The Donaldsonville chief. [volume] (Donaldsonville, La.) 1871-current, 1877-11-24
Writer for the CHIEF
Education.
A Guide for Parents and Teachers
I.-THY SYMBOL.
BY REV. DIR. soPHAR.

| THY SYMBOL.
ususlly to those who are about to
embrace Christianity a formula is
given, which they are required to ac-
cept. AS many another wise custom,
of course this has been abused, and
manya symbol is interpreted to in
tend latred of dissenters rather than
attachment to the faithful convert.
Still, this practice per Sc is good and
necessary. Every association must
have a certain aim, for which pur-
pose has been chartered it must
have principles, by means of which
it affrms to obtain this aim. Such
aims and axioms may easily be COM
priseC in a short formula, the confess
sion If which may admit the member.
| new wish to persuade American
youth to devote themselves to the
important occupation of education,
consequently they will not take Of
fence if / also place before them
symbol, which points out the only
path to render their future activity
as tutors successful. Every one who
is disposed to enter into the society of
tutors may take heed of it, and may
examine himself to ascertain whether
he is thorOug hly willing to accept it.
WhosOever can not do so-who finds
in it contradictions, may rather not
read this guide, because he is unfit
for fulfilling the place of tutor with
Ple-.-a.o, sst.l-os fieio"sy
Ny symbol is short and reads thus
The tutor must search for the reason of
all faults and bad habits Of his pupils
in himseL.
This is pretty rough talk, but in
reality not as rough as it seems at
first sight. Please try to understand
me we'll, and its apparent roughness
SOOu NdHlSL.
do not, intend to say that the
source of all faults and vices of the
pupil is really to be found in the tu-
tor, but | merely wish that he shall
look for it in himself. AS som as he
feels sufficient moral strength and
impartiality to do so, he is on tile
right track to become good tutor.
Naturally man looks for the reason
of any of his pains, even of his own
faults, outside of himself. Adam of
old is said to have invented the gol-
den pavement of excuses of this gen
der. Tutors also may be tempted to
impute disobedience, awkwardness
and want of progress upon their pu-
pills rather than upon themselves.
But this disposition belongs to the
number of those passions which must
not only be governed by reason, but
must he entirely eradicated just as
well as envy or malicious exultatiOn.
/ suppose it to be known that actually
the reason of the pupils fault often
lies in the tutor. If this would not
be the case-if we would always have
To charge these causes upon the chill
dren-it would indeed be an unjust
ard unreasonable request to Search
for the evil root in himself. But what
teacher would reason SD illusori!y
If you are now convinced that the
source of the pupils fault o. ften springs
from his tutor, | wish to persuade the
reader of the probability that this also
is often the case with him.
Perhaps you have never noticed
that pupils who disobey you, willingly
obey others or that the same stu
dents that prove to be inconstant in
your lessons, whenever they appear
in the room of your colleague show
the utmost attention and good pro-
gress 7 If you should have made the
observation, please do not deceive
yourself; be sincere and confess that
possibly you may be the author of the
fault with which you blame your in
nocent student. Now do not say that
you have c0nseientiously performed
your duty. We admit and know that
you have, but, my dear friend, per-
llaps you do not yet understand how
to treat pupils.
May be you have in your bearing
something repelling, that renders the
children distrustful and .lisaffection-
ate. Perhaps you are wanting in the
talent of teaching. You are too dull,
or your delivery is too dry and alb
stract. You often see the same scllol-
ars who ndw attentively listen and
instantly obey, the aext moment be-
come tickle and disobedient. Could
not this instance also teach you that
the reason of their faults is to be
sought for but in yourselfa
fro BE CoNTINUED.1