Year: 1874




tifying any mistakes that may have been
made.


How important, then, that our course
be straight forward, and ever onward
and upward to the end. In the pursuit
of any calling which may occupy our
time and attention, let US he very sure to
make the right start: and not only be
right in the start but keep right all the
way through.


Ii it is necessary for the mechanic and
the farmer,the mill wright and the miner,
in all their undertakings, to begin right,
surely it cannot be less so for those who
would develop the intellectual powers
and train the immortal mind We should
avail ourselves of all the light and expe
rience that it is possible for US to derive
or receive from those who have passed
along before u.s.


If experience teaches dear school
and fools learn in no other, let US not al
ways be found among Them; but let US
learn what we can, from observation,and
profit all that we may, from the expert
ence of Others.


School boy days do not last forever,
nor return again when once passed but
suppose they did, should we not still
make the best use of them, and follow
| that system, plan, or method which
would enable US to accomplish the most
in a given time? Who would dare to
take the negative Of 80 plain PROPOSE
tion2 We learn from observation that
there are different methods of teaching
spelling, differing in their general plans,
and also in detail. Does our observa-
ton teach US that some of these plans,or
methods, are better than others2 We
answer, ,unhesitatingly. Yes; and our OBJ
ject Eow is to show which are the
best methods; or perhaps we should say
which Ue think are the best, for we are
such free and independent people that
we do not always think alike on every
subject, even after il has been made very
plain neither do great minds always run
In the same channel.


Spelling lies at the foundation of every
plan, or system, of education; is very
important part of it, and should not
therefore, be lightly passed over, or neg
lected. Spelling runs through, and has
its place in, every course OF study, from
the time the child first takes up its book
till the time it is laid down to be taken
up no more; too large portion of each
days time should not, therefore, be given
to the drill in spelling for, important as
it is, great excellence in 1t will not weigh
against great deficiencies in all othe,
branches.


We study arithmetic, not that we may
learn to solve the problems contained
therein, but that we may be able to ap
ply the principles to the solution of prac
tical questions which come up in every
day life. We study grammar, not tina,
we may be able to analyze, parse, and
classify all the words, phrases and sen.
tences presented in the text books, but
that we may be able to speak, read and
write correctly, and with ease and ele
|gance. But we study orthography that
we may be able to pronounce and write
correctly the very words found in the
drill exercises; and how may we hest at
tain so desirable an accomplishment? P
How make the greatest progress in thu
shortest time or as teachers be instru
mental in doing the greatest good to tht
greatest number, in given time?
| A very common way of proceeding in
the common schools,is to give the young
beginner spelling book and nothing
more. From that, and that alone, b,
must learn his c's-his b abs, his
fba, be, bi, bo, bu, bla, bic, bli, bio, blu
etc, etc., pla, pie, gla, gle,snd so on,ant
so forth, on the book, and off the book
term in and term out poring over tn,
old spelling book; wearing out one anC
getting another; learning to name th'
letters without the least idea as to tbs
meaning or use Of the words; not ever
learning to call :lem off at sight, ant
paying but little attention to their cor
rect pronunciation, the teacher often pro
nouncing the hard words (and many no
so hard wrong, so that the pupil may
not be so apt to miss the spelling.
Whey get old enough after while tc
begin to read, write and cipher, but ar
still called up from four to six times
day TO spell-two to four times on th
book and once or twice "for head
} This is kept up from year TO year
through nearly the whole course FIRE
quently going over the whole book from
one to three times each term. And ho,
is this spelling on,the book exercise con
Quoted! The class are frequently calle,
} out by their numbers, occupying tim
enough for calling several classes; whel
they begin to spell, ones voice is yer.
high, another's as much too low; on
very fast, another as much too slow
some pronouncing the words mearl
right, others altogether wrong,the teach
er often sitting quietly by waiting til
they get through We hardly ever wit
ness such an exercise without wondering
why it is that teachers will persist in il
to the neglect of more important par
Of their study ;foryou will generally fin
such schools sadly deficient in the know
edge of grammar, geography and othe
things. Yes, aud very often sadly def
cient in orthography-lessons far fror
being perfect, classes frequently spendin
large portion of recitation time in mi.
spelling the words. An improvement
sometimes effected by toning down. an
keying up, the spelling on the hook, AM
confning it to those classes which ar
not considered first rate; but we don
remember, for many years past, to hav
heard teseher pronounce correctly
whole lesson for class to spell. W