Arizona republican., 1902-11-14
hS TO ORTH0GRAPHY
Pupils of the Phoenix Schools Should
 Be Good Spoilers.

Superintendent McDonnold of the Phoenix schools is a very earnest man and is Iaboring assiduously for the i'm provemeut Of the Phoenix schools Ee is therefore quick, as he should be, to notice criticisms made on matters edu- Cational. The Republican recently de voted some space to the subject of poor spoilers and poor spelling. SuPerin- Jcndent NcDonnold. to show that the Phoenix schools ought to turn out good spoilers, or at least that he is doing all he can to bring about such a happy result. writes The Republican that he agrees in the main with it's views on spelling. and encloscs a copy of the following instructions given by him to the teachers in the Phoenix schools:
 Two points are to be considered as Instructions, not merely as suggestions.
 ]. Divide the time in spelling about equally between oral and written work.
 2. Give short lessons, and do not leave a lesson until the spelling and meaning of every word has been mas tered.
 Both oral and written spelling are necessary; but neither no. both will produce good spelling unless the second direction above is followeds It must be your purpose to give the class a few new words a day and to go over these again and again until the whole class can spell every word readily and cor rectly, and use every word iuteiliSently.
 Every lesson should also contain q review Of the difficult words from pre- vious lessons. Do not give the child len chance to forget words once learned.
 Three mistakes are common in teach ing spelling: namely. giving long les sons, failure to drill the class sufficient F., and failure to review constantly. No class ever learns to spell by taking from twenty to fifty words q day, spell ing them once or twice, and writing the corrected list in a spelling blank.
 It is not expected that all the sus- gestions given below shall be used ev- cry day. but that you shall adapt them to your needs. If followed they will make good spoilers.
 A. Preparations of lessons.
 ]. Select five or six words, write on board. erase, have class repeat the list from memory. If the lesson is in spel- ling book. have class read the list from the book close book and repeat.
 @. Words in sight, single pupils spell t4--ii- h4C+A.- III elSt, tuners spell IEOIn memory.
 9. Words in sight, children observe closely. Erase, class write list from memory. Show words again, compare. note mistakes, assign words missed for special stuCy.
 4. Note silent letters and irregular sounds.
 ,. Discuss meanings; try to leave im- pression or the use of each word.
 E. Recitation.
 l. Spell orally from dictation, note words missed, and have them spelled again
 ?. Write from dictatior, note words missed. and have them corrected.
 9. Dictate several words, pupils write them all from memory after you finish
 4. Write five or six words on the the board, expose for ar instant. erase, have class write whole list from mem oTy. gSty asFzIFHI
 Gradually increase the number Of words i1 exercises and 1, as the power to recall them increases.
 2. Use the words in sentences. gener- alIy oral Occasionally a list of review words may be given to be used in sen