The Manitowoc pilot. [volume] (Manitowoc, Wis.) 1859-1932, 1906-01-04

plication, self.directed reviews. and a
modicum of native intelligence are
abundantly sufficient for the securing OF
good results in the study of orthography.
The truth of this assertion is fully borne
out by the fact that every self taught
person of large intellectual attainments
is good speller.
Why are so many bright young people
poor spoilers? Simply because they do
not realize the value Of accuracy in
spelling. It is the teachers duty to
make the pupil see, feel and appreciate
the fact that proficiency in spelling is
matter of importance; that it is virtue;
that it is not only means, but also an
end; that it bears an intimate relation to
the degree of accuracy attained in every
other study pursued; that 1t is calculated
to contribute much toward the develop
ment of the habit of accurate OBSERVE
tion that it is to a considerable extent
matter ofcomparison, deduction, analysis
and reason this does not apply to oral
spelling, which is matter of compare
lively little Importance; but it does
apply to written spelling, provided that
there is no need of haste; and that it Is
of great practical value in every walk of
life, and essential to the attainment of
success in some occupations.
If a bright, active pupil is poor,
slipshod speller, the cause is usually not
far to seek. He is poor speller for the
simple reason that he does not see, feel,
or realize the value of correct spelling.
We found this to be almost invariably
true during ten years experience in
high school work. A skillful teacher
can make a good speller out of every
naturally intelligent student. But this
cannot be done by means of a compulso-
ry procedure. 1t can be done only by
getting the student to develop the
right mental attitude toward the study
Of photography. This requires inspira-
ton. The pupil must be taught to de-
sire to excel in spelling. To create such
desire on the part of the pupil the
teacher must plant incentives and
clear the way.
English grammar is one of the most
important studies in the curriculum
when rightly taught. 1t is a means of
assisting the pupil in the acquisition
Of the art of speaking and writ
ing correctIy-in a degree. But this is
not its chief educational value. The
real Importance of the subject is found
in the mental discipline it affords. And
now to the point we are driving at
neither of the ends referred to can be
realized in the teaching Of grammar
until after the student has been taught
to approach the subject with the
proper mental attitude. The same, in
a sense, is true of spelling. The student
cannot acquire proficiency in orthog-
raphy, we repeat, until he realizes the
value of such proficiency
AS soon as pupil manifests desire
to excel in spelling he should he proper
ly taught to observe correctly. A spell
ing book should be used. But the pupil
textbook on geography, history, arith-
metic, etc, and later his text books on
grammar, algebra, geometry, physics,
etc, should also be constantly used as
spelling books. Magazines, newspapers,
etc, should also habitually serve the
purpose of spelling books.
But both before and after the pupil
has developed desire to become good
spellel, proper methods should be habit
ually used.
This is large subject 1t cannot be
treated in nutshell But one remark
or two touching this matter may not
in the third grade, say, is called upon to
spell log, he should be required to spell
the four forms of that word; that is, the
singular, the singular possessive, the
plural, and the plural possessive Again,
If "a spelling lesson for fourth or fifth
grade pupils contains the word carry,
let the pupil spell: carry, carried carry
ing, carries If IL pupil is called on to
spell child, let him spell child, child's,
children, children's When the pupil is
asked to spell occ,D, let him spell; occur,
occurred, occurring, occurs and occur
renee.
After the pupil has reached the sixth
grade, he, when asked to spell verb,
should, rs rule. spell all its principal
parts Including the present participle)
and the third person singular. This
affords trditi,g 1t does not presuppose
the study of technical grammar from u
textbook on grammar.
The pupil should be taught to see
that he cannot spell do-if he is rs far
advanced rs the third or the fourth
grade-if, when that word il pronounced
he cannot, without any further sugges-
ton from the teacher, spell; do, did
done, doing does.
When pupil in the sixth grade Tor in
any one of the higher glades) is asked
to spell any noun, have him rs u rule,
spell the four forms of the noun, begin
ming with the form pronounced which