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A MONTHLY MAGAZINE

DEVOTED TO

The Science, Art, Philosophy and
Literature of Education

FRANK HERBERT PALMER, Editor

VOLUME XXXIV
SEPTEMBER, 1913-JUNE, 1914

BOSTON

THE PALMER COMPANY

120 BOYLSTON STREET

1914

CONTENTS

Adieu. (Poem.) Minnie E. Hays

Agave, To a Blooming. (Poem.) Stokley S. Fisher

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80

50

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646

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615

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Compulsory Education Laws and Retardation and Elimination in

our Public Schools. Charles A. Ellwood

Dramatics and Public Speaking in the High School. J. Milnor
Dorey

Debating, Group Systems in Interscholastic. Dwight Everett
Watkins

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Education, Cultural, Oliver H. Howe

Education, The Organization of. Frederic W. Sanders

217

273, 373, 428, 522, 561
Efficiency in College, Measurements of. Abbott Lawrence Lowell
Efficiency, In Elementary and Secondary Schools, Measure-

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Efficiency of Instruction, Is Scientific Accuracy Possible in the
Measurement of? George Drayton Strayer
Elementary and Secondary Schools, Measurements of Efficiency,
in. Frank E. Spaulding
English Teachers, Compensations of an,

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English Teachers, The Training of. Report of New England As-

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English, The Advance Movement of Teachers of. James Fleming

Hosic

Examination Questions. Maud E. Kingsley:

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301

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Grammar, Mental Value of the Study of. Margaret Alton
Grenoble, Summer School at. Laura E. Lockwood

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421

162

367

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Secondary Schools, The Need of Better Preparation of Teachers
for. Elma Ellsworth Brown

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Secondary School Teachers, Aims and Standards for Preparation
of. William Orr
Secondary School Teachers, Present Facilities for the Training
of. Raymond MacFarland

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Devoted to the Science, Art, Philosophy and Literature

VOL. XXXIV.

of Education

SEPTEMBER, 1913

No. I

A Review of the Pedagogical Studies in the Teaching of Spelling

D

BY MARY A. GRUPE, ELLENSBURG, WASHINGTON.

ESPITE the fact that a few far-seeing men have, from the early years of the eighteenth century, inveighed against the dominance of spelling and the "cruel drudgery" it entailed upon the learner, the subject remained an independent discipline far into the nineteenth century. To be able to spell was the criterion whereby to judge the educated man and so ingrained did this become in the popular mind that even to this day our grandfathers, nay our fathers, dubiously shake their heads because spelling no longer occupies a conspicuous place on the schoolroom program and because, as they insist, the rising generation cannot spell.

In 1905 an unexpected discovery of some old examination papers at Springfield, Mass., furnished almost conclusive evidence that although more time used to be devoted to the subject, the boys and girls of 1846 did not spell as well as the boys and girls of the same age today. This old examination consisted of twenty rather difficult words, such as evanescent, feignedly, and chirography, and was given to eighty-five high school pupils, most of whom were in the second year. Only 15 obtained as high as 70%, 23 missed 17 or more words; nine had one right, and two had none. Just 40% of all the words were correctly spelled. The same test was given in 1905 to 245 ninth grade Springfield pupils with the result that 51.2% of all the words were spelled correctly. The high school of 1846 was in good condition, more

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