This study does not provide evidence that the handwriting of students has a legibility quality which is adequate, but only that there has been little or no deterioration in a period of 47 years. With improvement in teaching methods there should have been considerable growth in legibility. The importance of improvement of the teaching of handwriting in the schools is a must since handwriting is a tool of effective communication. Several approaches for teaching this skill are presented in this study. Through a review of the literature and research, an attempt is made here to provide answers to questions relating to the teaching of spelling. Four different plans for teaching spelling are described. Any variation from the textbook method which provides for individual differences and which focuses upon words which the student is already using in his writing will be a step forward in achieving the objectives and principles involved in the teaching of spelling. How to acquire the desired proficiency in written composition has been the object of much research. Practical guidelines for teachers of composition are: help the writer concentrate on the development of ideas, make writing experience meaningful, and work with writers on errors they make in real writing situations. [See TE 002 528 for Part I in this series.] (CK)