Iowa voter. [volume] (Knoxville, Iowa) 1867-1874, 1872-01-11

ID How are consonants subdlvlded?
16 What are sub-vocals?
II What are aspirates?
IS What letters are liquids, and
why?
10 What is diphthong?
90 What is a proper, and what an
improper, diphthong?
u What is a triphthong?
~ What is proper, and what an
improper, triphthong?
% Which of the consonants repre-
sent but one sound?
"a What sounds have C and G.;
and when have they the hard, and
when the soft sound?
% What sounds has d?
2G What sounds has j?
q What sounds have n and NC ?
% What sounds has II?
90 when has Z the sound of V?
80 What are silent letters?
81 What letters are silent in ca
tarrh, light, taught?
32 When are G and X silent:
33 What is syllable ?
81 What is the essential part of
every syllable?
80 How may the number of sylla-
bles word contains always be known?
SO How is a syllable Analysed?
81 What is a word?
SO What is word of one syllable
called? word of two syllables? of
three syllableso of four or more sylla-
bles?
80 What is a primitive word?
40 What is derivative word?
Al What is simple word?
AZ What is q compound word:
43 How are derivative words
formed
"A What is prefix ? a suf1iX?
IS What is pronunciation
4G When is the final dropped :?
when retained?
~ What is spelling?
48 What is accent?
40 What is reading?
so What is emphasis?
81 The difference between accent
and emphasis?
80 What is articulation infection?
So What is syllabication
Democrat please copy.]
Oh, Mr.. Ridenour, Mr.. Ridenour!
Does poor young woman have to
know all that in order to teach School
in this County and board round? And
worse yet-if she knows it, does she
have to teach it all to her scholars,
little, tow-headed, seven-year-old
Just imagine them going in on their
muscle on ''syllabication. Whew!
Why, it makes us sweat just to think
how near we come to not knowing
all that
But seriously, we think that the
above Questions include much that
need seldom if ever be taught in our
common schools, but should be left
rather for older scholars and ripper
years. For example, Questions to
%, inclusive, and 36 to A, inclusive
can you tell us, Bro. Ridenour. what
mortal good it could do to try to beat
all that theory and fine-spun ANALYSIS
into the heads of average scholars in
the Public Schools? They might learn
the answers, by rote, like parrots, but
how much would they really under
stand about them? how long could
they possibly remember what they
took so much time and trouble in
learning? and what mortal good could
it do them if they did remember it ?
or course, if all these things must be,
they must be-but as for our own bow
wed ten times rather he would put in
the time at learning to play chess, be-
lleving it would be better "discipline
for the mind' and of more actual use
to him; and then, when he was old
enough, if he had occasion to know
what diphthongs and triphthongs
ana iifththongs were, he could find |
out IN five minutes by looking at the
Dictionary.
These remarks as Mark Twain
says IN one of his lectures, "are some.
what eSaggerated-perhaps you may
nave noticed it" but the idea we want
10 express is, that our generally nc
copied system of education involves
the SLOW, painful and laborious learn
ing OF many unimportant, unnecessa.
~ ana never-remembered things IN
the entire neglect Of many important
practical and easily remembered ones.
- o~-
MEssRs. KLINE & WEIGH. success-
ors TO NJ. Y. Kline, Dealers in Dry