into syllables, derivation, phonetic properties, oral and written spelling and
meaning, are all to be made clear to pupils.
"The teaching of a new word may be done by using it in a sentence; by definition
or description; by giving a synonym or the antonym; by illustration with object,
action or drawing; and by etymology.
"Each lesson should have also from eight to 20 subordinate words taken from
textbook or composition exercises.... Frequent supplementary dictation, word-
building and phonic exercises should be given. Spell much orally.... Teach a
little daily, test thoroughly, drill intensively, and follow up words misspelled
persistently."
In most respects the work agrees with the usual practice in progressive cities: the
teaching of a few words in each lesson; the frequent and continuous review of
words already taught; taking the words to be taught from the language
experience of the pupils; following up words actually misspelled; studying the
words from many angles, etc.
In some respects the work needs further modernization. The words chosen for
the work are not always the ones most needed. Whether children or adults,
people need to spell only when they write. They need to spell correctly the
words of their writing vocabulary, and they need to spell no others. More
important still, they need to acquire the habit of watching their spelling as they
write; the habit of spelling every word with certainty that it is correct, and the
habit of going to word-lists or dictionary when there is any doubt.
This development of the habit of watchfulness over their spelling as they write is
the principal thing. One who has it will always spell well. In case he has much
writing to do, it automatically leads to a constant renewing of his memory for
words used and prevents forgetting. The one who has only memorized word-
lists, even though they have been rigorously drilled, inevitably forgets, whether
rapidly or slowly; and in proportion as he lacks this general habit of
watchfulness, degenerates in his spelling. The reason why schools fail to
overcome the frequent criticism that young people do not spell well, is because
of the fact that they have been trying to teach specific words rather than to
develop a general and constant watchfulness.
The fundamental training in spelling is accomplished in connection with