The Art of Writing & Speaking the English Language / Word-Study and Composition & Rhetoric

by Sherwin Cody

For older students, however, especially students at home, where no teacher is available, phonetic writing by means of diacritical marks has great value.* It is the only practicable way of representing the sounds of the voice on paper. When the student writes phonetically he is obliged to observe closely his own voice and the voices of others in ordinary speech, and so his ear is trained. It also takes the place of the voice for dictation in spelling tests by mail or through the medium of books.

*There should be no more marks than there are sounds. When two vowels have the same sound one should be written as a substitute for the other, as we have done in this book.

2. Train the Eye. No doubt the most effective way of learning spelling is to train the eye carefully to observe the forms of the words we read in newspapers and in books. If this habit is formed, and the habit of general reading accompanies it, it is sufficient to make a nearly perfect speller. The great question is, how to acquire it.

Of course in order to read we are obliged to observe the forms of words in a general way, and if this were all that is needed, we should all be good spellers if we were able to read fluently. But it is not all. The observation of the general form of a word is not the observation that teaches spelling. We must have the habit of observing every letter in every word, and this we are not likely to have unless we give special attention to acquiring it.

The “visualization” method of teaching spelling now in use in the schools is along the line of training the eye to observe every letter in a word. It is good so far as it goes; but it does not go very far. The reason is that there is a limit to the powers of the memory, especially in the observation of arbitrary combinations of letters. What habits of visualization would enable the ordinary person to glance at such a combination as the following and write it ten minutes afterward with no aid but the single glance: hwgufhtbizwskoplmne? It would require some minutes' study to memorize such a combination, because there is nothing to aid us but the sheer succession of forms. The memory works by association. We build up a vast structure of knowledge, and each new fact or form must be as securely attached to this as the new wing of a building; and the more points at which attachment can be formed the more easily is the addition made.

The Mastery of Irregular Words.

Here, then, we have the real reason for a long study of principles, analogies, and classifications. They help us to remember. If I come to the word colonnade in reading, I observe at once that the double n is an irregularity. It catches my eye immediately. “Ah!” I reflect almost in the fraction of a second as I read in continuous flow, “here is another of those exceptions.” Building on what I already know perfectly well, I master this word with the very slightest effort. If we can build up a system which will serve the memory by way of association, so that the slight effort that can be given in ordinary reading will serve to fix a word more or less fully, we can soon acquire a marvellous power in the accurate spelling of words.

Again: In a spelling-book before me I see lists of words ending in ise, ize, and yse, all mixed together with no distinction. The arrangement suggests memorizing every word in the language ending with either of these terminations, and until we have memorized any particular word we have no means of knowing what the termination is. If, however, we are taught that ize is the common ending, that ise is the ending of only thirty-one words, and yse of only three or four, we reduce our task enormously and aid the memory in acquiring the few exceptions. When we come to franchise in reading we reflect rapidly, “Another of those verbs in ise!” or to paralyse, “One of those very few verbs in yse!” We give no thought whatever to all the verbs ending in ize, and so save so much energy for other acquirements.

If we can say, “This is a violation of such and such a rule,” or “This is a strange irregularity,” or “This belongs to the class of words which substitutes ea for the long sound of e, or for the short sound of e.”

We have an association of the unknown with the known that is the most powerful possible aid to the memory. The system may fail in and of itself, but it more than serves its purpose thus indirectly in aiding the memory.