The Jackson standard. [volume] (Jackson C.H., Ohio) 1847-1888, 1870-10-13
COrDOreal Punishment in Schools.

almost impudent to press upon the pub
lie another thought, and yet its import
ance demands our earnest thought and
1t is obvious that there are two ex'
tremes upon this question. There are
those engaged as teachers as well as
many parent, who advocate the use OF
the rod in almost every case of disobe-
dience, and quote the words of the wise
man, "spare the rod and spoil the child"
as conclusive proof for the practice. On
the other side are those, who to-
the opposite extremes would have no
punishment, at all, that would cause
any physical pain. But, as there are
as many minds: as there are men, we
can not expect to have everybody think
alike upon this subject more than any
other. But in common with Others OF
my fellow men, | claim the right to
judge for myself, and, judging for my
self, would say that a primary school
can not be duly governed without the
use of the rod or some other similar in
strument. 1t may be possible, perhaps,
to secure what causual observer would
terminate good order, by system of
preaching, persuading, begging, coax
ing and hireing; but 10 securing it the
children are having developed cohten-
tious impudent dispositions, that make
them disagreeable children and trouble
some citizens. For my part, do not
know OF any ordinary district school,
that has been successfully managed, for
considerable length of time, without
the use of corporal punishment, or dis
tinct understanding that it would be
used, if necessary TO secure good order.
We admit that there is in spite of the
wisdom of Solomon, nothing lovely in
the spectacle Of a teacher whipping a
child. But as long as whipping be the
general practice of parents, it will be
praicticed in schools. 1t can not be
otherwise. For if the parents with all
the aids of parental affection, and the
entire subjeetion of the child to theil
power, can not govern without corporal
punishment, is it not unreasonable tor
them to demand that the school teacher,
who has to deal with great many, and
who has none of these aids, shall gov
ern without this power. They may
wait for the passions to subslde, and
for his sense of affection to react buI
the teacher must have prompt obedience
and submission, because the immunity
of one vicious boy will disturb the dis
cipline of the whole school. And no
only is home discipline analogous to tha
of the school, but it is very closely con
nected And from this connection
which necessarily exists between hom'
and school, arises the difficulty will
which all teachers have to contend, anC
that is the want of uniformity Of meth
cd in the discipline at home. Som
parents will flatter or coax, and hirt
their children to obey, and consequent
ly they enter The school room expecln!
the same treatment from the teacher
But what can the teacher do? He ha
no reservoir of sugar or candy or sweet
meats; he has no spare time to sPen'
upon the Programme of Coax-Flatte
-Persuade-lIim. He must adop
some other mOde-institute some othe
plan which will be speedily efectua
Other parents are found, who wi
''thrash," and "whale," and sometime
abuse for the least offence, while leaV
: ing the most fragrant act to pass by un
! noticed. They, also, expect simila
treatment at school. But what Can tn
: teacher do under these circumstances
; Can or should he adopt these variou
methods of discipline in school3 Ger
tainIy not. He must have unitorr
method. viii "moral suasion" be sui
cient in securing the desired result?
3 think not. Iadmit that cheerful, SUI
ny temper-a kind and loving heart ha
: powerful influence in securing ordt
aud obedience, and when a child'S kline
, gentle and loving feeling predominant
) he may generally be controlled by love
! or "moral suasion," but when under tn
! influence of selfshness, hate, revenge
and the numerous evil passions to whiC
our nature is subject, love unaidcd
not sufficient to secure obedience.
is necessary at times, that 'moral SUI
sion" be we'll seasoned by the rod.
: : think we may lay this down as a max
in the government of children. Th
, child minds his parent, when under th
: influence of fear as well as love. AlsC
the Creator of the Universe in his GOV
ernmental policy, has seen TO sppei
to both love aud fear in the gOvernmeI
= of his creatures, When the creatul
becomes wiser than tho Creator, the
we may talk about the government {
children without resort to the rod.
is often said the rod should be appeale
, to as the last resort. We admit it-bt
the "last resort" should often CON
; much sooner than it does
Children's souls are more often talk
ed out of them than whipped ou
When child manifest a fixed habit I
: disobedience, and fails to yield imm,
, diatcly to the effect of mild remedies, h
should be made to feel at once that th
"way of transgressors is hard;" an
that the rules of the school must an
shall be Obeyed But admitting II
, teachers authority to infict corpor
: punishment, it does not follow by an
! means, that his authority should be III
= = restricted or unchecked; such authorit
! would be dangerous. We know tha