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.

The great majority of the population of Cleveland will spell only as
they write letters, receipts, and simple memoranda. They do not need
to spell a wide vocabulary with complete accuracy. On the other hand,
there are classes of people to whom a high degree of spelling accuracy
covering a fairly wide vocabulary is an indispensable vocational