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This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
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Excerpt from Graded Lessons in Spelling: Sixth, Seventh, and Eighth Year Grades These three factors have given rise to several methods for teaching spelling, the two more important being the oral method and the written method. As stated above, the oral method was employed some twenty-five years ago almost ex elusively, but has since been displaced by the written method. The oral method always emphasizes the memory factor and usually the factor of word pronunciation, the pupil being drilled in pronouncing words as well as in spelling them orally. The written method emphasizes the factor of word image, and incidentally the factor of memory, the word image being stamped on the memory through the sense of sight. The written method does not provide for oral spelling nor for word pronunciation on the part of the pupil. It is no doubt true that the oral method, by actual results secured, has proven itself superior; to the written method. Daily drill in oral spelling, and the spelling down and go ing ahead practice, contribute strongly to the making of good spellers. The drill in pronunciation is also a strong factor in favor of oral spelling, and this is admitted even by those who are inclined to emphasize unduly the importance of the fact t'hat letters have not a constant sound value in the syllable. The strongest point in favor of the written method is the fact that it stamps the word image, on the memory through the sense of sight - the most keenly trained and highly developed of the senses. That this is most important is indicated by the fact that many persons in deciding how to spell a word will write it to see if it looks right, or, in other words, to recall its picture or image. But while the word - image factor is very important in spelling, just how important it is cannot be determined. Nor is it of vital importance to determine the rela tive value in learning to spell, of memory, of word pronuncia tion, and of word image. All of these facts are of prime im portance, and the great mistake made has been not in a failure to determine their relative importance, but in using a method that emphasizes one to the detriment of the others, the result of the exclusive use of either the oral or the written method. These two methods should be combined in the teaching of spell ing to the end that the best results of each shall be secured. This can easily be done. For a more detailed discussion of these points, and a discussion of the value of word work in connection with spelling, see Explanatory and Suggestive a few pages further on. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Excerpt from Graded Lessons in Spelling Amount and Nature of Subject M (met - This speller pro vides work for seven grades. There are one hundred and sixty lessons for each grade, the number of words per lesson increasing from four in the second year grade to twelve and sixteen in the eighth year grade. Not counting the words re peated for purposes of review, this speller contains about eight thousand words, the number per grade increasing from five hundred and sixty in the second year grade to eighteen hun dred in the eighth year grade. In the second, third, fourth and fifth year grades each word is used in a sentence. This is done for the purpose of illustrating the use and meaning of the word, giving the teacher material for dictation, and, incidentally, giv ing the pupil valuable information, as the sentences, para graphs and stanzas used for illustrations were selected or pre pared with regard to interest, information and language, many of the selections being classic. In the sixth, seventh and eighth year grades fewer of the words are used in sentences, it being deemed unnecessary to provide so much illustrative material for these Older pupils. Word building is introduced into the fifth, sixth, seventh and eighth year grades, there be ing ten lessons on prefixes and suffixes in the fifth year grade, and twenty on roots in each of the three more advanced grades. This work is placed at regular intervals throughout, and it is deemed an ample amount of word analysis for the grammar grades. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
