The weekly register. [volume] (Point Pleasant, Va. [W. Va.]) 1862-1909, 1907-11-20

tuA " euO utnOos nnAAD JUN SH0
parent and teacher TO develop any
good in the cbaracteTs of the kind
mentioned There is, however q
latent spark of good in nearly every
boy OF girl If we just know how to
reach it. and this early period in
the ohild's life is time TO asoer-
tain the particular training to give
it to meet bis Particular oapabili-
ties, which most certainly develop
in every childi even before it leaves
the parents home for the school
room.
As between the parent and the
teacher there must be the CLOSEST
friendship and cooperation, yet
We as parents realize that you as
teachers cannot have such sure
control and complete influence over
the child as we can.
The natural law has so decreed
it. The natural relations between
parent and child is "a bond
that does not exist between teacher
and child. Our law writers draw
a distinction between the two. For
example: In the control OF punish
ment ST child the parent iselways
restrained by that natural sfeotion
and tenderness which the law Of
nature has implanted in the breast
of the parent, and it ia always on
the alert 90 that whatever punish.
uent is inflicted is because it is a
duty rather than the exercise OF
the more parental power.
The sohoolmRster does not have
this natural restraint and thus any
punishment inflicted by teacher
ID to enforce obedience to the law
of the school, and that authority
is derived, and cannot be denied
by the parent himself, for when he
sends the child from it's home to
the school room, that moment the
parent divests himself of control
of the child and confers the same
upon the teacher, and with that
power SO delegated by the parent
the teacher restraints and oorreote
in such reasonable way as may be
necessary to answer the purpose
for which he is employed.
have said the parent delegates
portion of his authority to the
teacher, but aa to the spirit in
which it is 80 delegated is of very
great Importance to the teacher. In
fact we find occasionally parent
who is not willing at all for the
teacher to have any of the parents
authority If there is to be any
punishment that parent assumes
the sole right to do all the punish.
ing. either for what happens in
school or out of school.
Ihave heard of the parent that
would say to his boy, "Now, Jim
my, go to school, and if that teach.
er' licks' you just tell me and what
will do to that teacher will be a
plenty"
How different the influence up
on the child if the parent would
say, Now, Jimmy, go to school
and if your teacher finds it neoess-
airy to punish you l will give you
a whipping when you get home. "
That kind of instruction to a boy
or girl is one of the helps we
might mention which our subject
includes. But if the parent should
enoourge rebellion in the child we
rarely find teacher possessed of
sufficient tact to successfully over.
come this poisonous influence.
Parents some times say they op-
pose corporal punishment because
of the danger that ii will be too Sc.
we're want to say that this rare
ly ever OCCURS In all my exper-
ienoe and observation / cannot
point to a single instance wherein
it has been shown that the teaoh-
er's power was exercised too sc.
verely.
We have no statute law in this
State saying in express terms that
a teacher may infiot corporal pun.
ishment. That power is older than
our statute law. tits derived from
the common law. 1t has been the
law for time immemorial. This au-
thority of the teacher has been
recognized in all ages and ooun.
tries. We as parents expect the
teacher to maintain discipline in
the school, and Jfhe fails to 90 so
he IS unfit for the position, but to
anah q him To affantnallp do fhia