Cleveland has set apart an average amount of program time for
spelling. Possibly the study might more accurately be called
word-study, since it aims also at training for pronunciation,
syllabification, vocabulary extension, and etymology. Since much of
the reading time is given to similar word-study, the figures presented
in Table 4 are really too small to represent actual practice in
Cleveland.
TABLE 4.--TIME GIVEN TO SPELLING
========================================================
| Hours per year | Per cent of grade time
|-----------------------|------------------------
Grade | Cleveland | 50 cities | Cleveland | 50 cities
--------------------------------------------------------
1 | 47 | 54 | 6.5 | 6.3
2 | 63 | 66 | 7.2 | 7.3
3 | 79 | 73 | 9.0 | 8.0
4 | 63 | 67 | 7.1 | 6.9
5 | 51 | 61 | 5.7 | 6.3
6 | 47 | 58 | 5.4 | 5.9
7 | 47 | 52 | 5.4 | 5.3
8 | 47 | 51 | 5.4 | 5.1
========================================================
Total | 444 | 482 | 6.5 | 6.4
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The general plan of the course is indicated in the syllabus:
"Two words are made prominent in each lesson. Their pronunciation,
division into syllables, derivation, phonetic properties, oral and
written spelling and meaning, are all to be made clear to pupils.
"The teaching of a new word may be done by using it in a sentence;
by definition or description; by giving a synonym or the antonym; by
illustration with object, action or drawing; and by etymology.
"Each lesson should have also from eight to 20 subordinate words taken
from textbook or composition exercises.... Frequent supplementary
dictation, word-building and phonic exercises should be given.
Spell much orally.... Teach a little daily, test thoroughly, drill
intensively, and follow up words misspelled persistently."
In most respects the work agrees with the usual practice in
progressive cities: the teaching of a few words in each lesson; the
frequent and continuous review of words already taught; taking
the words to be taught from the language experience of the pupils;
following up words actually misspelled; studying the words from many
angles, etc.
In some respects the work needs further modernization. The words
chosen for the work are not always the ones most needed. Whether
children or adults, people need to spell only when they write. They
need to spell correctly the words of their writing vocabulary, and
they need to spell no others. More important still, they need to
acquire the habit of watching their spelling as they write; the habit
of spelling every word with certainty that it is correct, and the
habit of going to word-lists or dictionary when there is any doubt.
This development of the habit of watchfulness over their spelling as
they write is the principal thing. One who has it will always spell
well. In case he has much writing to do, it automatically leads to
a constant renewing of his memory for words used and prevents
forgetting. The one who has only memorized word-lists, even though
they have been rigorously drilled, inevitably forgets, whether
rapidly or slowly; and in proportion as he lacks this general habit of
watchfulness, degenerates in his spelling. The reason why schools
fail to overcome the frequent criticism that young people do not
spell well, is because of the fact that they have been trying to
teach specific words rather than to develop a general and constant
watchfulness.
The fundamental training in spelling is accomplished in connection
with composition, letter-writing, etc. Direct word-list study should
have only a secondary and supplemental place. It is needed, first, for
making people conscious of the letter elements of words which are seen
as wholes in their reading, and for bringing them to look closely
into the relations of these letter elements; second, for developing
a preliminary understanding of the spelling of words used; and third,
for drill upon words commonly misspelled. While a necessary portion of
the entire process, it probably should not require so much time as is
now given to it and the time saved should be devoted to the major task
of teaching spelling watchfulness in connection with writing letters
and compositions.
The great majority of the population of Cleveland will spell only as
they write letters, receipts, and simple memoranda. They do not need
to spell a wide vocabulary with complete accuracy. On the other hand,
there are classes of people to whom a high degree of spelling accuracy
covering a fairly wide vocabulary is an indispensable vocational
necessity: clerks, copyists, stenographers, correspondents,
compositors, proof-readers, etc. These people need an intensive
specialized training in spelling that is not needed by the mass of the
population. Such specialized vocational training should be taken care
of by the Cleveland schools, but it should not be forced upon all
simply because the few need it. The attempt to bring all to the high
level needed by the few, and the failure to reach this level, is
responsible for the justifiable criticism of the schools that those
few who need to spell unusually well are imperfectly trained.
The spelling practice should continue through the high school. It
is only necessary for teachers to refuse to accept written work that
contains any misspelled word to force upon students the habit of
watchfulness over every word written. The High School of Commerce
is to be commended for making spelling a required portion of the
training. The course needs to be more closely knit with composition
and business letter-writing.