What the Schools Teach and Might Teach

by John Franklin Bobbitt

SPELLING

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
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| Hours per year | Per cent of grade time
|———————————-|————————————
Grade | Cleveland | 50 cities | Cleveland | 50 cities
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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
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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.