Spelling is a tool by which one records his thoughts and ideas; therefore it is a vital part of life. To fulfill its task successfully, spelling must be accurate. Spelling is that tool by which the happenings of the past are revealed to the present and are preserved for the future. For any individual who attempts to transfer his thoughts and words by symbols onto paper, correct spelling is a prime essential. It follows, then, that to develop perfect habits of spelling in order that perfect transcriptions of thoughts might be made is the duty of the teacher. This duty has been attempted by teachers for many generations. But it is an established fact that the goal has not been reached, for there is a stupendous number of misspellings in the written work of students in high schools. Many methods have been advanced for correcting this incompetence in spelling; when these were tried, they have failed to secure the coveted goal. In some instances the cure has aggravated the disease. Successful abolishment of this handicap baffles the teaching profession. In a course in American pronunciation recently conducted at North Texas State College, the teacher presented the fact that there are factors in the English language which tend to become stumbling-blocks to the attainment of perfect spelling. For the first time it became evident to this writer that certain elements within the language might be the cause of the spelling problem. Therefore, the readings for this thesis were undertaken for the purpose of finding the logical causes for poor spelling habits and with the hope of discovering a workable remedy.