CONTENTS
| PAGE | ||
| Preface | [iii] | |
| General Directions to Teachers | [vii]-[xiv] | |
| Directions to Pupils | [xiv]-[xvi] | |
| Directions to Teachers of Grade I | [2] | |
| Word List, Grade I | [3]-[5] | |
| Directions to Teachers of Grade II | [8] | |
| Word List, Grade II | [9]-[14] | |
| Directions to Teachers of Grade III | [16]-[17] | |
| Word List, Grade III | [19]-[27] | |
| Directions to Teachers of Grade IV | [30] | |
| Word List, Grade IV | [31]-[40] | |
| Directions to Teachers of Grade V | [42] | |
| Word List, Grade V | [43]-[52] | |
| Directions to Teachers of Grade VI | [54] | |
| Word List, Grade VI | [55]-[64] | |
| Directions to Teachers of Grade VII | [66] | |
| Word List, Grade VII | [67]-[78] | |
| Directions to Teachers of Grade VIII | [80] | |
| Word List, Grade VIII | [81]-[95] | |
| Dictation Exercises | [97]-[105] |
LIPPINCOTT'S
HORN-ASHBAUGH SPELLER
GENERAL DIRECTIONS TO TEACHERS.
How the Teaching of Spelling May be Improved.—The teaching of spelling may be improved in three ways: first, by selecting a better list of words for the pupil to study; second, by placing before the pupils of each grade the words that are most appropriate for them; and third, by introducing economical procedures in learning. The first is the problem of the course of study; the second, the problem of grading; and the third, the problem of method.