The Andrew County Republican. [volume] (Savannah, Mo.) 1871-1876, 1873-11-28

mitch, | am first and forever III debt,
and that beyond the possibility OF any
equivalent return. Truly, no direct
compensation can he give in return, nor
in any way remunerate this parental
care, until he can, which is indirectly.
train il family for future pleasure and
usefulness and only then 4 he compcn-
safe for his own rearing.
This idea OF education may seem to
MANY a mere fancy, when they look
around and find everywhere the intel
lcctual training of children 50 entirely
transferred t o others, and so many vast
educational schemes on foot. and all
foreign to the family. This transfer of
the intellectual training Is not due to
any tallacy in the theory, but to certain
practical difficulties. which grow out of
the existing erroneous conformation OF
society, and these difficulties are of 50
grave and serious Il nature us to make
in impossible TO obviatc them in any
other way than of transferring the obi
cation to the school.
Among the difficulties to \ proper cd
ucation in the family are: Many par
cnts lack the culture necessary to be-
come the teacher; the ABSORPTION OF the
energies in making provision Tor the
physical wants: or, the energies are Alb
Sorbed in pursuit of the more ambitious
ends of life. Hence, the greater inter
eSts are swallowed up in the less. The
love of parents is too often merely OF
instinct or animal, caring only for those
things of the animal man, is frivolity,
fashion, dress and wealth, and neglect
ing the moral and intellectual. SO far rs
these higher wants of the child are in
volvcd, and the parents obligations to
provide for them is concerned, the mass
are like the ostrich, which lcavcth her
eggs in the earth and warmcth them in
the dust, and forgetteth that the foot
may crush them or that the wild beast
may devour them. She is hardened
against her Young M as though they
were not hers. Man is 4 selfish being
short-sighted and narrow i'll his selfish
ncSs-or he would train his child for
usefulness and happiness in the future.
instead of merely TO enjoy the frivolities
of the present.
The parent who, rising above the
IltlG SDluiu IulStiiS- INV ii a. ~
ear to all the settlements of ambition,
and trains his child for the Intelligent,
able. and ~virtuous discharge OF all duties
which may dcvolvc upon him. is render
ing society as well rs himself, his best
service. We might present one fact
after another to prove that the education
of the child should be domestic. and to
the conviction that men are unequal To,
or will wi,fuliy ignore their duties. that
| such education is not the thing it should
be. Having traced the education of the
Young to parental authority and duty as
its natural source; when, then, from
any cause. education is transferred from
the family Ia the School-room from the
parents Is the teacher-IuSt so soon,
and to the same extent. Is the moral train
ing and government transferred with it
as some educators have Sail. the gov
, eminent must domicile with the instruc-
ton.
To parental government. then, are we
to look for the KEY Il reveal the nature
and extent of school government.
Though the authority vested in the
teacher is not formally Il delegated au-
t~l,ority. it is substantially SO. since it is
identical with that exercised by the pa
rent. and would remain in his hands.
but for his transfer to another of his
original duties IL instructor OF his own
children.
Were the authority formally made
over to the teacher, there might he some
stipulationS made restricting or limiting
his authority. But going over To him,
with the educational functions, they
carry with them all the necessary pow
tr>.
Hence, by this unrestricted delegation
of the authority ui the parent, tie teach
er's right to exercise authority is entire.
True. there are certain right vested in
the parent As guardian of the child.
which he cannot transfer, and which
the teacher may not assume; yet all
those rights which the parent might cX-
crcise in the process of education. when
transferred 10 the school-room, belong
to the teacher alone. If the parent in
training the child might insist upon
punctuaiiiy or Irregularities; il he may
demand obedience or submission with
out appeal: or if he may administer
punishment in this or that form, all this
NAV the teacher do, and without qucs-
ton or inference.
Inc parent mas no risht 10 Interfere
or disturb nm III thr hece',ar! eAercisc
OF these duties; and yet now often 40
parents interfere VIVA me 'caeilcr pre-
negatives ana that IN inc wof'' i9rm'
o Their children anu ior Inc,i,eivc'.
refer 10 me S.isci'ai h;tpi0 Oh .clil5S
children ina Hhfl III" ho' 10 comply
win thiS OF ,haI Fuis "f reSnli,ion oi
the scii"oi: P'f''. VI S"s:'s,.i nhs
no more riSlt 10 Instruct Oh ihiilehcc