The Donaldsonville chief. [volume] (Donaldsonville, La.) 1871-current, 1878-03-02
What Is Education T!
III REV. DIR. sopHAR.
WHAT 4 TEACHER SHOULD LEARN.

III.
If you wish yoar pupils to take
their cold bath without parta6lng
yourself of this reffeshmcnt, you can
easily imagine what anpieasantness
will arise. With disgust most nf the
boys go IN the water, mang wiii try
to withdraw from this exercise under
various excuses, and the bathing,
whicii is pleasure to thousands OF
youpr men. will be unto them but a
tormcnting socage. The picture OF
the tutor at this performance The
gentleman, who would solve the most |
difficult problem, does not know how
to help himself he runs up and down
on the bank of the river, like the old
fowl that watches the swimming OF
her young ducks, and should some
thing happen, the lumen in science
will prove failure to assist those
whom he has commanded to learn
how to swim after given theory.
The shortest may to prevent this
inconvenience Learn how to swim.
The youth will enjoy diving, splashing
and swimming in tbs river, and you
enjoyment will induce the pupils to
follow. You will be able to show all
the advantages by which ono can
sustain his body on the surface of the
water, how to move in this most
friendly element to the human race,
and you will be at hand to save the
young hopeful. should he be in
danger.
must remark, that in this essay L
particularly speak to yoaag men gho
are preparing Themselves .foa the office
of teacher. Should a teacher, whose
education is accomplished, induigein
habits against which | have spoken,
or not possess an ability which |
recommended us necessary, l do not
wish to reproaeh him by my frank
opinion. | believe everybody must
agree that Il teacher can work with
greater influence, if he is flee of those
habits in which he would not like his
pupils to indulge, aud that it is of
great advantage for him to possess
the abilities he wishes to teach. What
must a teacher do who finds himself
in the awkard contrary position
Say candidly: I" This habit or his
want is an imperfeetion, for which
have to blame my own education and
from which | desire to deliver you,
my pupils, according to the best or
my knowledge"
If you treat your wards in this
manner, their faculties, which were
implanted by the Creator for the sus-
tenance of their bodies, will work
regularly and uutlisturbed.
Besides the exercise OF the bodily
faculties mentioned. you must take
care of the occupation of the boy
mind, his memory, of his imagina-
ton.
How do we furnish the means Of
this next branch of development
We take objects which can be per-
ceived by the senses. There ought
to be appointed in every school Il les
son, which would like as well rep
resented in the lesson plan rs the
numerous spelling and grammar !.'s
sons, il is named q intuitian.' Sub
iects for information must he pro-
cured in their broadcast variety and
must be introduced 10 the little ones
for observation. Where these lessons
are wanting. for children from six tt
nine years of age, there is no educa-
ton worth ineBtioniHg, because IN
such school nothing crisis Wherebs
the rising faculties Of the boy caa b
exercised. What subjects are suitable
for this purpose, the children must
teach us. We must learn from then
which things draw their curiosity and
subsequent attention. Ii you show
these fayorite matters, You spare the
tedious call for attention.. They fee
in themselves the Instinct to observe
THeg are perjormiag the highest aim d
% master tuter-they educate them
selees.
TO BE CONTINUED.