New Iberia enterprise and independent observer., 1916-09-02
For regular" words need no teachjnc

to lend, reDd, mend, etc. While no
neglecting to impress the distinction
when we read We think w. ~
sounds of the letters; but when we spell
or write We must think of their names
thus. the knowledge of the sounds of th'
letters should be constantly called int
exercise in the Spelling Lesson of tn,
Primary Grades. Here again is another
leston of another proof-a p-oot tina
the ear should be trained; it has it;
share in helping TO make "a goot
speller Poor spelling is usually the re
alt Of carelessness; but by this is no.
cant that all failures to see forms
correctly are due to in attention. Some
children have difficulty to distingu
differences and resembances of letters
For instance, there are children tha Sc
no difference in the printed type OF i
and b, or q and p; while others fail to
see the resemblance of m and n Drill
the key note to the attention that
must be given to these cases. Tests
nat require quick and accurate observa-
ton are of most value Much black
board work where the teacher has the
best opportunity to help her pupils. If
. child knows that his work is alwa S
inspected by his teacher, "his best
al be the result Therefore, the work
Independent of the teachers hep Ina
should follow the blackboard work, must
always be under the teachers supervi-
sion. The teaching of spelling should
extend to all hours of the day and all
work of the pupil. The ear should be
trained at all times. Give drill on
focals, sub-vocals and aspirates. Drill
on labials, dentals, palatals, nasals. Be
fore asking pupils to do a piece of work
teach them how to do it, and be sure
hat all understand exactly how to GO
TO work. Time taken for this purpose,
is time saved. Even the youngest child
should be held to some requirement. The
training received in the Primary Grades
the foundation of child's habit of
study. No error in spelling should go
unchallenged. In all written exercises,
the pupils of the Grammar Grades should
be required to consult the dictionary
and correct their own errors. Syllabica-
ton is of paramount importance and is
great aid to good spelling. This ap-
peals to both the eye and the ear. If
child can break up word into sylla-
bles correctly separated it loses all diff
ficulty, both in pronunciation and spell
ling. For example, the combination and
Orthography of the four syllables say
of the word de-vel-op-ment, can be
grasped by the eye and retained BY the
memory as easily as the four words The
ellis of Kent All written work should
be preceded by careful oral prepara-
ton. During the spelling period have
the pupil write each word on the black
board after he has spelled it orally. 1t
will often occur that a child after having
correctly spdA.d the word without
hesitancy, will write it incorrectly. This
proves the necessity of much written
work.
As the child improves in Orthography,
dictations may be given. Send a pupil
to the board and require the other pupils
to write words or sentences called out
for dictation, on their exercise copy; the
dictation on the board to be corrected 1t
the end. Each child at his turn, will
cEiticise work on the board, thus correct
ing errors and giving to the whole |
class, the same benefit. Take note of
errors found in this dictation. These !
words the teacher should keep in aI
note book Teach the child, that every
'yllable must contain at least, one
vowel. Explain the uses of the hyphen,
The primitive word; the derivative word |
copying from the reading book, story
making abstracts in His
:ory, Biography, ETC.; of daily lessons
ire beneficial exercises.
Dictation exercises also, are great help
o word memory; but they should be
Iiven only upon matter that has been
previously studied. In the upper grades
where there is not time to give to reg
liar lesson in spelling, q short lesson of
i've or six words taken from the list of
hose misspelled by pupils may be given
nee week. The words should be d-
ided into syllables definition given and
'roperly used in a sentence. As the
hilds mind is developing, the pages
+ the dictionary should show signs of
eing used by the young student; this,
eing the only way to the enlargement
t ones vocabulary. Difficult words
NIL then become easy words. The
tudent forming the habit of looking up
ords for himself, will, in the course of
me become "a very good speller." i
Spelling matches and "going up" in ,
Ass. should not be sneered at as being
loo old fashioned" They have thel,
ace. The careless pupil is stimulated
study harder, for he grows ashamed I
his misspelling in the face of the 4
hole class. Some few rules are OF
eat practical value. These should be
'plained to the pupil, as well as illus
ated When fully understood, they 4
louid be committed to memory. To \
oduce lasting impression of words on
e memory, reviews and repetitons are
'solutely essential. The last and most
ouolesome question is that of hom- y
yms. Their usefulness demands great =
thence and concentration on the part &.
the pupil, and much panstaking effort .
the part of the teacher to overcome
at confusion which the presentation
homonyms so often causes. Perhaps
most successful method in dealing