Consider the way spelling is taught these days.
Young Johnny goes to school on Monday and the teacher says:
"Today we are going to learn how to spell 'bum' - b - u - m - 'bum'.” Johnny quite likes this, and reports excitedly to his mum that night that he can spell 'bum' - b - u - m.
On Tuesday the teacher says:
"Children, today we are going to learn to spell 'dumb' - d - u - m - b - 'dumb'.”
Johnny asks:
"Please miss, what is the 'b' on the end for ?"
The teacher explains that there is no particular reason for the 'b' - that's just how it is - everybody spells it like that and so we have to learn it like that. Johnny is a bit troubled by this, but manages to get through the day all right.
On Wednesday the teacher says:
"Come here children - today we are going to learn how to spell the word 'come' - c - o - m - e - 'come'.
This is too much for Johnny. He is completely frustrated. He pulls the hair of the girl next to him,
and loses interest completely in the lesson.
Let's compare this experience with one which involves e-speec.
Young Billy goes to school on Monday and learns how to spell 'bum' - b - u - m. He goes home and
reports his progress in spelling with enthusiasm.
On Tuesday the teacher says:
"Well, children, yesterday we learnt how to spell 'bum' - b - u - m. Today we are going to learn
'dum' - d - u - m; 'cum' - c - u - m; 'rum' - r - u - m; 'thum' - th - u - m; and 'hum' - h - u - m.”
Billy has a great day learning all these words and a lot of other 'um' words besides. That night at
home he is even more excited, and begins to look through an old story book to find some 'um' words.
Not only has Billy learnt all these words more quickly, but he has not been frustrated by the
apparently pointless ways of spelling that used to annoy Johnny so much. So he continues his school days
with the pleasure and joy that comes with learning that the world is a logical place.
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