The Donaldsonville chief. [volume] (Donaldsonville, La.) 1871-current, 1878-02-16
Written for the CHEF.
What Is Education 7
By REV. DIR. sOPHAR.

Undoubtedly child possesses lto
faculties from its birth. The greater
number of these talents are still SUM
beriug, as the germ of the wheat
grain. They are but mere abilities
and develop themselves in the course
of time, in the following order. First
ly number of bodily faculties are
disclosed. The infant breathes, cries,
swallows, digests, etc. External mat
ters make impressions upon it, but
the faculty to perceive these impress
sions or to imagine their influence, is
not vet disclosed in the first days of
its existence. By and by the child
begins to imagine their appearance !;
it keeps the represented ideas and re-
produces them from time to time.
The faculties of $ensuality, of memo
ry, of reflection are developed. At
forwards intellectual faculties are rec
ognized by judgments, which it pas
sesupon things perceived by its sens
es. At the same time the faculties
resting in the nerves of its hands be-
gin to disclose a desire for activity.
The child takes hold of every thing
in it's reach, it touches every thing
and throws things from one place to
another. Later if you give it a wood
en- horse, it builds q stable out of
books or chairs. The little fellow
feeds this horse with Industrious wari
ness, he trots him out and binds him
to chair or foot stool to represent
a wagon drawn by a horse. 1t is not
before infancy has passed that youth
full reason begins to understand the
reflection of immaterial subjects.
Thereby nature has designed the or
der in arhich aCe should assist in the de-
Uelopment of all youthful faculties.
WHAT SHOULD A TUTOR LEARN I
Tt is a favolite axiom of modern
teachers, that child's education
should begin at the child's birth, and
[ heartily endorse this opinion.
If my leading object was the edu-
cation of children, | would be obliged
to give instructions how parents,
nurses, and all persons in whose hands
the infant is kept, should treat the
helpless being. But my intention is
the education of the tutor, by which
we understand persons in
whose care childr en- are given that
already walk, talk and have ideas of
things perceived by the senses. It
would carry me too far away from tt e
theme, should | enterinto instructions
for the treatment of children in their
Ny task is to inquire, what
the tutor has to do for the boys edu-
cation after the parents have intrusted
him with the child's further accom-
Generally the year in which this is
done is not universally designated.
A teacher receives the ward in its
fifth or sixth year, but the majority of
the children begin to go to school at
the age Of seven or nine. Here, |
suppose, the tutor has pupil at the
age of five years. 1t is question,
lUhat he nsust do for the youth in Gqe
and what he has to learn in this regard.
The bodily faculties, particularly those
the activity of which is needed for the
body's snstenance and nourishment,
are fully developed. Consequently
the tutor must understand how to
keep these faculties IN their regular ac-
tirity; or ho,r to take care Of the bodily
health Of the bog. The education of
an unhealthy boy is failure from its
start. His continual sickness makes
the boy wilful and indisposed; it
aoeakens his impulse Of actirity and
makes him disinclined attentively to
gather objects for reflection from the
world. The least rough
wind, a little rain, drives him home,
and prevents him from enriching his
mind by the sciences hidden i'm the
vast domain of nature. Therefore, the
education Of unhealthy children is a
very tedious and ungrateful business.
and whatsoever wishes to educate.
mast kno,u how to Keep his pupils in
good health
TO BE CONTINUED.
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1t any one wants to see the immense
difference between State with rail-
roads, like Texas, aud State with