CONTENTS.

PAGIS First Form. Grades 1 and 2. . . 1-25 Review of Hard Words - - - - -- 26-30 Junior Second, Grade 3 . . . . .. 31-54 Review of Hard Words - - - - -- 55-58 Senior Second, Grade 4 . - . . .- 59-82

Rules for Spelling - . . - . - - . - -- 83 Review of Hard Words . . . . .. 84-87

Words Often Mispronounced. 88 Junior Third, Grade 5 - - - - - -. 89-112 Review of Hard Words - - - - --113-ll6 Senior Third, Grade 6 - - - - - --117-139

Review of Hard Words ~ - - - --140-l43 Words Often Mispronounced- 144

Pun

Junior Fourth, Grade 7 .....145-164 Review of Hard Words . . . . ..165-167 Small Words . . . . . . . . . . . . . . . .. 168 Senior Fourth. Grade 8 . . . . . .169-188 Review of Hard Words. . ...189-191 Rules for Syllabication and

Spelling . . . . . . . . . . . . . . . . . . .. 192 Fifth Form and Commercial

Words . . . . . . . . . . . . . . . . . . . . . 193-197 Small Words . . . . . . . . . . . . . . . .. 198 Prefixes and Afiixes ....... ..199-200

Latin and Greek Roots . - - - .-201-203 Abbreviations . . . . . . . . . . . . . . . . 204

CHIEF FEATURES.

1. Choice of Words.

There has been a careful selection of those words best

suited for the various grades or years in school. 2. Grouping 0f Words. These words have been so grouped as to favour their being taught economically, and to impress upon the pupil that spelling

rests largely upon a basis of law and order.

In the earlier grades the

sequence of lessons gives an orderly development of phonic forms; by this arrangement spelling and phonic reading can be made mutually helpful.

3. Dictation Exercises.

These are so constructed as to give in the briefest

space an adequate test of the words taught. They should be supplemented by sentences constructed by the pupil, embodying the new and difiicult

words he is learning. 4. Reviews.

There are regular reviews at short intervals.

Many of the

hardest words appear several times, but with some change of context. At the end of each year’s work there is given in alphabetical order a list of the most difiicult words used therein. _

5. Seat Exercises. These exercises are intended to lead the pupil to make lists of words having a phonic element in common, to show how words are built up, and, later, to give practice in derivation.

6. Homonyms.

There has been a systematic use of these throughout the book,

but in the junior grades they are not given together, in order to prevent the confusion that often results from such a practice.

7. Spelling Rules.

There are numerous and varied exercises to lead,

inductively, to a knowledge of the most useful rules for spelling. 8. Authority, The authority followed for spelling and pronunciation is

THE CONClSE IMPERIAL DICTIONARY.

The pupil should be taught the

system of diacritical marks employed therein.