Martinsburg weekly independent. [volume] (Martinsburg, W. Va.) 1873-1875, 1874-12-12
What we Know oufScloOI-
ing.



| Bring the boys down to the proof
and stir them up on photography
syntax, &c. In our last article we
directed our remarks to what we
thought would throw some light
upon elements and principles me-
cessary to constitute good teach
er. AS the easy discipline Of
schools, without which they are
worthless) depends upon the par
ents, we will venture a few re
marks in that direction:
Itstrikes us Though teacher)
that what is necessary to have good
discipline in school is necessary
In a well regulated family. There
are exceptions to all rules, and we
would be understood to speak gen
orally and not of the exceptions.
1t will DE readily seen, and has
been the observation of teachers
that, generally, those who have
been well trained at home, need
little government in the school
room. The example that is neces-
sary to be set by the teacher to
command obedience, should al
ways be given by the parent; for,
as the old homely phrase goes, as
the old fellow crows, so the young
ones are apt to initiate a little, if
not fully. They think what pa"
and Una" say and do is the very
right, which is proper when the
parent is right, and doubly so,
but when the parent is wrong the
child is only tight in its natural
confidence.
How we have thought of the
wonderful power of nature when
little fellow would tell us, that
we must be wrong, for pa and ma
say So" Surely it made that rule
look a little shabby, and probably
it would give the teacher ten
times the trouble to get the youth
right about the matter, than if the
remark had not been heard from
the parent, because the parent is
the natural authority, and the
teachers is that constituted by law
for the public good the former is
much the stronger, therefore more
likely to be maintained by the
youth. Now we see how impor-
tant it is that parents should CO.
operate with teachers in educating
he youth of the country.
We would not for a moment
have parents to suppose that we
would have them place their chill
dren under inefficient teachers and
then require them to submit. This
would be doubly wrong. But see
to it, (if you are capable, il not, do
the best you CAM first of all If pos
sible, that your teacher is well
qualified in every respect, and
then stand by him. 1t has struck
us with some force to see parents
manifesting such little interest in
the education of their offspring,
who are to take their places and
be their future representatives in
advancing or retardipg the civili-
cation and prosperity of the age,
and which so deeply involves their
own veal or woe. If you were GO
ing to make purchase of any char
acter, you would look and scruti-
nize it closely; if you would be a
thrifty citizen, this is what begets
thrift, 1--WE believe in good, open
bargains, not connected with de-
ception in any way but if you
wish to send your child to school
do you look much about it, or even
visit the school once during the
term ? This is one reason why
there are so many dead beats
around of whom you complain.
1t is every ones duty to extend
their stewardship in any useful
way, either the wealth of the head
or the pocket, but you will find it
detrimental to lay that up, which
moths and rust will corrupt and
thieves break through and steal, TO
the starvation of the mental and
moral culture of your children /;
better do as the old millionaire is
said to have done Il think Jacob
! b. Astor) before bestowing his
wealth-have them learn a trade,
make some good barrels, show their
ability to be useful and able to
take care of themselves; not to be
discouraged by poverty, or to be-
come worthless and licentiOuS by
the root of all evil.
Another great evil the teacher
has to contend with under our sys-
tenn of education. is in parents not
sending their children more regu-
larly, especially between the ages
of six and ten years. We cannot
see, in many cases, the reason for
this, except the little interest par
ents take in the matter. Youths,