There is abundant material throughout the book illustrating the changes in root words when derivatives are formed. This does not mean, however, that there is nothing for the teacher to do. The teacher must keep constantly in mind that it is not necessarily true that because the child can spell “health,” he can spell “healthy.” Below is given a list of twenty-three words and one or more derivatives which were given to approximately 1,000 children in the sixth grade. It was known beforehand that the root word had been taught either during the year or in the fifth grade. The number following each word indicates the percentage of accuracy with which each word was spelled. It will be noted that in each case the root word was spelled with from 5% to 40% higher accuracy than the derivatives.
Comparison of Roots and Derivatives
| (All root words occurred in the sixth grade minimum list.) | |||
| abbreviate | 78 | abbreviates | 75 |
| absence | 85 | absences | 75 |
| accident | 90 | accidents | 77 |
| arrange | 92 | arranging | 86 |
| attack | 94 | attacked | 87 |
| attacking | 94 | ||
| boundary | 87 | boundaries | 67 |
| century | 93 | centuries | 77 |
| commence | 85 | commenced | 81 |
| commencing | 74 | ||
| conquer | 89 | conquered | 80 |
| deceive | 80 | deceiving | 70 |
| decide | 87 | decided | 85 |
| deciding | 85 | ||
| describe | 82 | describing | 76 |
| industry | 96 | industries | 79 |
| judge | 98 | judges | 93 |
| material | 84 | materials | 75 |
| mosquito | 94 | mosquitoes | 59 |
| recognize | 87 | recognized | 85 |
| return | 98 | returned | 93 |
| returning | 95 | ||
| salary | 86 | salaries | 77 |
| telegraph | 98 | telegraphed | 90 |
| telephone | 98 | telephoned | 95 |
| ventilate | 87 | ventilated | 85 |
| wharf | 99 | wharves | 69 |
In every case but one (attacking) the derivative proved itself a harder word to spell even though it, too, had been taught. Since it is important that children should know how to spell such common words as “judges,” “mosquitoes,” etc., as well as the root word, many derived forms must be considered as presenting new spelling problems and taught as such. Since it is impossible to teach all derivatives and the needs of the pupils are varied, careful training in the formation of derivatives must be given.
Homophones or Homonyms
Homophones, or as they are more commonly called, homonyms, are words spelled differently but pronounced alike. Throughout the text of this book they have been purposely kept apart. Investigation strongly points to the conclusion that they should be kept apart until the correct spelling has become a fixed habit, and the ability to use them correctly in sentences reasonably sure. In order that no confusion as to the proper use of a homophone may arise in the child’s mind, it should be presented in a phrase, or still better in a complete sentence. In dictating words it should never be taken for granted that the child knows which one of a pair of homophones is meant. A sentence should be given to show which one is required. Spelling there correctly in a column of words does not necessarily mean that the word would be spelled correctly in a sentence. If the child always hears it in its proper setting there will be a tendency always to see it in this setting with the correct spelling naturally following.
Proper Names
The proper names that should be taught vary with the community and the school. The teacher should herself select those that need to be taught to her class. In the first grade the child should be taught to spell his own name. In the second grade he should be taught the most common names of other children in the room, the name of the teacher, of the city or town, and of the state. He should be taught that these names always begin with a capital letter. Other local names of special importance should be taught at the discretion of the teacher. In later grades the names that are needed in Geography and History should be taught in connection with those subjects.
Use of the Dictionary
The “dictionary habit” is a most desirable one. Those children are fortunate who have instant access to a dictionary when they begin the work in the fourth grade. However, children must be taught how to use the dictionary. Suggestions for teaching the use of it may be found in the suggestions for each grade. (See pages 37, 42, 46, 55, etc.) Do not deaden the interest by requiring the pupils to look up every word in the lesson, but rather have them look up all words whose spelling or pronunciation is uncertain. Such work may be used very profitably as a language lesson rather than as a part of the spelling lesson. Many interesting and helpful lessons may be given in forming plurals, adding prefixes and suffixes, selecting derivatives, and finding synonyms other than those given in the book. No lesson should be assigned in the dictionary before the children have been taught how to use it. The lessons in this book suggest how to teach its use and give some practical experience in consulting it for the pronunciation of words. The resourceful teacher will find opportunity for much additional practice.