Tama County Republican. (Toledo, Tama County, Iowa) 1867-1872, 1868-12-24

words were missed, that 1t was dis
missed, to take the lesson orer for to-mor-
roc. Think you the lesson is better
prepared when tomorrow comes?
Numberless examples, miserable -
these are to be found, and to be found,
too, where the people have right to
expect skill, in the instruction OF their
children. There is a manifest lack 0.
skill among teachers in this branch,
yet many do not use all the ingenuity
they possess, but expend it upon some
thing else in which they can make a
greater display.
1t is hardly necessary to say that the
aim Of this paper is to find fault with
the whole system of oral spelling, as it
Is commonly used in our schools. Not
that oral spelling may not he used will,
considerable success, but that, - we
usually find it, it falls far short Of sue
cess. In all oral spelling, question
may be raised, as to what assurance
we have, even after pupil has learned
to name the letters composing word,
that he will certainly be able to urie
it; when his mind is partially occupied
with things independent OF spelling, as
mall matters of businessit necessarilyis.
Let us take class Of ten pupils, and
a lesson OF forty words, of which none
are missed. Are we to hear one pupil
spell four words, and, on that ground
arrive at the prepostcrous conclusion
that be can spell the whole forty =
Some may say that reward IS offered
"A gift perhafs, Or what is better, the
honor Of being frs in the class-as an
incentive to conquer the whole lesson.
But ia this game al have a chance and
it not unfrequently occurs that the les
son is, tacitly at least. parceled on,
among them. and only four words are
studied BY each. 1t will not do, to OBJ
ject that the teacher can vary the place
Of beginning, either in the lesson. or
class, or both, for the uncertainty still
remains as to whether each pupil is
able to spell the whole lesson.
Many other objections might be rails
ed against oral spelling as we too fire.
quently find it used in the schools, but
these are enough to suggest the neces-
sity Of some other and better method.
But first, a sight improvement on
the methods noticed IS this: The teach
er pronounces word, which is spelled
BY the first pupil. Whether it is corr
rect or not, another is given to the
next pupil when, if the first word has
been misspelled, he may. OF his own
accord, correct it, and pass above the
first; not noticing it. however, he spells
his own word, which gives number
three an opportunity Of gaining the
word. Should no one in the class see
the blunder they should be remanded
to their seats and required to ,mmed,-
ately prepare the lesson.
This is an improvement on the old
method only in that it stimulates atten-
tion during recitation.
Another, and perhaps, better way is.
the word being once distinctly pro
nonnced, the first pupil repeats it, the
second, spelling the first syllable, the
third taking the second :. liable When
each syllable is spelled in this manner.
the next pupil concludes the word by
pronouncing it. This, instead of Civ
ing each four or five words. INC ties an
imation and. to follow the lesson ami
nation as we'll as attention is inaispen
slble.
And now, one which is in every way
the best method OF teaching pcl'ing
orally is this. Each pupil iii his turn
gives letter of the word in its proper
order, i. T., the first pupil gives the first
letter, the next. the second, and so on.
until the word is completed, In this
recitation the attention OF tie child is
not easily distracted tol The letters are
quickly named, end it is soon his turn
again. \ lively animation may be rails
ed in this recitation, an,l il there be in-
tcrest on the part Q; the child, he is
sure to learn some:htsg and besides. say
the word contains eight letters. when |
it is spelled in this manner, the teacher !
is pretty we'll assured that eight of the !
class eau spell it correctly. !
But there is yet another and bet /
ter method than any Of the aboyc-
This is the writ en- method One OF /
he principal arguments which can be
in favor of this, is found in the
'imple question: Why spend weeks
md months in learning in school what
We are never called upon to use in ac-
;ual lifes 1t is,-perhaps justly, too,
that in almost all our
school exercises, We are too ir,practi-
sal, and certainly this complaint is EN-.
nently just in relation to spelling. 1t
Is surely more practical to teach child
in school in such . manner as to cna.
BILE him to best use his knowledge in
after life. This is precisely what We
understand practical teaching to bel
Ia business, if A., being at loss how