efficient. Meumann says the best method is "to combine the sight of the new word with the analytical copying of it, plus at least the whispered pronunciation of its constituent elements." The correct pronunciation seems to aid even those who are visualizers to visualize more accurately. Other experimenters think the effect of the kinesthetic element is negligible.

It is probable that different classes of words should be learned through different senses and associations. Sound imagery may be a positive hindrance in the learning of irregular words. It would seem that words of this type should be learned as sensorimotor material, while with words belonging to phonetic classes, or classes according to origin, the rational element should dominate the learning.

The method that brings the best result in immediate recall is not necessarily the method which will insure permanency of memory. Attentive repetition aids memory. Less repetition is needed when motivation of the right kind is present.

After an incorrect association has been formed, the effort to break it and to establish the correct association is greater than the effort expended in the initial learning.

Shorn as the teacher is of her belief that the so-called "flash card" method, the phonic method, the incidental method, or any other "one idea" device however successful it may appear to be for a while, is the best method for teaching spelling, and bewildered' as she must be by the disagreement in the results of the psychological studies, what course is to be pursued until something more conclusive is worked out?

An evaluation of the current practices in the teaching of spelling in the light of their development and of present psychological knowledge has recently been made by Henry Suzzallo. It is probably the best guide to the teaching of spelling that we now have. The author does not to my mind sufficiently stress the importance of knowing the individual mind and of adapting the instruction to suit its particular nature and needs. Theory recognizes mass teaching as uneconomical and inefficient but practice lags behind as usual. That all words cannot be taught in the same way because the learning process is not and cannot be made the same for all, does not receive adequate emphasis in Mr. Suzzallo's admirable discussion.

In the following statement of procedure based partly upon accepted data and largely upon what is still opinion, I have tried to emphasize the necessity of making instruction individual so far as the child is concerned, and of avoiding the mistake of treating all spelling as if it were homogeneous instead of heterogeneous matter in its relation to the learning process. The summary is all too brief to be considered in any sense adequate.

In regard to the size and character of the vocabulary to be mastered by the elementary pupil, Suzzallo says we must study the vocabularies of adult life and must know what and how many words are misspelled by children. Kirkpatrick claims that a child of twelve is probably acquainted with from seven to ten thousand words: Johnson, not more than six thousand; Chancellor believes that six thousand words may be taught so that the child will at the end of the grammar period, spell four thousand freely and accurately. The latter authority advocates not more than two new words a day for children of eight years and not more than five for fourteen year old children.

Material for the spelling lesson should be determined by the present need of the child for certain words and by his need to become independent in spelling. The term "child" is not here used in its generic sense, it most decidedly means the individual. The spelling book cannot supply the right material. The modern curriculum is broad enough so that the words may be largely taken from the actual work of the school without fear of narrowing the vocabulary. Naturally the needs of written work furnish a large share of the spelling words. A grade list built up by the grade teacher, who from experience knows approximately what words are required in a particular year, makes a fairly safe guide or check. Lists of words frequently misspelled should be kept and drilled upon. The individual list is probably the most valuable source yet it is the one given the least attention. Each child should keep a list of words he misspells and of those for which he must consult the dictionary or the teacher. At certain times these words should be studied and made a part of his correctly spelled vocabulary.

The motive has been indicated in the consideration of the It should primarily be that of a felt need for knowing how to spell certain words, or a desire to spell correctly. Extrin

sources.

sic motives such as are supplied by spelling contests add zest and variety to the work and are harmless if they do not become dominating and permanent motives.

Shall spelling be taught incidentally or in isolation? Words should certainly be met in context first, whether it be in oral or in written form, that is, the meaning should be known before spelling is required. Some words require no especial attention, they are self taught, but incidental teaching cannot insure correct spelling in the case of irregularly spelled words, nor can it take sufficient advantage of the aids which phonograms, rules of spelling, and word structure furnish for teaching independence in spelling "class" words. It seems that a well balanced method ought to make use of both incidental and special period work.

The time to be devoted to spelling depends upon the needs of the particular children under consideration and cannot be arbitrarily determined. The time spent in incidental learning cannot be easily estimated, but probably no more than fifteen minutes a day is ever necessary for the regular period.

The order for teaching should be that of meaning, pronunciation, writing. A mere word definition is no guarantee that the meaning is understood. The idea which the word symbolizes must if necessary be gained through experience, or by having it built up in imagination.

Pronunciation comes first through imitation, but gradually the child gains independence of the teacher through work with phonograms, or other phonetic means, and through use of the dictionary. Because our language is not consistently phonetic, phonetic analysis cannot be relied upon at all times. Indeed it becomes a positive hindrance to pronunciation and to spelling in the case of irregularly spelled words. A visual presentation followed by pronunciation and copying, is probably best for such words. Much poor spelling may be traced directly to incorrect pronunciation, and much to inattentive linking of the pronunciation with the written form of the word. Classes of words are different and cannot be taught in the same way, and an individual word is sometimes so individual that it requires a treatment all its own.

Pending more reliable data in regard to imagery and association in spelling probably the best course to pursue is to make

oral presentation predominate in the lower grades and visual in the upper, yet an appeal to auditory-visual-motor (articulatory and graphic) imagery must be made from the first. This procedure seems reasonable for several reasons. In the first place there are many imagery types in a school room and we cannot know definitely to which an individual belongs. Moreover, although the presentation may be made through a particular sense we cannot be sure that the material is learned or remembered in the corresponding imagery. Neither are we sure that learning in terms of the pupil's natural imagery is the most efficient mode for him. We do know, however, that richness of meaning and of association make a word more valuable.

Smedley found that children with the best native memories, and normal sight and hearing are not always the best spellers, while some with poor native memory, or with sight and hearing defects ranked high. This he interprets as meaning that the rational element plays a part in spelling, hence clues to classification obtained through meaning, derivation, rules and phonics, are helpful. The child left to himself sometimes "hits" upon a good method, often however he continues to spend time in repetition which is uneconomical and unprofitable because it was not preceded by any rational analysis whatsoever. Too much cannot be said against the practice of using the spelling period exclusively for the purpose of testing and of leaving the child to study independently before he knows how to do so. If the method by which an individual learns is important, and we now believe it is, then the child must be taught how to study. This cannot be done unless the teacher studies with the child in order to find out his particular way of learning and to suggest improvement.

The customary plan of testing immediately after a few moments of hurried study evaluates the cleverness of the immediate memory and is useful if regarded as a mere preliminary examination through which errors may be analyzed and corrected. Too often, however, it is regarded as the final test for a particular list of words. To test the permanent memory an interval of time should intervene between the study and the spelling. Constant review is necessary, from week to week, and month to month, as Wallin suggests. Plenty of opportunities to use the words in written work should also be given.

1

Another factor neglected by the school is the careful analysis of each mistake with reference to the child making it. The child is told to correct his misspelled words, but that does not aid him. in determining where his mental process was at fault nor in avoiding the same type error later. A teacher should decide as nearly as possible upon the nature of each error; was it made because of wrong pronunciation, because the visual image was not sufficiently clear, because there was not a conscious linking of pronunciation and visual image, because of defect in hearing or sight, because of undiscriminating dependence upon phonetic spelling, because of the so-called motor incoordination type of error? The cause of the error determined, the child should be instructed how to restudy, and if the error is typical he should be so guided in the learning of new words that it will not occur again.

Gradually the child should acquire some independence in ability to spell which extends not only to the correct calling of letters in a word, but to approximating the meaning and the pronunciation.

By the time the fifth grade is reached children should begin to cultivate the dictionary habit for meaning, pronunciation, and spelling of words. Suzzallo says, "Let the child become skeptical of his own usage every time he sees or hears a conflicting one, and the basis for self cultivation is laid. Then give him the persistent habit of appealing to the dictionary and he will learn the right form."

A few of the more general rules of spelling may prove helpful. They should be taught inductively. The child for instance has met many words following the rule for dropping the final e when a syllable beginning with a vowel is added. These words with their derived forms may be placed before the child so that he will see the working of the rule even though he may be unable to state it formally.

Word analysis inductively taught should prove of assistance in giving children ability to approximate the meanings of many new words. Children take great delight in finding that the same element exists in a number of words and that this element gives them a clue to the meaning of each of the words. Word analysis is not without its dangers, and used too literally leads to