Year: 1862

The method formerly pursued was by O.
ral-spclling, and the words in the spelling
books were arranged according to ending,
number of syllables, words Of like sound
similarly spelled those in ton, sion, ed,
ter, &c.;-the scholars being arranged in a
line upon the floor and spelling for places.


Much opposition has been manifested of
late to oral spelling, and the old fashioned
spelling book. 1t is asserted that pupil
may learn to spell orally, and still not be a.


BILE to write words correctly in practical bu-
siness writing; that he may spell well when
words Of like orthography are grouped to-
gether, but may at the same time be guilty
of gross errors when having to spell words
promiscuously arranged, as in ordinary use.


Apersistent warfare has accordingly been
made upon the old system, and a substitute
has been proposed, by throwing aside the
spelling book entirely, and using for spell
ing exercises the more difiicult'words as they
occur in an ordinary reading lesson, without
classification as to ending or number of syl-
lables, and of writing the words instead of
spelling them orally.


In the first place we must inquire wheth-
er it is true that person who can spell well
orally is not able to write words correctly?
[ see no reason per Sc why this should be
the case. Whether we write word with
the pen or spell it with the vocal organs,
there is mental process that must precede
in either case. The establishing of the cor
rect mental process is the first result we de-
sire to attain. Whether this can be most
successfully accomplished by oral Or written
spelling, is the question to be examined.


To decide this we must consider upon
what principle the mind acts III learning to
spell. The fixing the correct mental pro-
cess, that is, the correct succession of let
ters for spelling word, does not seem to
be an absolute act Of the memory, orof the
reason, except in the cases hereinafter spe-
cited; but it seems to be acquired bv rote
and is fixed in the mind upon principle of
association. A great portion of our knowl-
edge acquired in early years is got and re-'
tanned upon this principle. 1t is not an act
of conscious reason or voluntary act of
the memory, but sort of instructive spon-
taneous retention of a mental process.


Now this is legitimate action of the
mind. The Creator has established this
law Of acquisition, and we must not disre-
gard it. The more use we make of it du-
ring the period of childhood the more ma
terial shall we have accumulated for use
when we come to the period of reflection.


The boy learns to spell vast number Of
words, he learns the declensions and coniu-
cations, the tables of weights and measures
and all without knowing just how he has
acquired them. The repeating aloud of these
lessons seems 20 favor the acquisition and
retention of them. Were he to attempt to
learn them iii any other way at this early
stage Of his mental development, it would
become intolcrable to him. Hence we con-
clude that oral spelling is founded upon cor
rect philosophical principles, and if we are
allowed to adduce direct testimony upon the
subject, we must say that 50 far as our ex-
perience extends, we have found that the
good oral speller was the correct writer of
words.


The principle of learning by rote, in The case
of spelling, is greatly favored by having the
words arranged in ts ,bles according to number of
sylabes and similarity of ending, combination
and sound. This ad vantage should not be dis
regarded; and hence we are in favor of the old
fashioned spelling books for young children.


Another advantage of oral spelling, consists
in the great saving of time for the teacher. In
asmuch as each scholar hears how every word
in the class is spelled, is the case where prop
er attention is secured it is evident that a half
dozen words can be spelled orally while one is
being written and spelled.


early stages of pupils COZ irse, and for learn
ing to spell a great mass OF; the words of the
language in common use, the oral method is not
only philosophic but economic.


We had designed to finish what we had to
say upon the subject of spelling, in one article,
but we found when we had it completed, that it
was too long We have accordingly divided it
and will give the balance in the next number,
md will embrace several plans for cond ucting
class recitations. S. =. B.
. e5-I say, stranger said cottage u.rchin to
l Yankee peddler, don't yer whistle that ere
log away 'Why, he amt no use r,o how,
le's too ugly ooh, but he saves heaps of work
HowP why he always licks the plates and
fishes so clean that they never want washing
and nanny says she wouldn't part with
l%... r = 9 : b. .aH /