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Unity 2020 Virtual Reality Projects
Third Edition

Learn VR development by building immersive applications and

games with Unity 2019.4 and later versions

Jonathan Linowes

BIRMINGHAM - MUM BAI

Unity 2020 Virtual Reality
Projects
Third Edition
Copyright © 2020 Packt Publishing

All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any
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Neither the author, nor Packt Publishing or its dealers and distributors, will be held liable for any damages
caused or alleged to have been caused directly or indirectly by this book.

Packt Publishing has endeavored to provide trademark information about all of the companies and products
mentioned in this book by the appropriate use of capitals. However, Packt Publishing cannot guarantee the
accuracy of this information.

Commissioning Editor: Ashwin Nair

Acquisition Editor: Larissa Pinto
Content Development Editor: Aamir Ahmed
Senior Editor: Hayden Edwards
Technical Editor: Deepesh Patel
Copy Editor:Safis Editing
Project Coordinator:Kinjal Bari
Proofreader: Safis Editing
Indexer:Tejal Daruwale Soni
Production Designer: Aparna Bhagat

First published: September 2015

Second edition: May 2018
Third edition: July 2020

Production reference: 1290720

Published by Packt Publishing Ltd.

Livery Place
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B3 2PB, UK.

ISBN 978-1-83921-733-3

www.packt.com
This book is dedicated to Lisa—my wife, best friend, and soul mate—and the amazing family
we created together: Rayna, Jarrett, Steven, and Shira, who know in their hearts that
the future is theirs to embrace.
- Jonathan Linowes
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 Contributors
About the author
Jonathan Linowes is a long-time Unity developer and software
engineer with a focus on VR and AR games and applications. He
founded Parkerhill XR Studio and Reality Labs, an immersive indie
studio and developer of products including the BridgeXR toolkit, the
Power Solitaire VR game, and the Epoch Resources mobile game. He
is a VR/AR evangelist, Unity developer, entrepreneur, and Certified
Unity Instructor. Jonathan has a Bachelor of Fine Arts degree from
Syracuse University, a Master of Science degree from the MIT Media
Lab, and has held technical leadership positions at Autodesk and
other companies. He has authored several books on VR and AR from
Packt Publishing.

About the reviewer

Yash Gugale completed his Master's degree from the Department
of Computer Graphics Technology at Purdue University where he
specialized in VR, AR (Unity 3D), graphics programming (OpenGL
and shaders), and data visualization (D3.js). He has a strong
background in machine learning (Sklearn), deep learning (PyTorch),
mobile (Android) and web development, photogrammetry
(Meshroom), animation (Maya), UI/UX, and 360-degree videos. His
work also involves volumetric videos and applying shader effects in
Unity to create amazing volumetric experiences. He is currently
working as a software engineer at Samsung to build TV applications
and in their XR Volumetric Studios. In his free time, he enjoys salsa
dancing, hiking, traveling, yoga, and scuba diving.
Packt is searching for authors
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developers and tech professionals, just like you, to help them share
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Table of Contents
Title Page

Copyright and Credits

Unity 2020 Virtual Reality Projects Third Edition

Dedication

About Packt

Why subscribe?

Contributors

About the author

About the reviewer

Packt is searching for authors like you

Preface

Who this book is for

What this book covers

To get the most out of this book

Download the example code files

Conventions used

Get in touch

Reviews

1. Virtually Everything for Everyone

What is virtual reality?

Differences between virtual reality and augmented reality

Applications versus games

Types of VR experience

Types of HMD
Desktop VR

Mobile VR

How virtual reality works

Stereoscopic 3D viewing

Head, hand, and body tracking

Technical skills that are important to VR

What this book covers

 Who this book is for

Summary

2. Understanding Unity, Content, and Scale

Technical requirements

Installing Unity

Development system requirements

Installing Unity Hub

Installing the Unity Editor

Creating a new Unity project

Installing additional packages and assets

Getting started with Unity

Exploring the Unity Editor

Understanding the default new scene

Using grid and snap

A couple more options

Creating a simple diorama

Adding a cube and a plane

Adding a red ball

Changing the scene view

Making a Crate Material

Adding a photo

Using prefabs

Creating and instantiating a prefab

Editing and overriding a prefab

Importing content
Creating 3D content for VR

Importing from the Unity Asset Store

Using Unity Legacy Standard Assets

Importing models in supported formats

Round-trip geometry workflows

Summary
3. Setting Up Your Project for VR

Technical requirements
Introducing the Unity XR platform

Choosing your target VR platforms and toolkits

Enabling virtual reality for your platform
 Setting your target platform
Installing XR Plugin Management

Installing the XR Interaction Toolkit

Adding the XR camera rig

Exploring the XR Rig objects and components

Building and running your project

Configuring the player settings

Building, running, and testing your VR project

Building for SteamVR

Setting up for OpenVR

Installing the SteamVR Unity Plugin toolkit

Building for Oculus Rift

Setting up for Oculus desktop

Installing the Oculus Integration toolkit

Building for Immersive Windows MR

Setting up for Immersive WMR

Installing Visual Studio workloads

Installing the Mixed Reality Toolkit (MRTK)

Building for Oculus Quest

Installing the Android tools

Setting up for Oculus mobile VR

Other Android and optimization settings

Installing the Oculus Integration toolkit

Using adb

Building for Google Cardboard

Setting up for Google Cardboard

Targeting Android for Cardboard

Targeting iOS for Cardboard

Summary
4. Using Gaze-Based Control

Technical requirements
Adding Ethan, the walker

Artificially intelligent Ethan

The NavMesh bakery

Scripting a random walk target

"Zombie-izing" Ethan!
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 Adding a zombie material
Painting models with Polybrush

Going where I'm looking

The LookMoveTo script

Adding a feedback cursor object

Observing through obstacles
Making a look-to-kill system

The KillTarget script

Adding particle effects
Introducing Unity C# programming
Summary

5. Interacting with Your Hands

Technical requirements
Setting up the scene
Defining a balloon game object

Making the balloon prefab

Creating a Balloon Controller
Using an Input Manager button
Polling the XRI_Right_Trigger button

Controlling balloons with the input trigger

Creating balloons
Releasing balloons
Inflating a balloon while pressing the trigger

Using Unity events for input

Invoking our input action events
Subscribing to input events
Tracking your hands

Parenting the balloon to your hand

Forcing balloons to float upright
Interacting with a balloon gun
Introducing the XRI Interactor/Interactable architecture

Creating a grabbable balloon gun

Handling Activate events
Using the XR Interaction Debugger
Popping balloons

Making the balloons poppable

 Adding a popping explosion
Disabling rigid physics while in hand
Throwing a ball projectile

Resetting the ball position

Summary
6. Canvasing the World Space UI

Technical requirements
Studying VR design principles
Making a reusable default canvas
Creating a default canvas prefab

Initializing the default main camera

Including an Event System component with XRUI Input Module
Implementing a HUD
Creating a visor HUD

The windshield HUD

Hiding the panel using Canvas Group
The in-game world space UI
Making a scoreboard

Using TextMesh Pro

Info bubbles
The reticle cursor
Adding a canvas reticle to gaze-based interaction

Adding a reticle to the XR interactor hand controller

Adding a gaze-based reticle using XRI
Building an interactive dashboard
Adding a dynamic water hose

Creating a dashboard with a toggle button

Stopping the ray interactor at the canvas
Direct interaction with UI elements
Building a wrist-based menu palette

Summary
7. Teleporting, Locomotion, and Comfort
Technical requirements
Implementing basic glide locomotion

Moving forward with the thumbstick

Rotating with the thumbstick
 Moving in the direction you're looking or pointing
Avoiding obstacles

Climbing a wall
Building a wall with grab holds
Adding the XRI Interactor and Interactable components
Adding a ClimbController script

Adding the GrabPull script and actions

Falling
Using the XRI Locomotion System
Understanding the Locomotion System

Turning in a snap
Integrating scripts with Locomotion System
Teleporting between locations
Installing the XRI examples

Adding teleportation
Restricting interaction to a specific layer
Ray interactors for teleportation
Switching between Interactors

Locomotion and comfort in VR

Other locomotion mechanics
Managing VR motion sickness
Summary

8. Lighting, Rendering, Realism

Technical requirements
Lighting and rendering strategies
Choosing a Render Pipeline

Choosing Lighting Settings and GameObjects

Setting up our demo scene
Using the SampleScene
Disabling baked lighting

Creating a menu panel

Using environment lighting
Environment lighting source
Adding Environment Light Intensity

Adding a Fog effect

Using PBR materials and URP Shaders
 Using Light objects and Emission surfaces
Using Light Probes and Reflection Probes

Enhancing your scenes with post-processing effects

Summary
9. Playing with Physics and Fire
Technical requirements

Understanding Unity physics

Creating bouncy balls
Managing the GameObject life cycle
Removing fallen objects

Setting a limited lifetime

Implementing an object pool

Building a headshot game

Serving a ball
Adding sound effects

Hitting the target

Building a Paddleball game

Creating a hand paddle

Building a shooter ball game

Making a shooter wall

Shooting balls toward the player

Improving the ball

Juicing the scene

Great balls of fire

Skull environment
Audio synchronization

Summary
10. Exploring Interactive Spaces

Technical requirements

Using ProBuilder and ProGrids

Using the ProGrids editor interface

Using the ProBuilder editor interface

Constructing the art gallery building

Using a floor plan sketch

Creating the floor

Creating the walls
 Making holes for entrances

Creating a roof and skylight

Assembling the scene

Replacing the building materials

Tuning the lighting

Creating the artwork rig

Defining an artwork rig

Adding a spotlight

The exhibition plan

Adding pictures to the gallery

Managing art info data

Using lists

Using data structures

Using scriptable objects

Displaying the art info

Adjusting for image aspect ratio

Teleporting around the gallery

Room-scale considerations
Summary

11. Using All 360 Degrees

Technical requirements
Exploring 360-degree media

Understanding equirectangular projections

VR is hacking your field of view

Stereo 360-degree media

Having fun with photo globes

Seeing crystal balls

Rendering globes

Handling magic orbs

Viewing 360-degree photos

Viewing 360 images from the web

Adding an image viewer UI

Playing 360-degree videos

Using Unity skyboxes

Six-sided or cubemap skyboxes

Spherical panoramic skyboxes

 360-degree video skyboxes
Capturing 360-degrees in Unity

Capturing cubemaps and reflection probes

Using third-party capture tools

Summary

12. Animation and VR Storytelling

Technical requirements

Composing our story

Gathering the assets

Creating the initial scene

Timelines and Audio tracks

Using a Timeline to activate objects

Recording an Animation Track

A growing tree
A growing bird

Using the Animation editor

A wafting nest
Animating other properties

Animating lights

Animating a scripted component property

Using Animation clips

Shaking an egg
Using Animator Controllers

ThirdPersonController Animator

Living Birds Animator

Defining the fly-to targets

Using Animator hashes and DOTween to animate

Using a Signal Track in Timeline

Making the story interactive

Look to play
Resetting the initial scene's setup

Summary

13. Optimizing for Performance and Comfort

Technical requirements

Using the Unity Profiler and Stats windows

The Stats window

 Overview of the Profiler window

Analyzing and diagnosing performance problems

Optimizing your art

Decimating models

Levels of detail
Optimizing your scene with static objects

Setting up the scene

Lighting and baking

Occlusion culling

Optimizing the rendering pipeline

Optimizing your code

Understanding the Unity life cycle

Writing efficient code

Runtime performance and debugging

Summary

Other Books You May Enjoy

Leave a review - let other readers know what you think
 Preface
Today, we are witnessing the burgeoning of virtual reality (VR),
which is exciting new technology and a creative medium that
promises to transform how we interact with our information, friends,
and the world at large in a fundamental way.

Through wearing a VR head-mounted display (HMD), you can

view stereoscopic three-dimensional scenes. You can look around by
moving your head, walk around the space with room-scale tracking,
and interact with virtual objects with positional hand controllers.
With VR, you can engage in fully immersive experiences. It's like
you're really in some other virtual world.

This book takes a practical, project-based approach to teach you the

specifics of VR development using the Unity 3D game engine. We
will walk through a series of hands-on projects, step-by-step
tutorials, and in-depth discussions using Unity 2019.4 LTS or Unity
2020.x, and other free or open source software. While VR
technology is rapidly advancing, we'll try to capture the basic
principles and techniques that you can use to make your own VR
games and applications immersive and comfortable.

You will learn how to use Unity to develop VR applications that can
be experienced on devices such as Oculus Rift, Quest, HTC VIVE,
and others. We'll also cover the technical considerations that are
especially important and possibly unique to VR. By the end of this
book, you will be equipped to develop rich and interactive VR
experiences.

About the author and this third edition

Years ago, I studied 3D computer graphics in college and user

interface design in graduate school, before starting a small software
company developing a 3D graphics engine for managing AutoCAD
engineering drawings. We sold the business to Autodesk. In the
ensuing years, I focused on 2D web app development, blogged
about my technical adventures, and pursued several new start-ups.
Then, in March 2014, I read about Facebook purchasing Oculus for
$2 billion; that certainly piqued my interest. I immediately ordered
my first VR headset, the Oculus DK2 developer kit, and began
developing small VR projects in Unity.

In February 2015, I had the idea to write a book on Unity VR

development. Packt accepted my proposal right away, and suddenly
I realized "Oh no! I have to do this!" Within 6 months, in August
2015, the first edition of this book was published. That's a short time
to go from proposal to outline, to chapter drafts to review, to a final
draft and publication. I was obsessed. At the time, I told my wife
that I felt the book had a life of its own: "It's inside of me and
struggling to get out, I just have to get out of its way." She replied,
"It sounds like you're pregnant."

At the time of writing, Google Cardboard was a thing, but there were
no consumer VR devices. The Oculus DK2 had no hand controllers,
just an Xbox game controller. Months after the book was released, in
November 2015, the HTC Vive came to market with room-scale and
positionally tracked hand controllers. In March 2016, the consumer
version of Oculus Riftwas released. Not until December 2016, almost
a year and a half after the book came out, did Oculus release its
positionally tracked Touch hand controllers.

Since the first edition of this book, many new VR devices have
entered the market, hardware and software features have improved,
and the Unity game engine continues to add native VR SDK
integrations and new features to support them. Oculus, Google,
Steam, Samsung, PlayStation, Microsoft, and many others have
joined the fray as the industry continues to accelerate and blossom.

Meanwhile, in 2016, I coauthored another book with Packt,

Cardboard VR Projects for Android, a non-Unity VR book using Java
and Android Studio to build Google Daydream and Cardboard
applications. (In that book, you build and use your own home-grown
three-dimensional graphics engine for mobile devices.) Then, in
2017, I coauthored a third book with Packt, Augmented Reality for
Developers, an exciting and timely Unity-based project book for AR
applications on iOS, Android, and HoloLens devices.

In May 2018, I published the second edition of this book, Unity

Virtual Reality Projects. When the time came to begin the second
edition, I expected it to be a relatively simple task of updating to the
current version of Unity, adding support for positionally tracked hand
controllers, plus a few tweaks here and there. But it wasn't so
simple! While much of the fundamentals and advice in the first
edition did not change, as an industry, we have learned a lot in
these few short years. For example, it's really not a great idea to
implement a trampoline in VR (one of our projects that got scrapped
from the first edition) as that can really cause motion sickness! Every
chapter and project was updated. New chapters and projects were
added, including an audio fireball game, a storytelling and animation
experience, and a discussion of optimization best practices.

In this third edition, the book has again been significantly revised
and expanded. With the introduction of the Unity XR platform
architecture, plugins, and XR Interaction Toolkit, I decided to focus
on this new standard API and components throughout the book. All
of the chapters and projects have been adapted to use Unity's own
XR SDK instead of provider-specific toolkits because I see this to be
a hugely significant development and contribution by Unity to the
progress of our industry. I sincerely hope you find this book fun,
educational, and helpful as we create great new VR content and
explore this amazing new medium.
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and enjoy exciting offers!
Who this book is for
If you are interested in VR, want to learn how it works, or want to
create your own VR experiences, this book is for you. Whether
you're a non-programmer and are unfamiliar with three-dimensional
computer graphics or you are experienced in both but new to VR,
you will benefit from this book. Any experience in Unity is an
advantage. If you are new to Unity, you can also pick up this book,
although you might first want to work through some of Unity's own
getting-started tutorials, which are available on their website (https://
unity.com/learn).

Game developers may already be familiar with the concepts in this

book that have been reapplied to VR projects, but might still learn
many other ideas that are specific to VR. Mobile and 2D game
designers who already know how to use Unity will discover another
dimension! Engineers and 3D designers may understand many of the
3D concepts, but will learn to use the Unity engine for VR.
Application developers may appreciate the potential non-gaming
uses of VR and may want to learn how to use the tools to make that
happen.
What this book covers
, Virtually Everything for Everyone, is an introduction to the
Chapter 1
new technologies and opportunities in consumer VR in gaming and
non-gaming applications, including an explanation of stereoscopic
viewing and head tracking.

, Understanding Unity, Content, and Scale, introduces the

Chapter 2
Unity game engine as we build a simple diorama scene using
primitive GameObjects, prefabs, and imported three-dimensional
content.

, Setting Up Your Project for VR, helps you set up your

Chapter 3

system and a Unity project to build and run on your target device(s),
including SteamVR, Oculus Rift, Windows Immersive MR, Oculus
Quest, and Google Cardboard.

, Using Gaze-Based Control, explores the relationship

Chapter 4
between the VR camera and objects in a scene, including 3D cursors
and gaze-based ray guns. This chapter also introduces Unity
scripting in C#.

, Interacting with Your Hands, looks at user input events,

Chapter 5

such as controller buttons and tracked hand controllers using

components from the XR Interaction Toolkit. We also build a balloon
gun for inflating and popping balloons!

, Canvasing World Space UI, implements many examples of

Chapter 6
the user interface (UI) for VR using a Unity world space canvas,
including a heads-up display (HUD), info bubbles, in-game
objects, a three-dimensional dashboard, and a wrist-based menu
palette.
 , Teleporting, Locomotion, and Comfort, dives into techniques
Chapter 7
for moving yourself around a VR scene, such as glide locomotion,
climbing a wall, and teleporting to other locations.

, Lighting, Rendering, Realism, takes a closer look at the

Chapter 8

Unity render pipelines and choosing a lighting strategy for your

projects. We build interactive controls for environmental lighting,
PBR materials, light objects, reflection probes, postprocessing, and
more.

, Playing with Physics and Fire, explores the Unity physics

Chapter 9
engine, physic materials, particle systems, and more C# scripting as
we build a paddle ball game to whack fireballs in time to your
favorite music.

, Exploring Interactive Spaces, teaches you how to build an

Chapter 10

interactive art gallery, including level design with ProBuilder, artwork

lighting, data management using scriptable objects, and teleporting
through space.

, Using All 360 Degrees, explains 360-degree media and

Chapter 11
uses photos and videos in a variety of examples, including globes,
orbs, photospheres, and skyboxes.

, Animation and VR Storytelling, builds a complete VR

Chapter 12
storytelling experience using imported three-dimensional assets and
a soundtrack, as well as Unity timelines and animation.

, Optimizing for Performance and Comfort, demonstrates

Chapter 13

how to use the Unity Profiler and Stats window to reduce latency in
your VR app, including optimizing your three-dimensional art, static
lighting, efficient coding, and GPU rendering.
To get the most out of this
book
Before we get started, there are a few things that you'll need. Grab
a snack, a bottle of water, or a cup of coffee. Besides that, you'll
need a PC (Windows or Mac) with the current version of Unity
installed (Unity 2019.4 LTS or later). Access to a VR HMD is strongly
recommended in order to try out your builds and get first-hand
experience of the projects developed in this book.

You don't need a super-powerful computer rig. While Unity can be a

beast that can render complex scenes, the requirements for the
projects in this book are not that demanding. If you are targeting an
Android-based VR device (such as Oculus Go or Quest), you need
just enough power to run Unity and build your project as if for any
Android mobile device. If you are targeting desktop VR (such as HTC
Vive, Valve Index, Oculus Rift, or Oculus Quest with a Quest Link
cable), you simply need to meet the VR-ready requirements of the
target device.

, Setting Up Your Project for VR, goes into detail of what you
Chapter 3

need for each device and platform, including SteamVR, Oculus Rift,
Windows MR, Oculus Go and Quest, and Google Cardboard.

That should just about do it—a PC, the Unity software, a VR device,
and the other tools described in Chapter 3, Setting Up Your Project for
VR, and we're good to go! Oh, some projects will also be more
complete if you download the associated assets from the Packt
website, as follows.

Download the example code files

You can download the example code files for this book from your
account at www.packt.com. If you purchased this book elsewhere, you
can visit www.packtpub.com/support and register to have the files emailed
directly to you.

You can download the code files by following these steps:

1. Log in or register at www.packt.com.

2. Select the Support tab.
3. Click on Code Downloads.
4. Enter the name of the book in the Search box and follow the
onscreen instructions.

Once the file is downloaded, please make sure that you unzip or
extract the folder using the latest version of:

WinRAR/7-Zip for Windows

Zipeg/iZip/UnRarX for Mac
7-Zip/PeaZip for Linux

The code bundle for the book is also hosted on GitHub at https://githu
b.com/PacktPublishing/Unity-2020-Virtual-Reality-Projects-3rd-Edition-. In case

there's an update to the code, it will be updated on the existing

GitHub repository.

We also have other code bundles from our rich catalog of books and
videos available athttps://github.com/PacktPublishing/. Check them out!

Conventions used
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 Teacher: Where must we look for words beginning with a?
Pupils: At the beginning, for a is the first letter in the alphabet.
Teacher: Where must we look for words beginning with w?
Pupils: Near the end, for w is near the end of the alphabet.
Teacher: Where must we look for words beginning with m?
Pupils: Near the middle, for m is near the middle of the alphabet.
(b) Pupils find any word called for in the list. Teacher asks, “Where
shall I find barn?”
Pupils answer, “With words beginning with b, near the beginning.”
Pupils find the word and touch it. In the same way the teacher calls
for other words. In each case the pupils decide where in the list to
look for it according to the initial letter, then find and touch it.
(c) Let the pupils go through the list to see if every letter in the
alphabet has been used as an initial letter. They will find that there
are no words listed beginning with q, x, and z.
(d) Have the pupils write the alphabet in vertical columns omitting
q, x, and z, and opposite each letter copy a word beginning with that
letter from their lists on pages 63 and 64, thus:
a—after
b—baby
c—children
d—dog
 Initial Words of Phonetic Series
On pages 61 and 62, the teacher will find a list of initial words of
the phonetic series that have been taught in the first two grades in
the order in which they have been taught. This list will provide a
means for the teacher to learn whether a series has been taught, and
the relative position of the series in the work of the first two grades.
 Vocabulary
The vocabulary on pages 63 and 64 gives a complete list of all the
sight words which have been taught in the first and second grades. It
will furnish the teacher the means:
1. For finding if any given word is to be found in the text of the first
two grades.
2. For excellent drill in preparation for the use of the dictionary.
3. For a review list at the end of the year’s work.
 Phonic Series
The phonic series used in this book are presented first in the text
as short lists. On page 65, Part I, will be found more complete lists
for supplementary drill, if desired. These are numbered in the same
order and are similar to those found on the Aldine Phonic Chart. If
one of these charts is available, it will be found of great assistance in
the teaching of spelling in these early grades. Drills on these
complete series may well be given whenever a review or an
additional lesson is possible. The pupil may study from his book,
quick drills may be given from the chart, and then a selected list may
be dictated by the teacher. Too much intelligent drill on these phonic
series cannot be given.
 SUGGESTIONS FOR THIRD YEAR

Use of Stories
That stories have helped in other branches of the curriculum
outside of spelling is a well-known fact. Up to the present, spelling
has been so stereotyped, so humdrum, that stories have had little or
no place in the spelling lesson. Spelling, however, is the result of
forming right habits and these right habits can be stimulated and
encouraged by the right kind of stories. At the beginning of the work
of the third grade is told the story of “The King’s Rules.” This story
should be told to the children along with other stories of the grade,
dramatized, and every means used to fix the point of the story.
During the year constant reference should be made to “The King’s
Rules.” For example, in teaching Lesson 91 reference should be made
to the king’s second rule. In Lessons 92 and 94 reference should be
made to the king’s third rule. Whenever a pupil mispronounces a
word his attention should be directed to the first two rules. Care
should be exercised in referring to these three rules that the interest
is quickened and not deadened by the constant repetition and
reference to the same story.
 Use of Pictures
Throughout the book illustrations are given. The words of a lesson
will be found to be illustrated in the pictures connected with the
lesson. Pupils may be asked to cover the words of a lesson and write
all the words that they find connected with the picture.
 Phonetic Words
The third grade work continues the work in phonics started in the
first and second grades. The suggestions given on pages 28 and 36,
for the first and second year’s work, apply equally well to the work of
the third year.
 Quotations
The sentences used in connection with the lessons may be used in
a variety of ways:
(a) They are placed in the book primarily for the purpose of
illustrating the use of the word.
(b) They have been very carefully selected from our best authors
and many of them may wisely be memorized.
(c) They may be used as dictation exercises. In this case misspelled
words should be counted as errors. All other mistakes should be
corrected by referring to the book but should not be counted against
the child as an error in spelling.
 Suggestions for Study
At the end of many lessons, or groups of lessons, will be found
suggestions for the pupils to use in their study. The teacher should
call attention to these. They will be of great help to the pupil if he has
been taught how to use them. They are, however, incomplete owing
to the lack of space, and the wise teacher will find other suggestions
to give the pupils as she finds, through the correcting of papers, other
difficulties which arise in the spelling of particular words.
 Abbreviations
The use of the capital letter has been presented in connection with
the beginning of the sentence, and the spelling of the names of the
months and of proper names. In the third grade the names of the
days have been added, and a few abbreviations. (See Lessons 100,
101, 114, 115, 124, etc.) These should be thoroughly taught with
emphasis on the use of the period.
 Preparation for Dictionary Work
1. Early in the year have the pupils arrange the words in any
lesson, lessons, or on a page, in alphabetical order; as, Lessons 22–
25, page 15. Pupils write as follows:

A. B C D
around bowl clean dash etc.
beside cash
bottom
bean

2. Have the pupils turn to the third grade vocabulary, page 43.
(a) Have them make an alphabetical list of words from the
vocabulary; as, able, beam, cage, daily, etc.
(b) Finding Words Quickly. Teacher says, “Read this list of words
until you find the word cane.” After the pupils have complied the
teacher says, “Count all the words you read before you found the
word cane.” Pupils count and answer, “Seventy-one.” Teacher asks,
“How could I have saved time in finding this word?” The pupils
easily discover the fact that they can save time by looking for the
word among the words beginning with the same letter. The teacher
tests and proves this to be true by calling for other words; as, “With
what letter does face begin? Where shall we find it?” Pupils answer,
“Face begins with f; we shall find it with the words beginning with f.”
They do so. Teacher asks, “How many words did you have to read
before finding the word face? How many do you think you would
have to read if you counted from the beginning?” Conclusion to be
discovered and expressed by the pupils: An alphabetical
arrangement of words saves time in finding any particular word.
(c) Finding Words Easily. Teacher says, “Who can find the word
autumn first?” Pupils find it. Teacher asks the first pupil ready with
the word, “Where did you find it?” Pupil answers, “I found it among
the words beginning with a at the beginning of the list.” Teacher calls
for more words from different parts of the list; as, farm, yellow,
branch, taste, many, etc. In every case pupils must determine first,
the initial letter of the word; second, the place in the alphabetical list
for words beginning with that letter.
Conclusion to be discovered and expressed: An alphabetical
arrangement of words makes it easier to find any given word in a
given list.
3. Have the pupils arrange the hundred words on pages 41 and 42
in alphabetical order, considering only the initial letter of each word.
This may be done by having each word copied on an oblong piece of
paper, or on oak tag cards, and these cards placed in alphabetical
order, or by having columns marked off, headed by letters
alphabetically arranged; as:
ABCDEFG
4. (a) Have the children list the words from sentences or short
stories in alphabetical order, as those in “The Golden Eggs,” page 17.
(b) After the list has been made (see a above) have the pupils read
through the sentences again to make sure that every word in them
has been listed. The exercise emphasizes the value of alphabetical
arrangement. Example: Teacher says, “If you wish to make sure that
you have the word the on your list, how can you find out easily and
quickly?” Pupil answers, “I will look near the end of my list among
the words beginning with t.”
(c) Adding to an Alphabetical List of Words. Teacher says, “I
would like to have the word do added to the list. (See (a) above.)
Where should it be written?” Pupil answers, “Put it with day because
it begins with d.” The teacher says, “There is no word beginning with
i in the list; if I wish to add the word into, where shall I place it?”
Pupil answers, “Place it after the words beginning with h (or before
the words beginning with j) because that is the place of i in the
alphabet.”
5. Have the pupils arrange themselves in a line in alphabetical
order, considering first the initial letter of their first names. Have the
pupils take their places as the teacher calls the letters. Thus, the
teacher calls a, and Alice, Andrew, and Anna step into line. At once
the question arises as to who shall stand first—all names begin with
a. Teacher writes the names on the board and says, “Look at the
second letter in each name.” The pupils study the second letter with
the teacher, and decide that as l, the second letter in Alice, comes
before n, the second letter in Anna and Andrew, Alice should have
first place. To fix the place of Andrew and Anna the third letters of
each name must be considered.
6. On page 29 is a lesson on arranging by the second letter.
Following this have the pupils arrange other lists of words in
alphabetical order, (a) considering the first two letters of the word;
(b) considering the first three letters.
7. Have the children give all the reasons that they can think of to
prove that the alphabetical arrangement of a list of words is a good
one.
 SUGGESTIONS FOR FOURTH YEAR

How to Study Spelling

When the pupil enters the fourth grade he begins to learn to
depend more and more upon himself. He does more of his work by
himself. This is as it should be, but there is still need of a guiding
hand. If the pupil is to acquire a real spelling consciousness, and
form a good habit which is real and lasting, these helps must be
plentiful, but at the same time arise in such a way that they will be
helpful in forming and strengthening the good habits, and tend to
break any bad habits which may have been started.
The suggestions accompanying the lessons in the first three grades
are continued in the fourth, in such a way that, with the preparation
which the pupil has had in the early grades, he can apply the helps
himself with the minimum amount of care and watchfulness on the
part of the teacher.
As pointed out in Part I of the manual, page 18, the derived form in
most cases presents a new spelling problem even though the root
word has been taught. By focusing the attention on the part common
to both the root word and the derivative, and fixing the change by
numerous examples, the change from root to derivative is made with
less trouble. Lessons 4, 5, 15, 16, and 74 illustrate this point.
 Dictionary Work
During the previous three years the pupils have been prepared to
use the dictionary. They have been made thoroughly familiar with
the alphabet, and are familiar with the arrangement of words in
alphabetical lists. They have learned to arrange words in alphabetical
lists, as well as to find words easily in a short list which is
alphabetically arranged. The work of the fourth year is the teaching
of the formal use of the dictionary. The following story is presented
as an interesting way of approach. Let us attempt to vitalize our work
in the dictionary. The place to begin this vitalizing is in the fourth
grade. A “story with a hint in it” for fourth grade teachers is a
suggestion along this line.
 A “Story with a Hint in It” for Fourth
Grade Teachers
The Third Graders had been promoted into the Fourth Grade!
They sat very tall and behaved just like Fourth Graders as Miss
Merlin, their new teacher, said pleasantly: “This morning as I rode to
school in the street car, I read over the market advertisements. I
found in one a word that is new to me. I don’t know how to
pronounce it, and I don’t know what it means. I will write it on the
board. Perhaps some one may know the word and tell me how to
pronounce it and what it means.”
Miss Merlin wrote the word on the board—broccoli—then turned
to the pupils and said, “Can any one pronounce this word?”
Alice stood by her desk ready to speak. “Have you seen this word
before, Alice?” asked Miss Merlin.
“No,” answered Alice, “but I think I can guess how it is
pronounced.”
“Oh!” said Miss Merlin, “I don’t want any guessing. You might
guess wrong. If I hear the word incorrectly pronounced for the first
time, I am afraid I shall find it harder to learn the correct
pronunciation. Two reasons why so many words are pronounced
incorrectly are: people guess a wrong pronunciation instead of
finding the correct one; and people hear the incorrect pronunciation
instead of the right one. I want the correct pronunciation for the
word on the board. If you cannot give it to me, perhaps you can tell
me where I can get it.”
John jumped to his feet. “Go ask the market man,” he said.
“I might,” answered Miss Merlin, “but there are reasons why I
would rather not.”
“It’s too far to the market,” “It would take too long,” “You can’t go
until after school and by then the market may be closed,” were some
of the objections made by the pupils.
“Those are all good reasons,” answered Miss Merlin, “but if there
were no other way to learn the correct pronunciation of the word I
might manage somehow to make a trip to the market. And I really
need not take the trouble. I can find out all I want to know about that
word right here in our own schoolroom.”
The pupils looked at one another with troubled faces. In the third
grade they had always gone to their teacher with bothersome words,
and here was Miss Merlin bringing hard words to them and
expecting them to help her to learn the pronunciation and the
meaning. Never had they felt so helpless. Suddenly John cried out,
“Oh, I know! The dictionary!” and running to the front of the room,
he placed his hand on a great, heavy book that lay on the small table
near Miss Merlin’s desk. “My father has a dictionary like this,” he
continued, “and he often looks up words in it.”
“Good, John!” said Miss Merlin, “you have shown me the best
place to go for the help I need. This book contains 400,000 words.
My word is one of those 400,000. How can I find my one word
among so many?”
“I know,” answered John. “My father showed me. The words are
arranged like the alphabet, first the a’s, then, the b’s, and then the
c’s, and so on.”
“John is right,” said Miss Merlin. “If you will all come forward and
stand near the table I will show you just as John’s father showed
him.”
The pupils came forward and Miss Merlin showed them that the
dictionary words were arranged in alphabetical order. “Now where
shall I look for my word?” she asked.
The pupils glanced at the word on the board and answered, “Look
among the words beginning with b.”
Miss Merlin opened the dictionary and held all the pages
containing words beginning with b between her two hands. “If I
begin with the first word beginning with b and read each one, it will
take me hours,” she said, “but the maker of the dictionary has so
arranged the words that I can find the word I want in a few seconds.
Let us see if we can discover just how the words have been arranged
to help us find any one quickly. We have seen that the words are
arranged alphabetically according to the first letter in each. Now let
us look at the second letter in the word beginning with b.”
 The pupils watched as the pages were turned over and discovered
that the words were grouped in alphabetical order according to the
second letter in each.
“Then,” said Miss Merlin, “if I want to find a word beginning ba
where in the list of words beginning with b shall I look?”
“Look near the beginning,” was the answer.
“If I want one beginning bl where shall I look?” asked Miss Merlin.
“Look towards the middle of the list,” answered the pupils.
“But I want to find one beginning with br,” said Miss Merlin,
pointing to the word on the board.
“Look near the end of the list,” said Alice.
Miss Merlin found the first word beginning with br. “Shall I find
my word near the beginning of the br list?” she asked, holding the
page toward the pupils.
They looked at the page and answered, “No, all the words on this
page begin bra and you want a word beginning bro.”
“How shall I find my word?” asked Miss Merlin.
John turned over the pages slowly while the other pupils looked
on. “Oh,” cried Alice, “the words are arranged in alphabetical order
for the third letter, so you must look beyond the middle of the list!”
Miss Merlin asked Alice to find the first word beginning with bro.
When it was found the children discovered that the alphabetical
arrangement of letters extended to the fourth and fifth letters and
even unto the end.
“Some job!” said John, moved by the efficiency of the arrangement
as well as by the bigness of the task. “Now I know how I can find any
word in the dictionary—just trail the alphabet from the first to the
last letter of the word you are looking for.”
Miss Merlin laughed. “I don’t believe that I’ll try to improve upon
your rule, John,” she said. “The Alphabet Trail is a pretty good one to
follow in tracking any word to its dictionary den.”
Following John’s rule, the word sought—broccoli—was soon
found. “So that you may all see exactly how the dictionary helps us
pronounce this word, I will copy on the blackboard exactly what I
find written here.”
 Stepping to the board, Miss Merlin copied the word, divided into
syllables and marked exactly as it appeared in the dictionary—(brǒk
´ō-lǐ).
Some of the pupils understood the diacritical marks for the short
sounds of o and i; others did not. None knew the meaning of the
mark above the o of the second syllable.
“Well,” said Miss Merlin, “let us see how the dictionary is ready to
help us. Look at the words written at the bottom of the page. They
are all little words that you know. What letter is marked in the first
eight words?”
The pupils near enough the dictionary to read replied, “The letter
a.” “And,” added Mary, “each a is marked in a different way.”
“Read the words with the marked a’s and see if you can discover
the reason why each a has a different mark,” said Miss Merlin.
Mary read the words, pronouncing each clearly and distinctly.
When she had finished every child was ready to answer; but Miss
Merlin smiled at Mary, who said, “The a in each word has a sound
different from all the other a’s.”
In the same way the pupils discovered the different sounds of e, i,
o, and u. “Those are all the vowel sounds,” said Alice.
“Yes,” added John, “and the dictionary man has arranged them in
alphabetical order. Didn’t he stick close to the alphabet though!”
“These little words at the bottom of the page are called key words,”
said Miss Merlin. “Can any one tell why?”
The pupils thought for a moment. Then Tom said, “I know.
Because they unlock the pronunciation of the new word.”
“Good,” said Miss Merlin, “pronounce the first syllable in our new
word on the board, Tom, using the key word.”
Tom looked at the mark over the o in the first syllable, found the
same mark over the o in odd, the key word at the bottom of the page,
and said, “Odd—ǒ—brǒk.”
“Good!” said Miss Merlin. “That’s the way. Now, Jack, pronounce
the second syllable.”
Jack looked at the mark over o, the only letter in the second
syllable, found the same mark over the o in the key word obey at the
bottom of the page, and said, “Obey—ō.”
 In the same way Alice studied the last syllable, finding a mark like
the one used over the i in the key word ill at the bottom of the page
and said very clearly, “Ill—ĭ—lĭ.”
“Fine!” said Miss Merlin. “John, you may pronounce the whole
word.” John did so, sounding the letters correctly but placing the
accent on the second syllable, thus, “Brok-o´-li.”
“Not quite right,” said Miss Merlin. “I am going to pronounce the
word correctly. As I speak it notice which syllable I accent or
emphasize.” She then repeated the word, placing the accent
correctly.
“You accented the first syllable,” said Alice.
“Yes,” answered Miss Merlin, “I did. Now look at the word as I
have copied it on the board from the dictionary and see if you can
discover anything that tells me which syllable should be accented.”
“Oh, I know,” cried John. “There is a little mark something like a
slanting exclamation mark after the first syllable! Is that why you
read it like an exclamation, Miss Merlin?”
Miss Merlin laughed and answered, “Well, we call the mark an
accent. But it is something like an exclamation mark in looks, and an
accented syllable sounds not unlike an exclamation, John. Now
pronounce the word correctly.”
John did so, and then other pupils repeated it after him.
“Now I know how to pronounce the new word but I don’t know
what it means,” said Miss Merlin. “The meaning of the word is
written right after the correct pronunciation. Mary, will you read
what is written?”
Mary looked at the printed page for a moment, then read aloud,
“Broccoli. A hardy cauliflower.”
“How many know what a cauliflower is?” asked Miss Merlin. She
looked at the upraised hands and added, “I see that you all know, but
if any one didn’t know how could he find out from the dictionary?”
Eagerly the pupils told Miss Merlin how to find the word—“track it
down,” John said—in the dictionary; how to learn to pronounce it;
and how to find the meaning.
“Good,” said Miss Merlin. “What have you learned in this lesson?”
 “I have learned that I can find the pronunciation and meaning of
any new word in the dictionary,” said Alice.
“I have learned how to find any word I want,” said Tom.
“I have learned how to unlock the pronunciation of any word with
the keys at the bottom of the page,” said Jack.
“I have learned how to accent the right syllable,” said Mary.
“I have learned where to look for the meaning of a word,” said
Henry.
“Then you have learned almost all that is necessary for a helpful
use of the dictionary,” said Miss Merlin. “Tomorrow we will have
some dictionary practice.”

The teacher may read the above story to her pupils or make a
similar introductory study of the dictionary with any word she may
select.
 SUGGESTIONS FOR FIFTH YEAR

Use of Story
At the beginning of Part II, the story of “The King’s Rules” was
given to the children. This story should be reviewed for it emphasizes
three important factors in learning to spell.
1. To listen carefully when the word is spoken.
2. To say it correctly when you speak it.
3. To look at the word thoughtfully to get an exact picture of it in
your mind.
The work of the fifth and sixth grades opens with another story to
emphasize the same three points in a different way. The story of “The
Two Scouts” emphasizes the fact that a good speller is a good speller
because he
Sees exactly
Hears exactly
Pronounces exactly

It is hoped that fifth and sixth grade teachers will continually

emphasize these three fundamental principles.
 Dictionary Work
The new work of grade IV consisted in the presentation of the
formal use of the dictionary. Many drill lessons were given in
connection with language, reading, and spelling lessons. A good
habit has been started. The children, however, have not become
sufficiently familiar with the dictionary to make the finding of words
easy. Much practice in searching for words needs to be given so that
such searching becomes more or less automatic. They have little
need outside of school to use the dictionary, and there are many
matters which the fourth grade teacher did not have the time to
teach, even if the children had been prepared for it. To give all the
drill that is necessary without the work becoming a burden which the
children will approach with little or no interest will tax the best
ingenuity of the teacher.
The fifth grade teacher, therefore, must continue the good work
begun in the fourth grade. She must attempt to make the habit more
automatic. Children must be taught that they have a real need for the
dictionary. The fourth grade was taught the use of the long and the
short vowels in the word. The fifth grade completes this work by
presenting the other sounds of the vowels and the use of the key at
the bottom of the page in every dictionary. This work is presented in
Lesson 7. Accompanying this lesson is a list of words which present
some difficulty in pronunciation. Pupils are asked to look up the
pronunciation in the dictionary. This should be done under the
immediate supervision of the teacher. Directions are given the pupil
as an aid in fixing this phase of the work in the memory, not as a
substitute for the teaching.
Toward the latter part of the year a further phase of the use of the
dictionary is presented. Lesson 145 deals with the subject of finding
the spelling of a word of which the pupil is not quite sure.
Steps in finding the spelling of a word:

1. Think carefully how the word might be spelled.

(a) Note the syllables.
 (b) Note the sound of vowels and consonants in each syllable.
(c) Note the possibilities to represent each sound.
2. Find the word in the dictionary.
(a) Call attention to the fact that the first two or three letters
will approximately locate a short word.
(b) The first four or five letters will approximately locate nearly
every word.
(c) Every word in the dictionary is arranged in exact
alphabetical order.
Words in Lessons 3, 17, 39, and 40 illustrate a third phase with the
development of root words and derivatives which will be taught
formally in the seventh grade. These lessons bring together words
which have a common root. The teacher should be continually on the
watch for these common roots and call the attention of the children
to them. In undertaking to develop a spelling consciousness there is
probably nothing that will help so much as this phase of the work. In
agree, agreeable, disagreeable, and agreement, agree is the
common part. Children do not always recognize this, as shown by the
fact that children spell the derivative with a lower degree of accuracy
than they spell the root word. (See page 19 of this manual.)
 Enunciation
Along with the teaching of the various sounds of the vowels and
consonants should come at this time a strong effort to impress the
need of clear enunciation. Great care should be taken that a vowel is
given its true value, that all sounds are given, that silent letters are
not sounded, and that the syllabication is correct.
Poor enunciation is a common source of error. Do not permit “in”
for “ing,” final “ed” to be sounded like “t,” or “body” to be
pronounced “buddy.” Remember that a word correctly pronounced
is half spelled.
 Teaching of Rules
In the text of the earlier grades, emphasis has been frequently
directed toward the changes in words in forming plurals and adding
suffixes and prefixes. Very little has been said when the only change
has been the adding of “s.” This regular form causes no great trouble.
During the fifth year a few simple rules are presented. These have
been frequently illustrated in earlier grades. The rules presented are
those for which there is frequent use.
On pages 14, 17, and 19 the rule for writing derivatives of words
ending in y preceded by a consonant is given with many illustrations.
Throughout the year’s work, however, these words are occurring.
Such words will be found in Lessons 20, 32, 34, 37, 39, 40, 41, 42,
50, 59, 91, 114, 115, 156. On page 28 the rule for writing the plurals of
nouns ending in f or fe is given with illustrations. After these rules
are taught the teacher should take every advantage offered for fixing
the rules.
 Spelling Demons
Spelling demons have been described as words which give trouble
and need to be attacked as the knights of old attacked and overcame
dragons and demons that brought trouble to mankind.
In Lessons 64 to 75 the hundred words described by Dr. Jones as
the Hundred Demons of the English Language are given. Each of
these words has been previously taught, some of them as early as the
second grade. It is very probable, therefore, that for some children
only a few of the words are “demons,” for a demon conquered is a
demon no longer.
These lessons, therefore, should be used as a test to find out which
children need further drill or new presentations of these difficult
words. These words should have been fixed in previous grades, but if
any pupil has not mastered the word now is the time to attempt to
master it. However, it is individual work, not class work, which is
needed.
On page 42 have been collected 132 of the 1,000 commonest words
as selected by Ayres. This list should be used in a similar way. All of
these words have been taught. The method to follow, then, is to test
first to see what words, if any, need to be taught again to the class,
and then what words should be emphasized with individuals.
 SUGGESTIONS FOR SIXTH YEAR

Words Used in the Schoolroom

In many courses of study the formal teaching of history begins in
the sixth grade. The spelling work of this grade gives many lessons
directly, or indirectly, connected with the teaching of history.
Lessons 1 to 17, and 104 to 109, have for their foundation lessons on
the flag and government.
However, there are always special words in various subjects of the
curriculum which should be learned because of their use in the
school work of the year, rather than for their general use in the world
at large. These words are not included in the spelling book and
should be taught as supplementary words as occasion requires. This
is also true of local and proper names. Proper names, with very few
exceptions, are not taught in this text. The teacher should make up a
list of such local names as her pupils need to know, and teach the
spelling of any that have spelling difficulty.
 Dictionary Work
The dictionary work of the sixth year aims to establish the
dictionary habit. Lesson 30 is the beginning of the use of the
synonym, although this word is not used in the pupil’s text at this
point. This lesson should be worked out very carefully under the
immediate supervision of the teacher. The formal work on synonyms
is presented in the seventh grade, but this preliminary work is of very
great importance.
The rule for forming the plurals of nouns ending in o is given in
Lesson 35, and for nouns ending in s, sh, ch, and x, is given in Lesson
36.
On pages 63 and 64 are presented lessons consisting of words
having i before e, or e before i. After teaching Lessons 45 to 50
inclusive, the words of these lessons should be reviewed as a whole.
Other reviews of them should be frequent enough to be sure that the
rule is fixed in the child’s mind and is being followed. There is no
greater cause for misspelling than the confusion existing because of
these two combinations of letters. Careful teaching at this point
means much. Lessons 51 to 54, inclusive, are exceptions to the rule
and should be carefully noted.
Individual words are constantly occurring which well illustrate the
rules that have been taught. Teachers should not fail to take
advantage of these opportunities in the teaching part of the lesson.
 Building a Vocabulary
Throughout the book every possible opportunity to present root
words and derivatives together has been taken. Lessons 6, 8, 9, 13,
20, 30, 55, 67, and many others illustrate this feature. It was not
possible to present derivatives in all cases, or to present all that
might well be discussed with each root word. A great opportunity for
splendid word building exists in connection with the spelling lesson.
The resourceful teacher will supply additional words of this class at
every opportunity, calling especial attention to any changes of form
because of the formation of the derivative. This will mean not only a
larger spelling vocabulary but a larger speaking vocabulary.
Teaching synonyms also furnishes a chance to greatly increase the
speaking vocabulary.