Spelling book

“ CHAPTER IV.—OF SPELLING. Spelling is the art of expressing words by their proper letters. This important art is to be acquired rather by means of the spelling-book or dictionary, and by observation in reading, than by the study of written rules; because what is proper or improper, depends chiefly upon usage.
The orthography of our language is attended with much uncertainty and perplexity: many words are variously spelled by the best scholars, and many others are not usually written according to the analogy of similar words. ”

“ The Suggestions to Teachers, to which three pages are devoted, are the result of long and successful experience in teaching spelling, and will therefore be found practical and helpful.
The Bailey-Manly Spelling Book is based upon the well-established psychological principle that individuals differ greatly in the forms of memory used in learning spelling. ”

“ Teachers have had the mistaken idea that children learn to spell many words because of constant use, and that there is no need of teaching them. Recent studies have shown that this is not true except with respect to occasional children who have already developed what has been called a spelling consciousness. In the vast majority of cases this spelling consciousness needs to be developed. To accomplish this words have to be selected, and carefully and systematically taught, to most children. The selection of words, therefore, is an important work of the author of a spelling book. ”

“ The alphabetical list of words in a spelling-book, contains many which are not in common use, and the pupil forgets these as fast as he learns them. We have found it entertaining to children, to ask them to spell any short sentence as it has been accidentally spoken. ”

“ DIRECTIONS TO PUPILS
Why These Words Should be Studied.—One of the ways by which people judge the writer of a letter is by the presence or absence of spelling errors. Often a young man or young woman has failed to obtain a desirable position because of spelling errors in a letter of application. Even in the ordinary friendly letter, spelling errors make a bad impression. The words which you are to learn from this spelling book are the words which people most frequently use in writing letters. Thousands of letters were read, and each word found was recorded. ”

“ A high percentage is not enough, as in the case of some other studies. Any pupil who misses a single word in any exercise should be marked zero.
But even if one can spell correctly every word in this story, he may still not be a good speller, for there are thousands of other words to be spelled, many of which are not and never will be found in any spelling-book. The chief object of a course of study in spelling is to acquire two habits, the habit of observing articulate sounds, and the habit of observing word-forms in reading. ”

“ If any inventor of a theory of symbols should, would, or could have devised such a ridiculous conception of spelling, such a hodge-podge of contradictory jumbles, he would properly have been adjudged to an insane asylum; and that, every man who ever contrived an English spelling-book, and every teacher who is obliged to worry this incongruous mess through the steadily revolting reason-and-memory process of children, is ably convinced. But Man, English-speaking Man, has actually—executed such conception ”

“ The spelling-book makers feel that they must put hard words into their spellers. Their books are little more than lists of words, and any one can make lists of common, easy words. A spelling-book filled with common easy words would not seem to be worth the price paid for it. Pupils and teachers must get their money's worth, even if they never learn to spell. Of course the teachers are expected to furnish drills themselves on the common, easy words ”

“ Children place their books face down on their desks, while the teacher dictates the words. Children spell orally. If a word is missed, do not pass it to another child. The one who missed turns over his book and studies the correct spelling while the teacher continues to dictate words to the other pupils. After all the children have spelled, those who missed have a chance to spell their words correctly. From the beginning every child must feel a responsibility for every word dictated to him. He must spell it correctly before the lesson is ended for him. ”

“ The movement for simplified spelling has been attracting many men of mark in literature and the professions. Notions of the strict sanctity of fixed forms of spelling disappear in the light of the historical evidence which the reformers are presenting. ”

“ Such work may be used very profitably as a language lesson rather than as a part of the spelling lesson. Many interesting and helpful lessons may be given in forming plurals, adding prefixes and suffixes, selecting derivatives, and finding synonyms other than those given in the book. No lesson should be assigned in the dictionary before the children have been taught how to use it. The lessons in this book suggest how to teach its use and give some practical experience in consulting it for the pronunciation of words. The resourceful teacher will find opportunity for much additional practice. ”

“ If among all the curious, useless, unheard-of words which may be picked out of the spelling-book, he cannot find one which the scholars have not noticed, he gets the last head down by some quip or catch. “Bay” will perhaps be the sound; one scholar spells it “bey,” another, “bay,” while the master all the time means “ba,” which comes within the rule, being in the spelling-book.
It was on one of these occasions, as we have said, that Miss Bangle, having come to the spelling-school to get materials for a letter to a female friend, first shone upon Mr. ”

“ Why if y doth no good, it doth nothing. But I have a mind it shall stand an out-side there out of the way, as daisy, is dayes. Doth (GOD) spell the Creator, it spells an Hebrew Letter as well. If you hold your book the wrong end upward. I’ve nothing to say against it, for ’tis your own, and you may hold it as you please.
But to go on according to Prescript.
2. Whether or no are our 24 LettersA sufficient to spell all the words of our English Tongue.
3. Whether or no if they be sufficient to spell all words us’d for English in our books, they be not sufficient to spell all Languages ”

“ The resulting vocabulary is thought to represent the real writing vocabulary of the average child of the grade in which it is taught. Special and repeated drills are given on the real trouble makers—the one hundred and more words that comprise four-fifths of the misspelled words of the schoolroom.
In the primary grades use is made of exceptionally valuable phonetic lists. Emphasis is placed upon this important and very practical foundation for the development of a spelling sense, and its mastery in the primary grades will do much to train children to spell correctly. ”

“ English spelling, under the guidance of the printers, has become a mere system of marks and symbols, arranged upon no principle, selected with no rational purpose, each of which by a separate effort of the memory is associated with some sound or word. ”

“ Now we see why there could not be a more ingenious way of making bad spellers than 'dictation' as it is commonly taught. Every misspelt word is in image in the child's brain not to be obliterated by the right spelling. It becomes, therefore, the teacher's business to prevent false spelling, and, if an error has been made, to hide it away, as it were, so that the impression may not become fixed. ”

“ After several groups have been studied, dictate words from them to be written by the children. For example, after lessons 5, 6, and 7 have been studied and spelled orally, dictate ten or twelve words selected from these groups for the children to write. Several groups may be studied and spelled orally in one spelling period, and words from these groups dictated and written during another period. The writing of a spelling lesson only tests the pupil’s power. Put most of your time and effort into teaching, into helping the pupils to acquire the power. ”

“ The simplicity of the orthography would facilitate the learning of the language. It is now the work of years for children to learn to spell; and after all [Pg 396] , the business is rarely accomplished. A few men, who are bred to some business that requires constant exercise in writing, finally learn to spell most words without hesitation; but most people remain, all their lives, imperfect masters of spelling, and liable to make mistakes, whenever they take up a pen to write a short note. ”

“ No doubt there is a reason for the particular mode of spelling each particular word in the language—but that reason is hidden in the past history of the word and in facts connected with its origin and derivation from some barbarous or dead language, and is as utterly beyond the reach of each generation of spellers as if there were no such reasons in existence. ”

“ These reviews will tax the ingenuity of the teacher that they may be interesting and not merely a mechanical word drill. Attention may well be called to the fact that the plural of nouns ending in ant and ent have the same pronunciation as the corresponding words ending in ance and ence. If given in a sentence the meaning will clearly show him which one is meant. Care must be used that confusion does not result. Thoughtful teaching is important.
Review of Rules During the work of the preceding grades the important rules for spelling have been developed. ”

“ As every error creates a tendency, and if repeated quickly establishes a habit, it is important that the correct spelling of words be taught before children have occasion to write them. Every worth-while test and investigation shows the most common and most useful words in our language to be the words used early by children. It is likewise certain that very many of the misspelled words are one-syllable words in very common use. ”

“ Object of Teaching Spelling Ever since the school of early days spelling has accompanied “reading, ’riting, and ’rithmetic” as a part of the curriculum. The day when reading was taught by the “spelling method,” so called, is not far back in the past. “How can one learn to read if one does not know his letters, that he may be able to spell out the words that he meets in his reading?” Not until recently has the question been asked, “Why do we study spelling at all?” Do we need it in our reading? Modern methods have shown us that we do not. We need to know how to spell only when we wish to write. ”

“ Of course it would be a good thing if our English spelling could be more uniform, but at present the best way for your friend and yourself, and for a Postmistress too, is to spell according to the standard dictionaries. The English language is derived from many sources, and there is danger that in spelling words by their sound we may lose some of their sense, as we find it, by tracing the word back to its root. ”

“ It gives the pupil a mental picture of the word through the sense that is best suited to him, besides giving all pupils the help of all the senses in fixing the word.
If the sense of hearing holds an important place in learning to spell then oral spelling becomes an important factor in the teaching and learning to spell. Oral spelling should always precede written spelling. ”

“ Design'd Chiefly for Persons of Maturity, Teaching Them How to Spell and Write Words by the Sounds Thereof. And to Sound and Read Words by the Sight Thereof, Rightly, Neatly, and Fashionably. I. It Will Instruct Any Person, That Can Read and Write, to Spell and Write Most Languages, That He Can Speak, and Uses to Read, in a Few Hours, by a General Rule, Contain'd in Two or Three Lines, and the Use of Spelling Alphabet, Which May Be Writ on the Twelfth Part of a Sheet of Paper, to Carry About Them. ”

“ Spelling must not be lost sight of in the children’s other studies, though they should not be teased to spell. It is well to write a difficult proper name, for example, on the blackboard in the course of history or geography readings, rubbing the word out when the children say they can see it. The whole secret of spelling lies in the habit of visualising words from memory, and children must be trained to visualise in the course of their reading. ”

“ The result is the conventional spelling which only since the eighteenth century has been stereotyped in the form now so familiar to all educated people. And not even yet, as we know, has English orthography had its perfect work. As late as Doctor Johnson's time, N the spelling of many English words had not yet been crystallized, and not a few words could be spelled in two distinct ways, either of which was recognized as correct. ”

“ We do not know how well children could spell fifty, or even twenty-five, years ago. As time goes by there is a glamour thrown over the past and we see only the high lights. We remember that in spelling a match there was a certain boy, or girl, who spelled down the entire school time after time, or possibly had a reputation for being the best speller in the entire county. When a spelling match was announced it was a foregone conclusion that the victory lay between two or three pupils. How many children of the eighth grade could spell the following list of words? ”

“ Review lessons should be given frequently, and these are sufficient for test purposes. All other lessons should be thoroughly taught with instruction the aim and object of the lesson.
Interest
It has been well said that “interest is nine-tenths of education.” This is true in teaching spelling. Any means which will arouse interest in mastering words is likely to be effective. So far as our forefathers succeeded in securing results in this subject they did so by interest in the old-fashioned “spelling-bee.” Spelling matches of various sorts are desirable for creating interest. ”