Evening star. [volume] (Washington, D.C.) 1854-1972, 1908-09-06
LEARNING TO SPELL
Ancient Methods Contrasted
With the Modern.
CORRECT HABIT MSTILlED
Washington Accredited With Pro-
ducing Good Spoilers.
PLANS ADOPTED IN SCHOOLS
Thorough Training in Important
Branch of Education-No Neglect
Of the Three Rs.

looiis anu llC ID d ScIy
man. says that after all the three Rs
reading, 'riting and 'rithmetic-were plenty
good enough for him. He can remember
wildly how he was taught to spell and
declares that the teachers of this day do
not teach spelling
But do they not? The facts seem to in
dictate that there are more good spoilers,
proportionately. today than ever before.
Probably good old father forgets that his
little thin blue spelling book was all he
had to spell from, while today, especially
in Washington schools. the young schol-
ars have correct spelling instilled into
them from every possible source. We all
have heard that delightful story Of Abra-
ham Lincoln learning to spell and to do
sums on Single by the light of the
fire. 1t may be true or it may belong
with those splendid old tales about George
Washington and the cherry tree.
When Lincoln Learned to Spell.
The old fellows like to advance that
picture of the young Lincoln learning to
spell in that fashion, and then say with
ironical pride:
They don't do that kind of thing any
more"
No, and there is no need of it.
If Abraham Lincoln learned to spell
with shovel, he could have learned
much more and to infinitely greater adj
vantage with the modern methods that
Washington schools have at their COM
mand.
There is nothing exactly like spelling
There are natural spoilers and natural
mlsspellers. Most people arc ashamed of
mistakes in spelling. They stand out glar-
lngly on page or in letter. The time
to become a good speller is when the child
is brought to school,
Washington produces good spoilers Ask
any college professor and he will tell you
so. The men who yearly examine thou
sands OF examination papers at the big
universities will tell you that Washing
ton students show that there has been
a thoroughness of training in this i'm
portant branch of education. In WASH
ington there has been no neglect of the
three RS. although the frills have been
added and the polish given. The Wash
ington pupils cannot only converse in
French concerning the art of Louis Kill
but can sit down and write letter that
has the words spelled correctly.
Methods Employed.
All kinds of methods for teaching SPELL
ing have been advanced since the methods
Endorsed by the famous character at
Dotheboys' Hall startled the world
through Charles Dickens with his manner
of teaching. There has been the spelling
bee and the spelling lesson. in which
the teacher calls out the words and the
pupils write them down on slip Of
paper. There have been all the changes
imaginable rung upon these two methods.
but the main thing seems to be to get
the words to stick in the pupils minds
The following suggestions come from a
teacher who has spent many years in The
study of how to teach children to spell.
For developing correct habits the early
years in school are the most vital. Dur
ing that time good habits are acquired
or forfeited. Good habits of study in
spelling are as essential as good habits in
the study of any other subject and
much depends upon the stress the teach
upon the subject. In and above the sec
ond grade, at least, when a new word
occurs in any subject that word should
be explained and attention called to any
popularity. In spelling words the child
should be induced to add them to his vo-
cabulary. In childs reader should be
found no word beyond that child, for by a
well-graded system of reading the child
is preparing for step higher at every
recitation or study period. Pupils should
recognize the form, know the meaning
and be able to use in their daily con-
versation the words which they of ne
cessity use in their recitation. In the
early grades should be formed habits
lish language, reading and spelling
courses.
Maintaining Interest Of Pupils.
Teachers vary other lessons to avoid
losing the interest of their classes and to
make the work more entertaining. The
same should apply to spelling. The pu-
pills text books. newspapers. magazines
and the ordinary conversation of the
tradesman, of the merchant, of me-
chanics. of the teacher and pupil. furnish
material for variety, together with many
methods which suggest themselves. For
one week confine the words to history
next to grammar, etc. Newspapers, and
the books used in language and reading
courses, should also be called into COM
mission. There should also be frequent
surprise tests. both oral and written in
volving words studied and not studied
but with which, from their reading. the
pupils may be supposed to be familiar.
Contests create a wholesome atmos-
phere of ambition and should be encour-
aged. These contests might be arranged
between pupils of the same room or grade
or between pupils of different grades.
fourth and fifth, fifth and sixth. In my
own school at present we choose once
each month from grades above the third
the fifteen having the highest average
standing to meet fifteen from the grade
above. and the fifteen having the lowest
average marks go to the room below to
meet the fifteen from that grade. The
pupils in each room who do not take part
in the contest act as scorekeepers for the
contestants. Ten words correctly spelled
on either side constitute score, and the
of twenty-five minutes is counted VIC
torious No pupil can have more than
one trial on word. If pupil fails on a
word that word must not be Immediately
given to another pupil. Words are given
to either side alternately. With the above
rules fairness Is assured.
Correction of Errors.
At the close of a recitation. however,
all the errors in spelling should be cor
rected. This may be done orally or in
writing. Many teachers ask pupils to
correct each others papers. This method
is not conducive to accuracy. Besides, it
breeds discomfort and favoritism.
Words should be correctly spelled the
first time they are placed on paper. and
no erasures or corrections should be al
lowed. The habit Of writing and altering
to correct is dangerous fault and should
be overcome early. Following this sug-
gestion, there Is no opportunity for the
pupil to cheat in marking, and he may
therefore correct his own paper.
II, when pupils are writing words, they
will inaudibly pronounce each syllable it
will aid them toward accurate spelling
The following is a good method for cor
rection: The pupils should keep a list Of
their own misspelled words, while the
tea cher keeDS their paperS with incorrect