these implications of research in the teaching of spelling at the secondaryschool level. His data did not indicate that these new teachers, who were granted teaching credentials shortly after being tested, might be expected to teach spelling with satisfactory competence. The greater importance of language facility over the intelligence quotient alone in predicting pupils' spelling ability was realized by three-fourths of the new teachers tested, but less than one-half knew that the relationships among language abilities, so closely alike in the elementary grades, become less similar in the secondary