The Manitowoc tribune. [volume] (Manitowoc, Wis.) 1866-1878, 1876-10-12
EDUCATIONAL.
HOME TRAINING

HOME TRAINING.
In the great work of educating the
young, the parents have the chief part.
The school teacher is only an assistant,
who can accomplish little if his pupils
training at home is bad.
To notice the influence of home train
ing one need only observe the vast diff
ference in the department. and capacity
of little children when they make their
first appearance in school and ever af-
forwards the intelligent teacher knows
by the actions and aspirations OF his pu-
pills the character of their training at
home. The child brings both the vir-
tues and the vices of home with him to
school. If tue influence of home instills
evil habits, it is generally beyond the
power of the school to eradicate them.
The training at our homes as we'll as a:
our schools has more bad than good
qualities. 1t is therefore easier to state
what should not be practiced than what
should be practiced. AS the first five
years in child's life is the most impor-
tant period, it being then most suscept-
IDLE to outward influences, parents
should, at this time, end. yor to give
only healthy food to both mind and
body.
A few suggestions for the rearing of
children may not be out of place here.
1. Never refuse thing if it is harm
less, but give it, il you can, without de-
lay.
2. Never give anything that is cried
for, that you have refused when asked
for.
3. Avoid false promises. They are
sure to be found out false
4. Avoid threats of all kinds. If be-
lieved, they make children timid, and
injure both body and mind if not be
ieved, tIey are useless. Such threats
as black 1aan and policeman are sure to
be found out false if the child lives.
S. Never say anything untrue to
child.
6. Do not let your bad temper, or
your feelings of fatigue or trouble cause
you to be severe with children.
7. Do not give any orders that you
do not intend to have obeyed.
s. Neither give too much pity, nor
be unkind or severe when a child hurts
itself.
9. Do not worry child.
10. Teach it early to play alone and
amuse itself without your help.
INSTITUTE EXERCISES.
1t is proposed to give series of exer-
cises which are intended to benefit young
teachers and all who may find it their
interest to review their learning. These
exercises must necessarily be deficient
in at least two respects. First, space
forbids that they be as elaborate as thor
ough study requires second, no kind of
written instruction, whetheritbe through
a:.newspaper or through q text book, can
be substitute for the living voice of a
teacher. We will, however, attempt to
present matter of instruction in outline,
and to indicate the proper course of
teaching it. We begin with
WORDS.
1. You can learn something about
words by observing, by pronouncing, and
by writing them. A sufficient number
of examples may be found in your read
er; but dictionary is an essential aid.
2. Observe that some words are long
er than others. Write ten long words
and ten short ones. Pronounce them.
Pronounce the long words slowly.
Again, and notice that you pronounce
part of each word at time. These
parts are syllables. Pronounce ten long
words and find the number of syllables
in each. The shortest words have but
one syllable. Write your long words
and separate each into syllables by plac-
ing hyphen between them thus, gen.
er-al-i-ty. Separating words into sylla-
bles either by pronouncing or writing
them is called sylIabication.
3. Write four columns of syllabicated
words in the first, words of one sylla-
BILE, or monosyllables in the second,
words of two syllables, or dissyHables ;
in the third, words of three syllables, or
trisyllables; in the fourth, words of more
than three syllables, or polysyllables.
Pronounce these words. Point out the
monosyllables, dissyllables, etc., in your
reading lesson.
4. The last four syllables of word
are named. Beginning with the final
syllable, their names are ultimate, pen
ult, ante-penult, and pre-ante penult.
Write and syllabicate ten polysyllables.
Point out the ultimate, penult. ETC., in
each.
5. One syllable in a word is pronounc-
ed with more force than the others as,
the penult in the words maker, eaten,
and frugal, and the ultimate in the
words remote, undertake, and as1aaUeU.
These syllyables have accent or are &C
cented. Write ten dissylables, and