This story was the result of a suggestion by ChrisTor22, a Canadian member of Literotica. It concerns father-daughter and mother-son incestuous activity. If that is not to your liking then most definitely move on to another story. You won't like this one! Otherwise, though, I do hope you enjoy it! Please note that all characters in this story are at least eighteen years old, as that is the minimum age for enrollment at Templeton College.
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Learning begins at home. Character education at college can only do so much. This is in part because so much of one's character, both good and bad, has been well established by the time one enters college. However, the administration and faculty of Templeton College was not so pessimistic that they felt there was little room for improvement once a daughter or son enters college. On the contrary, they felt that much can still be learned, and they didn't mean just about mathematics, biology, physics, or chemistry. They felt that eighteen, nineteen, and even twenty year old men and women can still learn a great deal about themselves, as moral, virtuous, and disciplined members of society, and they had the record to prove it.
Graduates of Templeton College were well sought and highly valued by major companies, professions, and associations, because the college did indeed produce young men and women of tremendous character. Templeton graduates were not only knowledgeable and skilled, they were also conscientious, disciplined, dedicated, responsible, reliable, and virtuous. Templeton alumni could be trusted to always do their best, to be counted on when times got tough, to be faithful, loyal, scrupulous, and just. These were character traits that were nurtured, molded, and tuned during the course of the Templeton college experience. Yes, Templeton did tend to attract the finest young men and women of their generation. Many of the freshmen needed little further guidance. But, a great college attracts great applicants because it is indeed known for turning the good into the great, realizing the full potential that is present within any young aspiring student.
Templeton though also recognized that their success would be enhanced and solidified through the cooperation and collaboration of their pupils' parents. Many a time they had seen much of their hard work and progress across two semesters dissipate and perhaps even disappear during the course of the summer when the young men and women returned to the bosoms of their homes, quickly falling back into their old ways upon entering a directionless, heedless, and capricious parental environment.
The administration of Templeton, therefore, decided to reach out to the students' parents. An outreach program would not only be of direct benefit to the undergraduates within their current care and consideration, but also to future generations within each respective household. Skilled parents yielded conscientious and dutiful offspring, and these future coeds of Templeton College, raised according to the established Templeton pedagogical precepts and principles, would likely come to college already well trained and well disciplined. Templeton might then have little to improve upon, but no faculty member or administrator could hardly complain about that!
President Chalmers reached out to Mr. Peters and Miss Harding to be active participants within this outreach program. It was obvious that they should be involved in any such mission, as Mr. Peters and Miss Harding were well known within the college for turning around some of the more problematic and recalcitrant miscreants.
They were both, though, a bit reluctant, a bit ambivalent, as they were uncertain that the older generation would be receptive to modern pedagogy. The New School approach to student discipline was not the experience of the older generation. Parents can at times be a little stuffy, old-fashioned, and downright closed-minded when it came to the ideas, solutions, and innovations of the modern age. But, Mr. Peters and Miss Harding were willing to give it a try, as long as President Chalmers would fully support them if they in fact met with some objection.
This was not a problem for the President. Mr. Peters' and Miss Harding's methods were provocative. But, being at the cutting edge, working outside the box, naturally entailed at least some resistance. Plus, Mr. Peters and Miss Harding were by now well published scientists. Their methods could be controversial, at least in the eyes of some, but their results had strong and compelling empirical support. One could not argue with results, and the fact was that their students became, hands down, the best graduates that Templeton could offer.
It was decided that Mr. Peters would meet with the parents of three students that he had previously disciplined, students whose lives he had touched personally, lives that had clearly improved through the New School method.
Mr. Peters selected Julie Hall, one of the cheerleaders who got into trouble for teasing and harassing a fellow classmate (see "Teddy has a hard day," The Lessons, Chapter 12), as well as for disrespectful use of her cell phone (see "Mr. Peters and the cell phone," The Lessons, Chapter 28); Lisa Lewis, another one of the cheerleaders who also subsequently got into trouble once again by tricking and then blackmailing a faculty member (see "Turnabout is fair play"); and last, but not least, Emily Brown, one of the girls who got into trouble for not wearing regulation panties (see "Mr. Peters and the panties").
The girls and their fathers were waiting in Mr. Peters' office for their scheduled parent-student-teacher conference, an office which had rather significant memories for each of the girls. They glanced nervously around them as they anticipated Mr. Peters' arrival.
The fathers were no less uncomfortable. Most fathers found meeting with their daughters' professors to be at least a little troubling, especially when the daughter has gotten into some trouble. But, perhaps what was really troubling them was the presence of a pillory within this professor's office.
Mr. Brown was himself unaware that his daughter had gotten into any sort of trouble, but even for him the presence of the pillory was rather disconcerting.
Lisa and Julie had informed their parents of their college travails, but had never explained the full nature of Mr. Peters' disciplinary methods. Their fathers now did wonder, contemplating the pillory. They couldn't imagine that the girls had to submit to something like that. On the other hand, they would have to acknowledge that they had noticed a distinct improvement in their daughters' academic performance and behavior secondary to the effort of Mr. Peters. They were quite happy to learn of his methods, hoping to reap as much benefit within the family home.
Mr. Peters strode into his office. "Yes, excellent, we're all here!" Mr. Peters introduced himself, said hello to the three girls, and shook the hands of each one of the fathers. He then began the meeting by acknowledging, "Yes, well, it's always very good to have fathers who are closely involved in the education, the upbringing, of their daughters. Really, I must say, I was thrilled when you all agreed to participate."
"Well, I have to say, Mr. Peters," Mr. Hall responded, "that I did really want to meet the man who has been such a positive influence on my daughter."
"Father!" Julie complained. None of the girls were particularly happy about participating in this meeting. It was indeed true that they were now much better behaved, but it was never good to have the world of one's teachers collide with the world of one's parents. Nothing desirable ever really came of that, at least that was how Julie felt.
"Julie, please, I am talking to your professor," Mr. Hall replied, admonishing his daughter for interrupting their conversation. "Really, sir," he said, turning his attention back to Mr. Peters, "we were running up quite a phone bill. Plus, Julie was most definitely neglecting her studies and chores. Frankly, the money we saved should go directly to you."
"Well, sir..." Mr. Peters modestly waved off the compliment.
"No, seriously, and, in fact, she has been much more cooperative at home, diligently doing her chores, staying all the way through dinner, even helping to clear off the table and wash the dishes."
"Father, really, come on," Julie again complained.
"Well, it is true, Julie, and I can't tell you how proud I am."
Mr. Lewis offered his agreement. "Oh yes, absolutely. When I heard what happened with that young man, Theodore, I was, frankly, mortified and ashamed of the behavior of my little Lisa, but ever since her session with you, well, frankly, she's become a different girl."
"Actually," Mr. Brown said, "I wasn't aware that my daughter had gotten into any trouble. Is that why we're all here?"
The fathers had only been asked if they would like to participate in a parent-teacher-student conference, along with their daughters, to learn the methods the college was employing to further improve the self-discipline, the character, and the development of their daughters' emotional, moral growth. They had not been told that they had been chosen specifically because of any trouble experienced by their daughters.
Mr. Peters furrowed his brow at Emily. "Emily, you didn't tell your father about your violation of a college regulation?"
"No sir," she quietly replied. "I didn't think I had to do that."
Mr. Peters took a deep breath. "Well, I suspect that now is as good a time as any."
She timidly asked, "Must I?" It wasn't really anything she had ever wanted to tell her parents, particularly her father, and especially in front of other older men.
"Yes, you do," Mr. Brown emphatically asserted, much more so than he normally would. He didn't want to appear to Mr. Peters like a permissive wimp when it came to parenting, although frankly such an impression would not be far from the truth. He was certainly embarrassed, as a father, to be exposed for not even knowing of his daughter's delinquent behavior.
Emily looked at her father, and then glanced nervously around her, at the two other fathers and at Mr. Peters. This really was rather embarrassing, but she finally just blurted it out, "Okay, yes, I wasn't wearing the right panties," her face reddening at such an admission.
"Oh." Mr. Brown was a bit stunned. He wasn't particularly comfortable about speaking with his daughter about her undergarments, and certainly not in front of strangers. "Yes, well, um, alright then," he quietly and meekly replied, now regretting that he had even asked about it.
The two other fathers were also a bit embarrassed. They knew of the Templeton uniform code and were in full agreement. It saved them a good deal of money, as the white blouse, black tie, plaid skirts, black Mary Janes, and white cotton brassieres and panties were considerably less expensive than what an average college girl would spend on whatever fashions were currently popular. However, they left the specifics of their daughters' dress to their wives, sharing Mr. Brown's reluctance to discuss such matters. Julie was a bit embarrassed for Emily as well, although Lisa giggled. She found it kind of funny.
"Lisa," Mr. Peters admonished, "This is not a joke."
"No sir," she softly replied, looking demurely down at the floor, "it's not," she admitted.
Mr. Lewis, Lisa's father, was impressed at the immediate compliance the professor obtained from his daughter. He really was very curious as to his methods. They were certainly quite successful.
"Mr. Brown," Mr. Peters said, turning his attention back to Emily's father, "you seem a little reluctant to discuss your daughter's panties."
"What? No! Well...yes, um, I mean..." He really didn't know what to say. He clearly was uncomfortable talking about it, but no father likes to admit having any inadequacies as a parent, particularly not to her teacher, and especially not when it came to anything that had to do with sexuality. A modern parent of the twenty-first century should be well passed such inadequacies.
