Ellsworth American., 1877-11-08
Methods in Teaching Spelling.

/. Let the teacher spell list Of words,
To be pronounced by young pupils.
?. Let some pupil in the class put out
the words TO be spelled. Each pupil in ro-
tation may have the lesson assigned for
thi, purpose.
3. Select some abject,-a rops for ex-
ample, and see how many words We can
obtain from H. aud let them be written on
their states; Er. J.: sea-grass, strands. warn,
twisted cable, cord. line, twiuc, string.
thread, wrappiug-t"inc, cordage, cotton.
hemp.
Let scholar spell a word. aud then
mt tito vote whether IL was spelled cor
rectly.
=. Let the pupils correct eacn other IN
the pronunciation OF the words they spell
This /, . good exercise q keep up their
attention.
6 Iot small scholars spell all the words
they can remember. aud encourage them
20 find new word for the next lesson.
This j. most excellent method Tor exclt-
lnk in children habits Of Investigating tor
themselves
:. Have 4 rolvu,ssr class which NAV
embrace The whole school. One rises.
spell, word. d"fncs il, and composcs a
sentence embracing the word. This was
oac of IT," hes, methods | eyer witnessed
in spelling
Give oar words 10 be written un TIE
.iate.-'hen cali on some one to spoil the
list while the others correct their own.
Rem1rt /. Do not forget. a. Cardinal
principle, thst when scholar spells word
wrong the attention Of the whole elias.
should be called to that word, and all
should he able to spell 1t before passing to
the next
Rsmlrt ; Re sure. at the close Of each
exercise. To review all mis-spelled words
or. what is better let the class recall them
a far a. po otsible. II Is surprising how
readily even very young children will do
this. after a little practice. They will not
only recall the words ot the prerent lesson.
ont those of the previous day. | know OF
no method by which teacher can accom-
plish so much permanent work In 20 short
time. as BY This exercise.
,. Give out the rp0t OF some word and
let the class furnish the pretiXes and suf-
fixes. and spell them. By giving the pri-
mary meaning Of the root, they can easily
define 4 large number Of words and, in
this way, become readily familiar with the
meanin1 OF all the prefxes aud suffixes In
common use Take the familiar roots, act
sum. pos. die. jec frac. and due ana sew
eral hundred words carr be formed from
them.
TO- Give out one, two, or three pref xes
or sutiiXc>, and let The class find as many
words a. they can which contain these
from the spelling book or dictionary, ard
write them on their slates tor spelling.
H. Accustom scholars to spell words
found iu their other lessons 4 great many
pupils IN th, country who have studied
arithmetic and grammar for years, cannot
SDrll these two word,
u Give out a familiar word. and ut
the class write on their states an they ,1H
think about 1t.
l3. Give little ones word 20 spell and
make them promise 10 spell it to mother
as soon as they see her at home. Let old
er ones bring word from parents tc, spell
TO the teacher. BY these methods an in
terest is excited in the parents which will
prove OF no mean value to the teacher.
II. Spell words in concert. This will
do as review at the same time calling
special attention TO difficult words.
Is. Take blank newspaper and make
little books of them for writing all mis-
spelled words.
lG. Do not let pupil try but once on
word. In spelling, all guessing should be
avoided.
II. Let some good scholar act as a sec
retary to write all the spelled words.
to be reviewed as frequently as possible
Is. Make advanced classes write on
their states single aud then compound SEN
tenceS, which have been dictated BY the
teacher.
10. Make an advanced pupil spell and
define a word. and then let HIM furnish a
different word having the same sound !;
En- maze, maize.
90. Give out the following list of ten
words To an advanced class, to be written
OF their states Indelble. adjacent, vau-
ing, putrrfy, eligible. guarantee, sibvl.
phosphorus. aqueduct, crystalline.