., far, fare, fall, fast, what, there, hér, prey, bird,
L E S S O N 9.4,
NOUNS. NoUNS. NOUN8. Nouns.
bröoch dril) läthe spike.
broom fläil plane stand
churn fläsk plow sledge
elamp gäuge probe bridge
elock göad punch snäth
erock höe räsp SCreW
cháir höne reel scythe
erank helve Spěar. tong;
L E SS O N 95.
NOUNS. Nouns. Nouns. NOUNS.
an'vil gim'let shuttle dis'taff -

basin halt er Sciš sor; milk pail
bel lows hatch et sau cer twee zerš,
buck et ham mock skim mer dip per
buck le ink stand skillet trench er,
bed ding ket the Snuffer; &ngine.
böl ster la dle spin dle pulley
bod kin lan tern shöv el fur nace
latch et stirrup” pitcher
buggy
eom pass linch pin towel fau cet :
chiš el mål let trow el 1 pick ax
era dle mat tress thim ble, pad lock
Let the pupils name and spell others not mentioned here.
* Pronounced stºr'up or stºr'up.

(Lesson 94.) I need a brooch, or pin, to fasten my shawl. A new broom sweeps
clean. Put the cream into the churn.
(Lesson 95.) Can you lift the anvil in the blacksmith's shop'? Bring me a basin
of water. You may use the bellows to blow the fire. I love to drink out of the
old oaken bucket that hangs in the well. .
pique, Sön, dö, wolf, råde, full, an "ger, * e ask, gas j, s as z, Čh as sh, the
58 WILLSON'S PRIMARY SEPELLER.
XVI. BUILDINGS, AND PARTS OF THE SAME.

L E S S O N 96.
NoUNS. NOUNS. NOUNS. Nouns. "
ab'bey eloister post'ern eu'po la

ăl eóve chim ney räfter eus tom house
awning eon vent Seáf fold meeting house
book store eot tage shut ter full ing mill
belfry dón jon temple ly ce'um
böu doir” dépôt’t thresh Öld mu şe'um
bär rack går"ret to W er pan the'on
bāse ment ham let tur ret pedºes tal
stäte house hovel wāin seot pediment
eåse ment hatch way ware house portico
chām ber kitch en saloon' pyr'a mid
mān ger lärd er Aëhat eauş priory
eas tle lăun dry ar'mory the'a ter
eolumn pār lor bāk ery syn'a gögue
eup board+ pālace bind ery ten'e ment
eab in pān try fae to ry ea the'dral
Let the pupils name and spell others not mentioned here,
Vessels, or Ships, and parts of the same.
NOUNS. NOUNS. NOUNS. Nouns.
shal'lop whäl'er tri'reme main'sail

Steam er wher ry pin nace main yard
steam boat frigate bów sprit main mast
schoon er ea nóe' jib boom rud der
* Pronounced boo’dwºr. f kūl/urd. f Often pronounced d'pó. § shat-to”.

(Lesson 96.) The walls of the old abbey were covered with ivy. I found them
seated in a shady alcove. We constructed an awning over the boat to shield us
from the sun.
KEY. —á, é, long, à, Č, short, etc., fir, fare, fall, fast, what, there, hêr, prey, bird,
WILLSON'S PRIMARY SEPELLER.
XVII. ARTICLES OF DIRESS.

L E S S O N 97.
ADJECTIVE8. NOUN8. ADJECTIVEs. NCUNS.
A Turkish turban A eåm'bric tu'nie
“ de cent gar ment “vel vet rib bon
“ Sã ble man the “lin en eor set
“silk en tas sel “ging ham ū pron”
“ din gy eol lar “muş lin neck lace
“ flan nel wrap per “dam ask slip per
“ wool en blank et “eot ton jacket
“ point ed bod ice — sat in et' pan taloons'
“lóve ly bön net —eal'i eo pan talets'
“ worst ed stock ing — nan keen' trow'ser;
NoLNS. Nou NS. Nouns. NOUNS.
gāit'er pock'et waist'eoat era wat'

gärter san dal waist band sur tout
* Pronounced d'purn.
XVIII. ADDITIONAL KINDS OF CLOTH.

L E S S O N 98.
Nou NS. NoUNS. NOUNS. Nou NS.
buck'ram ker';ey sack'eloth dim'i ty

€an VaS mö hair bro eade' di'a per
eash móre möle skin galloon' me ri'no
drug get shod dy eas'simère eor du roy'
fus tian sheet ing jae'o met böm bazine
Eacamples of Oral or Written Eacercises.

(Lesson 97.) The lady wore a Turkish turban instead of a bonnet. He is so
poor that he has hardly a decent garment left. The sable mantle which she wore
became her well.
(Lesson 98.) Buckram is a coarse cloth, stiffened with glue. The noble ship
spreads her canvas to the breeze. She wears a cashmere shawl.
pique, son, dö, wolf, råde, full, an "ger, vi"cious; e as k, & as j, s as z. ſh as sh, the
XIX. INSTRUMENTS OF WARFARE, AND WORKS FOR

DEFENSE.
L E S S O N 99.
NoD NS. Nouns. NOUNS. NOUN8.
ârm'or for'tress ri'fle battle ment

ãr röW halberd så ber cím e ter
buck ler hel met swivel rà pier
ludgeon höl ster wëap on how it zer
eår bine jävelin câr touch' par a pet
ear tridge mortar spon toon' pan o ply
£8. In InC)In musket gun'boat barrieäde'
elāy more pistol bāy'o net pal i sãde'
fal chion quiv er blun ber buss revolv'er
w º
XX. DISEASES. & J, !/tc2.

LESS ON 100, /
Nouns. * NOUNS. NoUNS.
ă'gue Quin’sy vér'ti go

ästh ma rat the: rheil'ma tišm
ea tärrh' rick ets ap'o plex y
dèaf'ness seur vy broneh I'tis
drop sy eon sumption eatſa lepsy
gan"grène ehol'e ra epilepsy
hèad ache lep'ro sy in flu en'za
jäun dice lum bā'go neu rāl'gi a
mêa $leš plei'ri sy ery sip' elas

(Lesson 99.) Iron armor was formerly worn to protect the body in battle. The
bow and arrow, the spear, and the lance, were once the chief weapons of war.
(Lesson 100.) He has had an attack of fever and ague. The asthma causes a
difficulty of breathing.
KEY. —á, é, long, ii., §, short, etc., für, fare, fall, fast, what, there, hēr, prey, bird,
XXI. PREPARED FOOD AND DRINKS.
I, E SS ON 101.
NOUNS. NOUNS. NOUNS. NOUNS,
butter dump'ling porridge sour'erout

bis evit frit ter pot tage ed'coa
eook'y grü el Sau sage chöe'o late
erack er muffin rāš in om e let
eoffee pan eake tréa ele sil la bub
chow der pud ding salad Sue eo tash
eus tard pâs try sand wich vine gar
XXII. INSTRUMENTS OF MUSIC.

I, IESS O N 102.
bagpipe pI broeh dul’ci mer

bu gle sack"but flāgſeo let
bän jö spin et me lö'de on
bas soon' tim brel ae eord'i on
eor'net trom bone sér'a phine
guit fir' trum pet tam běur ine'
haut'boy” viol härp'si ehord
horn pipe vi Olin' pī ā no for'te
or gan elar i net vi o lon cel/lo.
* Pronounced hô'boy.

(Lesson 101.) Who can describe the process of making butter"? Do not spread
the butter too thick on your biscuit.
(Lesson 102.) The bagpipe is a Scotch instrument of music. The clear notes of
the bugle can be heard at a great distance.
pique, son, dö, wolf, råde, full, an”ger, vi"cious; e as k, & asj, s as Z. &h as sh, the.
XXIII. MEDICINES AND POISONS.

LESS ON 103.
NoUNS. NoUNS. NOUNS.
ăr'sen ie ere'o Söte näreot'ic

ăleo hol eastor-oil' opiate
an o dyne feb/rifuge opium
eam phor i o dine qui'nine
eal o mel lawd a num Stryeh nine
ehlo ro form mor'phine vér'mi fuge
XXIV. PARTICIPIAL FORMS, FROM VERBS ENDING

WITH A SINGLE E.
RULE.—Verbs ending with a single e omit the e when ing is add
ed. The following are exceptions: dye, dyeing ; hoe, hoeing; shoe,
shoeing ; also singe, swinge, and tinge. (Most of the plural forms of
the nouns give s the sound of 2, but are not marked here.)
L E SS ON 104.
VERBS or PART. NOUNS. VERBS or PART. NOUNS.
date the
paper prüve the
writing
{{
dāt'ing pa'pers prüv'ing writings
hate tº
miser write {{
let ter
hät ing misers writing {{
let ters
{{
tanne horse file gim let
tām ing horses filing {{
gim lets
{
bake {{
dump ling brace building
t;
bäking dump lings brăcing buildings
{
möve table chase chick en
möv ing “ tables chäs ing tt
chick ens
Ecamples of Oral or Written Exercises.
(Lesson 103.) Arsenic is a very powerful poison. The dentist put creosote in
my tooth, to stop the toothache.
(Lesson 104.) Did you date the paper correctly? In dating the papers you may
use red ink. Can you tame that horse? He has succeeded in taming the horses.
Do not let him move the table. He is moving the tables around the room.
KEY. —á, é, long, à, Č, short, etc., fir, fare, fall, fast, what, there, hêr, prey, bird,
L E S S ON 105.
VERBS or PART. NouNS. VERBS or PART. Nou NS.
take the waſfer Smite the rob'ber
täk'ing “ wafers smit'ing “ robbers
shave “ face strike “ an vil
shāv ing “faces striking “an vils
blame “ work man eårve “ pillar
blåm ing “wórk men eårving “pillars
shake “eir pet Stone “ squir rel
shāking “ear pèts stön ing “squir rels
wipe “ dish taste “spice
wiping “ dish es tästing “spices
bribe “jailer WeaWe “ eloth
bribing “jailers weaving “eloths
heave “ an ehor stärve “tur key
hèaving “an ehors stärving “ turkeys
hide “ dollar Seáre “ fish
hid ing “ dollars seáring “fish es
pave “side walk | singe “ feath er
pāv ing “ side walks singe ing “ feath ers
XXV. IRREGULAR PLURALS OF NOUNS.

L E SS ON 106,
VERBS or PART. NOUNS, VERBS or PART. NOUNS.
eat the loaf hear the WOe
eating “ loaves hear'ing “ WOes

bind “ sheaf eut “ toe
bind ing “sheaves eut ting “ toes

bring “ key sing “ SO lo
bring ing “ keys sing ing “ so loš
pique, son, dö, wolf, rode, full, an”ger, vi"clous; e as k, & asj, s as z, th as sh, the
L ESS ON 107.
VERBS or PART. NOUNS. VERBS or PART. NOUNS.
hurt the fly help the wife
hurt'ing “ flies help'ing “ wives
stop “ ery pluck {{
leaf
stop ping “ eries pluck ing “ leaves
See “ sky nail ({ shelf
see ing “ skies nail ing “ shelves
hang “ spy eatch {{ thief
hanging “ spies eatch ing “ thieves
buy “ knife sell . . beef
buying “ knives selling “ beeves
SaWe “ life keep {{ eålf
sāv ing “ lives keep ing “ eålves
L ESS ON 108.
WEBBS or PART. NOUNS. VERBS or PART. NOUNs.
shoot the wolf Iname the
study
shooting “ wolves näm'ing “ studies
learn “ ean'to löve {{
la dy
learning “ ean to $ löv ing “ la dies
tell “ story drive {{
pony
telling “ stories driving “ ponies
keep “ pen my hoard (:
món ey
keep ing “ pen nies hoard ing “ món eys
show “ lily eloše ({ pan try
show ing “ lilies elö$ing “ pan tries
(Lesson 107.) Do not hurt the fly. He ought to be punished for hurting the
flies. Stop that cry of “mad dog." He is stopping their cries by giving them
sugar. Do not get cheated in buying knives.
KEY. —A, B, long, à, §, short, etc., far, fare, fall, fast, what, there, hēr, prey, bird,
XXVI. READING, SPELLING, AND DICTATION

EXERCISES.
Words alike, or nearly alike, in sound, but unlike in Spelling and Sig
nification.
Let the pupils carefully study the following Lesson, and then read it as a class
exercise. The teacher may then read each sentence separately, emphasizing the
italicized words, which the pupils are then to spell, or write, as the teacher may
direct.
1. What can ail him"? He drank a mug of ale.—Is the heir sick'?
Then give him pure air.—He gave me an awl to sew with. All the
world does so. He sewed the boot: I sowed the wheat.—He walked
up the aisle of the church. An isle is an island.—Kneel at the altar.
Alter thy course. That is coarse cloth.
2. Who were saved in Noah's ark"? What is meant by the arc
of a circle'? What is the chord of an arc"? A chord in music"?
What is a cord of wood worth'?—Obtain his assent before you climb
the steep ascent of the hill. We dwell in a pleasant clime.—He ate
eight pears and a plum. Plumb the wall, and see if it is perpendic
ular. Who can pare an apple with a pair of scissors"?
3. He ought to bore that with an auger.—For aught I know, the
augur's predictions about the wild boar are false.—He bored a hole
through the whole heap of boards.-I hit him on his bald head with
a ball, and he bawled loudly.—He stole a bale of goods, and gave
bail to avoid being taken to jail.-His bare skin is as black as a bear
skin.
4. Because I said he sings bass', he made a base attack on me.
He bide the bad boy come down from the tree.—You must be as busy
as a bee, and quickly beat the beech nuts from the tree. Did you ever
see the beet-root grow on the sea-beach'?—The body was borne on a
bier to its long bourn. He drank strong beer.
5. Bow down as you pass, or you will hit the bough of the tree.—
Do not let that spruce young beau use my bow and arrow.—Braid
thy hair. The ass brayed loudly.—Go into the cane-brake and break
off a cane for me.—If thou art well bred, thou wilt eat the bread that
is set before thee.
6. Who knows the man that brews ale"? Has he a bruise on his
nose'?—Can you cite the passage which you read in that red book'?
By-and-by I will buy me a site for a cottage in a sightly place.—Bury
pique, son, dö, wolf, råde, full, an”ger, vi"cious; e ask, gas j, s as z, Čh as sh, the
F
the ripe berry in the ground.—He meant the canons, or rules, of the
Church', and not the cannons, or guns, of the enemy'.
7. Let us meet in the canvas tent, and then canvass the subject.—
Be not cast down, though thou hast lost caste with thy people.—The
top of a room is often ceiled with boards, and the ceiling is sometimes
painted; but a letter is often sealed with sealing-wax.-The seller
of the goods fell into a cellar. He offered to sell me the furniture
of his cell.
8. Hie thee along, for the high tide will rise still higher, and you
can not hire me to stay longer.—A horde of savages will never hoard
up much money.—Did you mean hose for the feet', or hoes for hoeing
corn"?—The bird flew up the flue of the chimney.—Ask him to sing
a hymn.—He sighed because he had a pain in his side.
9. The Dey of Algiers would fain know why you feign illness to—
day.—My dear sir', do not shoot that tame deer.—Let us raze the
castle to the ground, and then raise a monument on its ruins.—It
was a slight attempt at sleight of hand.—The ox lowed when he saw
the load of corn.—The hour of our death draws near.
10. A loud moan. A mown field.—The flea did flee from me.—Lo
now ! thou dost lie low in the dust.—The mean marshal walked with
a martial mien.—Owing to the mist, he missed his way.—Ask the
maid if she made the fire.—The male teacher said he would let her
send her letter by mail.
11. It will lessen his conceit when he learns that I have the lesson.
—During the last session of Congress we obtained a cession of lands
from the Indians.—My coat was left in the sheep-cote.—Haul the
rope into the hall, but do not tie a knot in the butt end of it.—Bring
in a barrel of flour, and put a flower in the vase on the table.
12. It is very plain that this is a plane surface.—The sweat pours
from every pore in his body.—Our church choir asked for a quire of
paper.—Wrest the book from him, and give him no rest until he
yields.—Is it right for Mr. Smith, the wheelwright, to vote, when he
can not write his own name'?—The weak man was better last week,
and said he would try to chop the wood.
13. Do not stand on the stair and stare at me so-He said he
could not drive a stake through the tough beef-steak.-He stepped
over the stile in fine style.—Our grate holds a great quantity of coal.
—She will jam her finger against the jamb of the fireplace.—We need
some one to knead the bread.—Wait until I put on a heavier weight.
—This is the way to weigh correctly.
Kry.—á, é, long, à, 8, short, etc., fir, fare, fall, fast, what, there, hêr, prey, bird,
P A RT II.
INTRO DUCTORY NOT E.
IN Part Second, as every word in the spelling lessons represents an object of the
class under which it is grouped, it has, to some extent at least, a meaning to the
child. Thus, the child knows, for example, that the word represents a quadruped,
a reptile, a bird, a fish, an insect, a tree, shrub, or herb, a mineral, etc. This ar
rangement is certainly much better for imparting, or eliciting ideas, than a miscel:
laneous collection of all kinds of words in the same lesson. Indeed, upon the old
system of grouping words for spelling in accordance with their leading sounds
only, the child was never led to think of their meaning.
THE ANIMAL KINGDOM.

THE FIRST GREAT DIVISION OF NATURE.
ANIMALs include not only the mammā'lia, which are mostly quad
rupeds, or four-footed animals, but also birds, reptiles, fishes, shell
fish, insects, and worms.
I. THE MAMMALIA.
DIRECTIONs.—Let the teacher briefly describe the Mammalia (see
Third Reader, p. 87–8, and 241). Let the pupils use as many of the
words as they can in oral or written sentences, as previously directed.
They should be encouraged to describe the objects represented; but
where they can not do this, they can certainly form questions in which
the words are used.
L ESS ON 1,
ADJECTIVES. NOUNS. ADJECTIVEs. Nouns.
tº eun'ning monk’ey | * shaggy lap'dog

“ no ble li on “ whining span iel”
“ erú el tiger “ spiny ledge hog
“ spot ted léop ard | “ jump ing squirrel
“ striped zebra “ skit tish pony
“ wily pan ther “ rapid rein deer
“ sur ly más tiff “ hard y eam el
“ rab id pup py “ play ful kit ten
“ blóody bull dog “ flee cy láma
* Pronounced span'yel.

(Lesson 1.) We laugh at the tricks of the cunning monkey. The noble lion is
not always to be trusted. The tiger is cruel and bloodthirsty. He was bitten by
a rabid puppy. The fierce and bloody bull-dog would not let go his hold.
pique, son, dö, wolf, råde, full, an "ger, vi"cious; eas k, g as j, s as z, &h as sh, tºte.
I, E S SO IN 2.
NOUNS. NOUNS. Nouns. Nouns.
grey/hound pu'ma fer’ret seaſbear

fox hound wild eat Ot ter bison
blood hound eóu gar tapir hèifer
bèa gle wéa $el lê mur pal frey*
point er bèa ver mär mot dön key
poo dle badger mär ten bull ock
jack al vampyre wood chuck gazelle'
civet eo ny chip muck gi rāffe”
gen et sa ble musk rat bab oon
rab bit ër mine” walrus” I'86 €OOI).
I, E S S O N 3.
NoDNS. NOUNS. NOUNS.
el'e phant arma dil'lo kan"ga roo'

pan go lin an’te lope go ril'la
märmo set por eu pine chin chilla
jagu är cat a mount dröm'e dary”
buffalo rhinoc'eros o pos'sum
The dol’phin, por'poise (por'pus), du gong, man a tee, and the
whales, belong to the same class of animals as the quadrupeds. See
Third Reader, page 238.
Let the pupils name other quadrupeds not mentioned here.
* Be careful about the pronounciation of Ör'mine, wal'rus, pal'frey, giraffe', and
dröm'e dary.

(Lesson 2.) The greyhound runs swiftly. The weasel is a sly and cunning ani
mal. The vampyre is a large kind of bat. Have you ever seen the fur of the
Sable or the ermine f
(Lesson 3.) The elephant is the largest of all quadrupeds. Have you ever seen
the pangolin, or a drawing of it'?
KEY. —á, é, long, à, Č, short, etc., far, fare, fall, fast, what, there, hêr, prey, bird,
II. REPTILES.
A rep'tile is a cold-blooded animal, differing in this respect from
quadrupeds and birds, which are warm-blooded. . It moves on its
belly, or by means of short legs. Reptiles have been divided into
the following four orders, or classes: first, the Chelonians, or tor
toises; second, the Saurians, or lizards; third, the Ophidians, or ser
pents; and fourth, the Amphibians. (See Fifth Reader, p. 51–74.)
DIRECTIONs similar to those on page 67. If the pupils can not
use the word in a sentence descriptive of the thing represented, in this
and the following lessons, they can tell, at least, to what class or divi
sion it belongs. A good exercise would be for the teacher to name
the words promiscuously throughout Part II., and let the pupils tell
to what class, or division, each belongs—whether it represents a
mammal, a reptile, a bird, a tree, an herb, or a mineral, etc.
I, E SS ON 4.
ADJECTIVES. NOUNS. ADJECTIVES. NOUNS.
A snap'ping turtle A elimb'ing tree'toad

“hate ful viper “eröaking bull frog
“spite ful ad der “erawling evet
“ereep ing lizard “swim ming tad pole
“ hissing sér pent “mi tred baš'i lisk
sli my py thon |“chänging eha mé'le on
“eoil ing eo bra “poison ous eop'per head
- LESS ON 5.
NOUNS. NouNS. NOUNS. NoUNS,
tor'toise” geck'o gā'vi al sau'ri an

bö a hy dra ig uä'naf sal'a man der
siren eroe'o dile waſter newt prote us
eåy man terra pin al'li ga tor rattle snake
Let the pupils name other reptiles not mentioned here.
* Pronounced tortis. t ig wi'na.

(Lesson 4.) A man was once bitten by a snapping turtle. A hateful viper was
coiled up in the path, and I came near treading on it.
(Lesson 5.) Do you know that combs are sometimes made of the shell of the tor
toise'? The boa is a large serpent.
pique, sén, dö, wolf, råde, full, an”ger, vi"cious; e ask, gas j, s as z, &h as sh, the.
III. BIRDS.
Birds are prominently distinguished from the Mammalia, or quad

rupeds, by their general form and feathery covering, and by pre
ducing their young from eggs. See Fourth Reader, p. 77, 78.
Directions similar to those on pages 67 and 69.
LESS ON 6.
ADJECTIVES. Nouns, ADJECTIVES. Nouns.
The roy'al ěa'gle The mock'ing eat"bird

“ tawny griffon “ sing ing lin net
“ hun"gry vulture “ talk ing pār rot
“sóar ing eon dor “ eoo ing ring déve
“ fish ing os prey “ thièvish magpie
“ chirp ing spår röw “ plaint ive euck oo
“ pérch ing swallow “ tim id warbler
“gen tle rob in “ Šarly blue bird
L E SS ON 7.
ADJECTIVEs. NOUNS. ADJECTIVES. NOUNS.
The éb'on ra’ven The gaud'y pèa'cock

“ cedar wax wing “ brilliant trogon
“ gorgeous sun bird “ lone ly her on
“ fight ing king bird “ boom ing bit tern
“ drum ming pār tridge | “ run ning ostrich
“ whir ring phèaš ant “ wading plóv er”
“ strut ting turkey “ storm y pét rel”
* Notice the pronunciation of pló'ver and pèt'rel.
Framples of Oral or Written Exercises.

(Lesson 6.) The royal eagle was perched on a lofty cliff near the sea-shore. The
voice of the plaintive cuckoo is heard in the wood.
(Lesson 7.) How glossy is the plumage of the ebon raven" 1 The stormy petrel
is a bird of the ocean. -
Kºz-4, & long, , , short, etc., fir, fire, fall, fist, whai, there, her, prey, bird,
LESS ON 8.
Nouns. NOUNS. NOUNS. NOUNS,
ëa'glet green'let eross"bill eur'lew

mér lin black bird stār ling € meu
hen hawk wagtail bob link spoon bill
gos hawk pipit jack daw i bis
kes trel tit lark töu ean god wit
buzz ard tit mouse haw finch lap wing
mär tin” whéat ear gold finch bus tard
röller red start bluejay pen guin
to dy grös bêak horn bill puffin
hoop Óe snów bird pigeon mal lard
ereeper bunting wood eock gan net
nut hatch skylärk moor hen macaw'
LIESS ON 9.
Nouns. NOUNS. Nouns.

o'ri ole mock'ing-bird pel’i ean
or to lan chick a dee eock a too
king-fish er night in gale par'ra keet
bee-eater ea nā'ry-bird ptär mi gan
hum ming-bird fla min"go phal a rope
phoë be-bird dot’ter el al batross
chip ping-bird eor morant eu ras'sów
Let the pupils name other birds not mentioned here.
* Notice the difference between the spelling of mar'ten, a quadruped, and mar'
tin, a bird.

(Lesson 8.) The eaglet is the young of the eagle. I do not know that I have
ever seen a merlin, but I have seen great numbers of the henhawk.
(Lesson 9.) The Baltimore oriole is a beautiful bird. Look in a dictionary, and
see if it tells what kind of a bird the ortolam is. You will find a description of the
mocking-bird in the Fourth Reader.
pique, son, dö, wolf, råde, full, an "ger, vi"cious; e as k, & as j, s as z, &h as sh, the.
IV. FISHES.
Fishes are these cold-blooded animals inhabiting the water which
breathe by means of gills. Whales, the grampus, porpoises, dol
phins, etc., which breathe by means of lungs, are not fishes. (See
Fifth Reader, page 225.)
- L ESS ON 10.
NoDNS. NOUNS. NOUNS. Nouns.
pérch - skâte brèam tench
pike chub smêlt torsk
pārr trout sprat dorse
chärr (shad, ling röach
eårp dab rāy löach
báss sole shärk plaice
däce êel hâke wrässe
L E SS ON 11.
Nouns. Nouns. NOUNS. Nouns.
shi'ner gur'nard blen'ny ale' wife

sucker sturgeon shan ny thorn back
min nôw gray ling do ree bon'i to
_her ring top knot chel mon picker el
floun der sälm on Wee Ver an cho vy
turbot had dock pilch ard hali but
_bur bot whiting white bait mack er el
mullet eod fish lam prey pen ny dog
—bār bel göld fish swórd fish gold'fin my
tunny eat fish saw fish por’běa gle
Let the pupil name other fishes, if he can.
Examples of Oral or Written Exercises. -
(Lesson 10.) The perch and the pike are excellent fish, found in fresh-water
streams in this country. The goldfish is a species of carp. Some kinds of bass
are found in salt water.
(Lesson 11.) The shiner is a small fish with shining scales The salmon is a
salt-water fish. Have you read the account of the swordfish in the Fifth Reader'?
Kry.—ä, ö, long, à, Č, short, etc., fir, fare, fall, fast, what, there, hêr, prey, bird,
V. INSECTS, SHELL-FISH, WORMS, ETC.

I, ESSO N 12.
NOUNS. NOUNS. Nouns.
bee: börſer dèath'watch
bug; hor net nau'tilus
flieś £rick et eut the fish
antS wee vil seor pi on
wasps silk worm kā ty did
moths eock rôaeh hôney bee
gnats spider hum ble bee
flea: lobster la dy bird
grub$ mus sel göld en bug
LEsson 13.
NoDNS. NOUNS. NoUNS.
erab$ oys’ter whirl’i gig

snail; cór al but ter fly
slug; lim pet ehrys a lis
elam: fire fly aph i dé
shrimps meal worm grass hop per
prawn; glöw worm mus quito
lär va bee the per'i win kle
pu pa ear wig ta ran'tu la
leech eş lo cust eat'er pillar
Let the pupils name others of this division not mentioned here.

(Lesson 12.) Honey is made by bees. Bugs and flies are very abundant in
warm countries. “Go to the ant, thou sluggard; consider her ways, and be
wise.” The borer often destroys fruit-trees. Have you ever seen the little in
sect called the death watch/? No; but I have often heard the noise it makes.
pique, son, dö, wolf, råde, full, an "ger, vi"cious; e ask, g as i, s as z, &h as sh, the
THE VEGETABLE FOINGDOM.

THE SEC O N D G REAT DIW ISION OF NATURE.
PLANTs include whatever is of vegetable growth. For conven
ience, they may here be divided into trees, shrubs, and herbs. A tree
has woody roots and stem, which live many years. A shrub is a
small tree, which sends out branches from the surface of the ground,
and has no distinct trunk. An herb has a soft stalk or stem, which
dies at the end of the first year. Climbing and trailing plants may
have either woody or herbaceous stems.
Direct the attention of the pupil to the useful fruits produced by
many of the following.
LIESS ON 14.
The lofty ce'dar The sting’ing net’tle
“ meal y apple “ prick ly this the
“ rugged hemlock “ pun gent spice;
“ sugar” ma ple “ spicy nut meg
“ weep ing willow “bitter tan $y
“ dead ly u pas “ China as ter
“ trembling as pen “ snow y eot ton
“ oil y olive “ purple fox glove
“ jūī cy mel on “ sear let lych nis
“ beard ed bar ley “ méad ow eow slip
“ fra grant elo ver “ elimb ing ivy
I. TREES.
LESS ON 15,
NoUNS. NotNS. Nouns. NOUNS.
ash slöe el'der an'i seed

birch yew fringe tree à prieot
* Pronounced shug'ar.

(Lesson 14.) Let us rest in the shade of yon lofty cedar. Some apples are
mealy, and some are juicy. The bark of the rugged hemlock is sometimes used
for tanning leather. Do you know that maple-sugar is made from the sap of a
tree called the sugar-maple?
KEY.-á, é, long, à, Č, short, etc., fir, fare, fall, fast, what, there, hêr, prey, bird,
Nouns. NOUNs. NOUNS. NOUNS.
beech al’der guā’va butter nut

box all spice haw thorn bit ter nut
eork bal Sam horn beam but ton wood
elove àl mond lau rel cin na mon
déal ban yan lo eust eb o ny
elm bamboo' log wood hick ory
fig bass'wood med lar hack ma tack
fir bréad fruit man"go juniper
lărch buck thorn or ange mulberry
lime cy press pop lar magnú'lia
oak chest nut shad dock mahog any
peãr cher ry Snow ball nee'tarine
pine cit ron sil mach póme gran'ate
II. SHRUBBY PLANTS.
LESS ON 16,
NoDNS. NOUN8. Nouns.
älſöe eran’ber ry hā'zel
bärberry eow berry in digo
bāy berry delit'zi a lilae
beár berry dew berry Ö $ier
blue berry eg lantine” priv et
black berry filbert rasp berry
£ur rant fê ver wort spirae'a
eå per goose berry syrin"ga
* Pronounced eg'lan time, or eg'lan tin.
(Lesson 15.) The ash, the birch, and the beech are common trees in our forests.
Have you ever eaten of the fruit of the almond-tree? º
(Lesson 16.) The aloe is a shrub or tree which grows in warm countries. The
barberry is a shrub seldom seen in this country, but the bayberry is common.
The fruit of the cranberry is used for tarts and for pies.
pique, son, dö, wolf, råde, full, an”ger, vi"cious; e as k, gas j, s as z, &h as sh, the.
III. HERB-LIKE PLANTS.

L ESS ON 17.
Nouns. NOUNS. NOUNs. Nouns.
bälm Säge eow'bane hen'bane
beet sédge eranes bill hys sop
bräke Spürge £rO €llS höre hound
bëan täre eröw foot house leek
elöve thyme eOx eomb háre bell
£Orn wheat eum in hawk weed
£reSS bone set eat nip jas mine
chives bur net eat tail jon quil
dill bur dock eo hosh' lily
dock bū gloss dār'nel let tuce”
I, ESS ON 18.
Nouns. Nouns. NoUNS. NOUNS.
fêrn blood'root dāi’sy lärk'spur

flax broom eorn dàh liat li ehenſt
hemp brook weed &n dive lú píne
māize buck wheat fen nel lung wort
Öats bull rush fox glove mil foil
pink eab bage gär lic mil let
phlox €ae tuS gen tian mal low
rice eatch fly gin ger man drāke
rüe chick weed gin seng mus tard
rye eóm frey ground sel mul lein
* Pronounced let/tis. + or dāh lia. + 11/ehen or litch'en.

(Lesson 17.) Balm is the name of a plant, and also of a fragrant ointment. The
beet is a common garden vegetable. The brake is a species of fern, growing in
moist places.
KEY.-á, é, long, à é, short, etc.: fár, fare, fall, fast, what, thére, hêr, prey, bird,
LESS ON 19,
Nouns. NOUNS. NOUNS.
may'weed Sen'na yar'row

milk weed Sago aspho del
mush room saffron ar ni ea
ônion sor rel ag arie
pārs ley snow drop âr ti choke
pārs nip snow ball a€ O nite
pep per sham rock ar TOW root
poppy spear mint bet ony

prim roše spin age but ter eups
radish tür nip bit ter sweet
LESS ON 20,
ear'a way. lav'en der Sue'eo ry

celery lie o rice strawberry
eham o mile lob'lolly tú ber Öğet
centau ry mår i göld to bae'eo
elark i a mär jo ram to má to
dit ta ny móth er wort viſo let

daffo dil mign o nette” as par'a gus
fe ver few pepper mint lo bel'ia
four o clock pim per nel whór'tle berry
gold en root pé o nyt win'ter green
* Pronounced min yo nét'. f Written also pae'o my and pi'o my.
# Or tube-rose.
Examples of Oral or Written Ea:ercises.

(Lesson 19.) The mayweed is very common in most parts of the country. The
milkweed has a milky juice. Do not mistake a poison toadstool for a mushroom.
(Lesson 20.) The caraway plant has a spicy seed of an agreeable flavor. The
celery plant is much used as a salad. The whortleberry plant is often written and
pronounced huckleberry.
pique, son, dö, wolf, råde, full, an”ger, vi"clous; e ask, g asj, s as z, &h as sh, the
LIESS ON 21.
Not N8. NoLNS. Nouns.
plant'ain speed'well broe'eo lí

purs lane tulip burga mot
or ehis sam phire am a ranth
rock et trè foil ear da mom
rhu barb têa $el ean dy tuft
holly hock roše'mary eó ri an’der
helle bore sal via dan'de lion
r
hy a cinth sälsify ele eam pāne
horse rad'ish spider wort sar Sapa rilla
CLIMBING OR CREEPING PLANTS.

L E S S ON 22.
NotNS. NOUNS. Nouns.
hop jal'ap bind'weed

pea len til bryo ny
bean ivy eu'cumber
vetch lotus mis’tle toe
blight mad der âr bú'tus
grape mel on eol'um bine
göurd dod der elem a tis
Squash pump kin hon'ey suckle
Let the pupils mention and spell the names of other trees, shrubs, herbs, and
of climbing, creeping, or trailing plants, not given in the foregoing lessons.

(Lesson 21.) The common plantain has a broad leaf. The hollyhock is a beau
tiful flowering plant, common in gardens, The Salsify plant is often called vege
table oyster.
(Lesson 22.) The hop plant is cultivated for its flowers, which are used in mak
ing beer. The root of the jalap plant is much used in medicine.
KEY.-à, 3, long, à, §, short, etc., får, fare, fall, fast, what, there, hêr, prey, bird,
THE MINERAL KINGDOM.

THE THIRD GREAT DIVISION OF NATURE.
In the language of science, all natural bodies that are destitute of

organization and life—that is, such as are neither animal nor vege
table—are called minerals. Hence, not only the metals and precious
stones, but even water and the gases, the rocks, and even coal, which
is of vegetable origin, and the various kinds of earths and soils, are
included in the mineral kingdom.
I, E S S O IN 23.
ADJECTIVES. NoUNS. ADJECTIVES. NotNS.
ae'rid al'um spår'ry gyp'sum

flöw ing lă va pö rous tii fa
shin ing mî ea yellow sulphur
lästing gran ite spark ling Sö da
polished marble eaus tie pot ash
erumb ling sand stone brittle crystal
round ed böwl der fossil lig nite
LESS ON 24.
Nouns. NOUNS. NOUNS.
as phal'tum man"ga née' salt pé'tre

an'thra cite mér'eu ry sér'pen tine
bí tú'men Ö/o lite sté'a tite
eop'per as plat'i num sy'en ite
en'eri nite por/phy ry a lú'min a
flü'or ine plum bā'go an’timony
magné';ia sil’i eon ob sid'i an

(Lesson 23.) Alum is so acrid as to be unpleasant to the taste. The flowing
lava filled the plain with a lake of ſire The stone is filled with flakes of shining
mica.
(Lesson 24.) Asphaltun is a pitchy substance found on the surface and shores
of some lakes. Anthracite is a species of hard coal.
pique, són, dö, wolf, råde, full, an "ger, vi"cious; e as k, gasj, s as z, Čh as sh, the.
WILLSON'S PRIMARY SEELLER.
LESS ON 25.
Nouns. Nouns. NOUNS. Nouns.
bråss släte eó'balt gray'wacke º
elāy shāle eop per gray stone
chalk schistt elay stone horn blende
eóal salt elink stone horn stone
ehröme tåle den drite iron (ā'urn)
flint trap eli rite lime stone
gold wäcket fel spar nick el
gneiss” zine fire stone naph tha
lime au'gīte free stone pew ter i-*|
märl ba $alt' graph ite silver
quartz biš'muth green stone tile stone
PRECIOUS STONES.
Nouns. Nouns. NOUNS. NOUNS.
ăg'ate ru'by am'e thyst sär'do nyx

béryl Ó nyx i o lite ehal céd'o ny
jas per spi nel eår nél'ian ehrys'o beryl º,
gar net diamond hy'a cinth ehrys'o prăşe
to paz Sáp phire$ tour malin ehrys'o lite
GASES.
*
ear'bon oxygen hy'drogen nitrogen
Let the pupils mention, and spell, the names of other substances in the mineral
kingdom.
* Pronounced nice. f Shist. f Wäck, or wick'e. § Sáf'fire.

:
(Lesson 25.) Who can tell what brass is made of \? Clay is used for making
bricks, and drain-tiles, and pipe-stems, and for many other purposes. An agate is
an ornamental stone, sometimes rounded in the form of a marble.
Kry-à, é, long; #, Č, short, etc., far, fare, fall, fast, what, there, hêr, prey, bird,
pique, son, dö, wºlf, råde, full, an”ger, vi"cious; e ask, gas j, s as z, ch as sh, the |
THE END.
RETURN TO the circulation desk of
University of California Library
...,\
or to the
NORTHERN REGIONAL LIBRARY FACILITY
University of California
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To renew or recharge your library materials, you may

contact NRLF 4 days prior to due date at (510) 642-6233
DUE AS STAMPED BELOW
MAR 28 2006
-
| WILLSON'S READERS AND SPELLERS,

- - -
I. School and Family S. ries. Pºr VIII. First Division of Physical ||

Geºgraphy.
Beautifully Illustrated. PART IX. First Division of Chemistry.
| | PART X. First Division of Geology.
ogy
I. The Primer begins with the PART XI. Ancient History. -
Alphabº and extends to words of fºur || Mºellºnºus Divisions, embracing

| letters. the finest Literary Selections, succeed
- each of the foregoing.
II. The First Reader, begin
ning with easy words of four letters in
Part L., extends to easy words of six let
ters in Parts IV and V., and a few easy
II. Intermediate series.
words of two and three syllables. ºnly mustrated
III. The Second Reader is di . A Third Reader. This Read.
vided into seven Parts, each preceded by er is designed as an Intermediate book.
one or more simple Elocutionary Rules. to be used between the Second and Third
Readers of the School and Family series,
IV. The Third Reader con by those who wish an additional book for
tains, after a brief synopsis of the “El this grade of pupils. While it aims to
ements of ºution.” present a great variety of reading-mat
Panºr L. stories from the Bible. ter—much of it emotional, with numer
Part II. Moral Lessons. ous lessons on character, duty, &c.—it
PART III. First Division of Animal nevertheless adheres to the general plan
Life-Quadrupeds, &c. and principles on which the other Read
Panºr IV. Miscellaneous. ers were written. Thus some of the in
teresting metamorphoses, habits, uses.
V. The Fourth Reader con &c., of Insects are here described, in a
tains the “Elements of Elocution” the few familiar lessons, designed is º
same as in the Third Reader, as frequent ductory to a more full expositiºn of the
reference is made to the Rules.
ºr 1. Treº of Human Physiology.
general subject in higher Readers. º
Pººr II. Second Division of Animal H. A. Fourth Reader.
Life Ornithology, or Birds. Reader is designed as an Intermediate
ºr III. First Division of Vegetable book, to be used between the Third and
Physiology, or Botany. Fourth Readers of the School and Fam
ºn 1 V. Miscellaneous. ily Series; or it may be used immediate
Pºr V. First Division of Natural ly after the “Intermediate Third,"
Philosophy. which it closely follows in gradation.
ºr VI. Sacred History. The book contains some important ana
º, The ºth Reader. lytical features; and the last 48 pages
are devoted to the subject of the Issºor
Panºr L. Elocutionary. Woºln.
Pººr II. Herpetology, or Reptiles.
Pººr III. Second Division of Phys
iology and Health. A Primary Speller, with Read
Pººr IV. Second Division of Botany. ing and Dictatiºn Exercises, &c.
Panºr V. Ichthyology, or Fishes.
Panºr VI. Civil Architecture. A Larger Speller, with Exer
Panºr VII. Natural Philosophy, cond. cises in synonyms, Definitions, &c.
The leading idea of the higher numbers of the School and Family Series is o
popularize, to the capacities of children, the Higher English Branches of study.
and to adapt the whole, in a series of Istºresting. Instructive, and ProgRºss
rve Reading Lessons, o the wants of our Public as well as Private Schools.
No other series of Readers makes any approach to this in ExtENT, VARIETY:
Braury, and Utility of Illusºrross.
HARPER & BRoth ERs, publishers, New York.

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This is a reproduction of a library book that was digitized

by Google as part of an ongoing effort to preserve the

|ºim º #B E L L & B &

s sº tº amb family sº º " … º

9.4. % 'e he/v jº, -

%Zaº &/2 % º:%

*/º- %. - tº cº- - dow.

** Sthool amb family Strits.

-- r. vuu will oe vue ------

The orthography adopted in this “Primary Speller” is that of

Instead of the ordinary Dictation Exercises, given out by the teach

We would remark here, however, if the teacher is disposed to neg

DIRECTIONs.—(4.) After the pupil has learned to call, at sight,

DIRECTIONs.—(6.) Although the preceding lessons contain all the

oz & a 2 & eº; 2 &

III. WORDS OF NOT MORE THAN THREE LETTERS.

1. A cat', a cap', a hat", and

cat cap hat rat

1. A kid', a pig', a hen', and a

kid pig hen fan

2. Is it a bag’’ Is the rat in

bag top net boy

A dog', a box', a bed', and

2. Can the dog run' "

4. Is the toy in the big box' 2

dog box bed sun

4. Did the boy cry' " Yes':

. A paw", a jay', an egg', and

paw jay egg saw

ant car cow elk

2. Let the bug go. Can the

jug bug see hoe

A tin cup", a sly fox", an old

A tin pan A low hut

A ton of hay A keg Sap

The lid of a box, the head

gad gap get fib

LIESS ON 14. L ESS ON 15.

The lid of the box | Rap the jar

Saw the oak | Eat the nut

1. Is it the arm of a man’

The boy is bad | The ox was fat

lot lug pry rim

W. WORDS OF NOT MORE THAN FOUR LETTERS.

of a dog', the head of a hawk',

A bad road A low beam

A warm bath | A gold coin

A dry bone A dead wasp

LESS ON 24. Adjectives

bold glad mute late

high kite Soft wool

gale case cone belt

L ES SON 27. LESS O N 28.

A loaf of cake | Read the name

band pomp surf noon

The bark of a dog The heel of a boot

The song of a lark The deck of a ship

wick “ lamp “ wool “ goat

Willson's Primary Speller

Willson's Primary Speller

Willson's Primary Speller

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