The Manitowoc tribune. [volume] (Manitowoc, Wis.) 1866-1878, 1876-10-26
EDUCATIONAL.
BY G. Z. vIEBAHN.
WORD EXERCISES CONTINUED.

10. Give the letters and sounds in the
words oil, seat, oats, she, and this
Observe that one sound in each of these
words is represented, not by single
letter. but by combination of two let
ters. Each of the combinations al, ca,
GA, sh, and til has a single sound. Give
| these sounds. Such combination is a
digraph. The most common digraphs
are al, az, au, aw, ca, &c, Ell, ey, eu, ew,
| lie, on, OF, oy, ov, OH, ow, III, CHI, gh, sh,
tn, ph, VIII, I'll, If, IS, II. Find each OF
these dgraphs in ten words. and give
its sound in each.
II. Observe the first sound in each OF
the words oacra, all, order. You find
| they are alike, though represented by
the different letters al0, q, 0. Many
sounds are represented by various letters
or digraphs. Give the sounds of and {
in cent and sent, of 9 and j in gem and
jest, of and z in rise and prize, of o.,
| and oa0 i'll out and oaol. Write groups
| of words each group containing COM
mon sound represented by a different
letter or digraph. Thus the words me,
feet, eat, thief contain common sound
which are. represented by G, Ell, ca and
IL. Letters and digraphs that have tie
same sounds are called alphabetic equiv
alents. Write and pronounce words
from your lessons. Syllabicate and ac-
centuate' them. Give the letter and
sounds in each. Point out the digraphs.
Show what sound each, letter or digraph
represents. Point out alphabetic equiv
alents.
-. Pronounce the words care, lamb,
car, sign and half. Observe that G in
care, b in lanao,, C in caar, g in sign, and
I in half have no sound. They are ST.
lent letters. The letters most frequently
| silent are b oh In and the digraphs gh.
Find words in which these letters are
silent. Write and pronounce the mono
syllables in your lesson. Point out the
letters, their sounds, the digraphs the
alphabetie equivalents, and the silent
letters
10. Observe the sounds of in the
words home, lock, cord, do, love, .aUoif.
You find that has different sound in
each of these words. Give these sounds.
Give ten words in which o has the sound
as In home, ten in which it has the sound
as in lock, etc. Some letters have but
one sound. Find the different sounds
of q by pronouncing words that contain
this letter. Find the several sounds of
other letters.
IA. The letters q, G, Q, O, u, and some
times ~ and q are vowels. The remaiu-
ing letters and sometimes and ~ are
consonants. Point out the vowels and
consonants in the words of your lesson.
The letters ~, q, q, and u are consonants
when they precede vowel in the same
syllable ; in all other cases they are VOW
els. Examples aOheaa, aOas, gear, on
ion, quart, suasio,a; and now, try, 'aerrly.
Find words with these letters used as
consonants, and words with these letters
used as vowels.
Is. Every full syllable contains one
and but one vowel or vowel digraph.
Syllabicate the poly-syllables in your
lessons and point out the vowel in each.
Observe the sounds OF the vowels in ice,
mute, OIL, bag, house, and torn. Give
their sounds slowly. Observe that each
is combination of two sounds. Such
combination is diphthong The di-
graphs OF, Oy, on, oaO, en-, eaO, III and
the simple letters and u, generally or
sometimes represent diphthongs Point
out words containing diphthongs. Point
out words in which au, aw, and have
simple vowel sounds.
The September and October numbers
of the Journal of Education contain all
article on Teachers Examinations by
Disappointment M. Kirwan, of this
city. It is one of the best productions
that ever appeared in the Journal, and
it well repays the perusal by all inter-
est ed in schools.
SCHOOL DISCIPLINE.
Education has not only to do with in
tellectual training, but when complete
and broad it must furnish moral AMI
esthetic culture. The intellect, the SEN
sibilities and the will demand equal con-
sideration. Though it is the function of
the school to develope all the latent
powers in the child tremendously, yet
the education of the heart should occu-
ply the first place, for without moral
training the most intelligent are not fit
for the world.
In SO far as the school is to care for
the moral education of children, it is not
only an institution of instruction but of
training, and should go hand in hand with
the children's home to train them to
habits of order, punctuality, cleanliness,
politeness, chastity i'll gestures, words
and acts, truthfulness, diligence and all
virtues. It is the important duty of the
school to so train people that they may
become useful and fit members of society
and of the state. The school has to do
with the education of the masses, and
must therefore demand that the pupil
as member of moral community, do
not what he may acish, but what he
ought. As the state has its laws to
which all its citizens without respect to
persons are subject, SO should the school
90 q poi-,ia t1,ra Stata have itc IaoiSlation