What the Schools Teach and Might Teach | Page 8

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 composition, letter-writing, etc. Direct word-list study should have
only a secondary and supplemental place. It is needed, first, for making
people conscious of the letter elements of words which are seen as
wholes in their reading, and for bringing them to look closely into the
relations of these letter elements; second, for developing a preliminary
understanding of the spelling of words used; and third, for drill upon
words commonly misspelled. While a necessary portion of the entire
process, it probably should not require so much time as is now given to
it and the time saved should be devoted to the major task of teaching
spelling watchfulness in connection with writing letters and
compositions.

The great majority of the population of Cleveland will spell only as
they write letters, receipts, and simple memoranda. They do not need to
spell a wide vocabulary with complete accuracy. On the other hand,
there are classes of people to whom a high degree of spelling accuracy
covering a fairly wide vocabulary is an indispensable vocational
necessity: clerks, copyists, stenographers, correspondents, compositors,
proof-readers, etc. These people need an intensive specialized training
in spelling that is not needed by the mass of the population. Such
specialized vocational training should be taken care of by the Cleveland
schools, but it should not be forced upon all simply because the few
need it. The attempt to bring all to the high level needed by the few,
and the failure to reach this level, is responsible for the justifiable
criticism of the schools that those few who need to spell unusually well
are imperfectly trained.
The spelling practice should continue through the high school. It is only
necessary for teachers to refuse to accept written work that contains any
misspelled word to force upon students the habit of watchfulness over
every word written. The High School of Commerce is to be
commended for making spelling a required portion of the training. The
course needs to be more closely knit with composition and business
letter-writing.

HANDWRITING
Cleveland gives a considerably larger proportion of time to handwriting
than the average of the 50 cities.
TABLE 5.--TIME GIVEN TO HANDWRITING
===================================================
===== | Hours per year | Per cent of grade time
|-----------------------|------------------------ Grade | Cleveland | 50 cities |
Cleveland | 50 cities -------------------------------------------------------- 1 |
47 | 50 | 6.5 | 6.7 2 | 63 | 60 | 7.2 | 6.7 3 | 63 | 52 | 7.2 | 5.7 4 | 63 | 53 | 7.2
| 5.5 5 | 67 | 50 | 6.4 | 5.1 6 | 47 | 47 | 5.4 | 4.8 7 | 47