division into syllables, derivation, phonetic properties, oral and
written spelling and meaning, are all to be made clear to pupils.

"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