“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.