RESUME OF LECTURES ON EDUCATION, DELIVERED BY C.C. HOWARD, ESQ, F.R.G.S., AT THE NORMAL SCHOOL, CHRISTCHURCH.

Akaroa Mail and Banks Peninsula Advertiser, Volume 2, Issue 166, 19 February 1878, Page 2

RESUME OF LECTURES ON EDUCATION, DELIVERED BY C.C. HOWARD, ESQ, F.R.G.S., AT THE NORMAL SCHOOL, CHRISTCHURCH.

Second Course—Methods of Teaching

and Organization.

Lecture Vlll.—Subject— Spelling : Old and new methods of teaching it. Dictation and Transcription : Manner of conducting them. Value of spelling book. Etymology as a guide to spelling.

j The importance of correct spelling was first insisted upon by Mr Howard, good spelling being always considered of more importance than good writing. Many who have risen high on the social ladder have been good spellers, but very bad writers. At a recent examination for the Civil Service, out of 1972 candidates 1866 were plucked for bad spelling, thereby shewing th« great need of more attention beingpaid to the subject. Bad spelling frequently arises from the difficulties in, and the various ways of pronouncing, the English language, and the imperfection of the alphabet. Mr Pitman had endeavored to introduce the principle of phonetic spelling as a remedy, but the system was radically and utterly unworkable, owing to the difficulties of dialectal pronunciation. Professors March and Max Mueller, Dr. Latham, and several other leading professors of Education in the presentday had strongly supported the phonetic theory, but they had been ably answered, and their arguments refuted, by Archbishop Trench and others. How, it is asked, can pronunciation be regulated, or the various dialects be prevented ? Uniformity of pronunciation is first necessary before phonetic spelling can become customary. There are shades of sound which cannot be imitated upon a piano, and yet can be produced upon the violin, and there are many words which . can scarcely be distinguished in 1 sound by the human ear, and cannot be accurately imitated in spelling. The London School Board had recently asked for a Royal Commission to consider the whole subject, but the lecturer thought there were practical difficulties which would ever prevent any change being made. Archbishop Trench collated 16 ways of spelling the word sudden, and the Postmaster of Woburn recorded 244 ways of spelling the name of his village Woburn only by observing the addresses of letters passing through his hands. He (the lecturer) did not consider the matter of phonetic spelling of any pressing importance, as the most enthusiastic advocates of the change did not anticipate that any alteration would be effected during the next three or four generations, and teachers must be content to take the alphabet as it stood, and make the best of it. Bad spelling often arises

from bad enunciation and bad pronunciation as well as from careless, unobservant reading, and more care should be used in vowels and double letters when speaking. The true sound of many words was more perfectly represented by the letters than perhaps was generally admitted. Several illustrations of this were given, and some ■ amusement was caused by the lecturer describing the difficulties a child might experience if taught by an Irishman, Scotchman, or an Englishman; or by a Yorkshireman, Staffordshireman or a Cockney in succession, and which showed how necessary it is that one regular rule of pronunciation should be adopted. Carelessness in the use of eyes and ears in spelling prevails too commonly. Deaf and dumb mutes generally spell accurately and correctly. Spelling by sight should be more largely practised, as deeper impression is produced by the eye than by the ear. The truth of this is seen by the common practice of deciding doubtful spellings by the eye. Associate reading and spelling in dictation and transcription. In the study of other languages we observe the words more. Let the little one pick out words and spell them, and point out like words. Let the class stop and observe words while the teacher superintends the writing of others. Teach the meaning of words which are spelt alike. Teachers should do all in their power to lead their pupils to concentrate their attention on the words they read. The children in the upper classes should receive regular instruction in Etymology. Spelling by any fixed rule is impracticable, and teachers should not trust to any special rules, but use any method found useful. Law of comparison and contrast would be found a better guide' than any fixed rules, but words should be classified on sound principles. Transcription is the best way of teaching spelling, and dictation the best way of testing it. They should be used in combination. Transcription affords means for a quiet lesson. Each child should be required to do a certain amount and to know every word written. Work should be examined carefully, and all errors corrected. Give marks for writing and for spelling separately, and special prizes for this or any weak subject. Die- > tation should be given from lesson previously read, and should be done on paper. The lecturer strongly advocated imposing confidence in the children, and allowing them to correct their own mistakes. Write the sentences on the black-board after they have been given down. Before dictated, the paragraph should be read over, and the peculiar words be explained. Dictate a phrase or a few words only at one time, only once, and speak plainly and distinctly that the furthest off may hear. After the whole is dictated and written down, read once again for correction, or insertion of omitted words, then turn the black-board round and let the children correct their own work. Introduce spelling games occasionally. Let the class choose sides, and dictate to opposite side, say 30 words to be written down, chosen by both sides from so many pages of reading book previously prescribed by the teacher, and let the teacher correct by spelling the right answers aloud.

The next lecture was devoted to the subject of writing.