The Art of Writing Speaking the English Language | Page 6

words which offer difficulty in spelling. Unluckily it is not easy to produce classic English when one is writing under the necessity of using a vocabulary previously selected. However, if we concentrate our attention on the word-forms, we are not likely to be much injured by the ungraceful sentence-forms. This story is not long, but it should be dictated to every school class, beginning in the fourth grade, until every pupil can spell every word correctly. 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.
1. Train the Ear. Until the habit of observing articulate sounds carefully has been acquired, the niceties of pronunciation are beyond the student's reach, and equally the niceties of spelling are beyond his reach, too. In ordinary speaking, many vowels and even some consonants are slurred and obscured. If the ear is not trained to exactness, this habit of slurring introduces many inaccuracies. Even in careful speaking, many obscure sounds are so nearly alike that only a finely trained ear can detect any difference. Who of us notices any difference between er in pardoner and or in honor? Careful speakers do not pass over the latter syllable quite so hastily as over the former, but only the most finely trained ear will detect any difference even in the pronunciation of the most finely trained voice.
In the lower grades in the schools the ear may be trained by giving separate utterance to each sound in a given word, as f-r-e-n-d, friend, allowing each letter only its true value in the word. Still it may also be obtained by requiring careful and distinct pronunciation in reading, not, however, to the extent of exaggerating the value of obscure syllables, or painfully accentuating syllables naturally obscure.
Adults (but seldom children) may train the ear by reading poetry aloud, always guarding against the sing-song style, but trying to harmonize nicely the sense and the rhythm. A trained ear is absolutely necessary to reading poetry well, and the constant reading aloud of poetry cannot but afford an admirable exercise.
For children, the use of diacritical marks has little or no value, until the necessity arises for consulting the dictionary for pronunciation. They are but a mechanical system, and the system we commonly use is so devoid of permanence in its character that every dictionary has a different system. The one most common in the schools is that introduced by Webster; but if we would consult the Standard or the Century or the Oxford, we must learn our system all over again. To the child, any system is a clog and a hindrance, and quite useless in teaching him phonetic values, wherein the voice of the teacher is the true medium.
For older students, however, especially students at home, where no teacher is available, phonetic writing by means of diacritical marks has great value.* It is the only practicable way of representing the sounds of the voice on paper. When the student writes phonetically he is obliged to observe closely his own voice and the voices of others in ordinary speech, and so his ear is trained. It also takes the place of the voice for dictation in spelling tests by mail or through the medium of books.
*There should be no more marks than there are sounds. When two vowels have the same sound one should be written as a substitute for the other, as we have done in this book.
2. Train the Eye. No doubt the most effective way of learning spelling is to train the eye carefully to observe the forms of the words we read in newspapers and in books. If this habit is formed, and the habit of general reading accompanies it, it is sufficient to make a nearly perfect speller. The great question is, how to acquire it.
Of course in order to read we are obliged to observe the forms of words in a general way, and if this were all that is needed, we should all be good spellers if we were able to read fluently. But it is not all. The observation of the general form of a word is not the observation that teaches spelling. We must have the habit of observing every letter in every word, and this we are not likely to have unless we give