The Van Buren press., 1871-12-26
Corporal Punishment.

|
Should corporal punishment be abol.
ishcd ie our common schools p .a
am no Seminary man. am schoo,
teacher, who believes that the abolition
Of corporal punishment in our common
schools, would be one more impepiment
thrown in the way of the accomplish
ment Of the greatest amount OF good in
the same. For this reason, will notice
the stereotyped arguments Of the bald
headed individual who chooses to be
known by the eD!phoneous cogaomen Of
Z" Rondurangle. "
John Locke had some good ideas
about the operations of the mind but
many OF his notions have been exploded
by more modern research. Modern Men
tai Philosophers have discovered a new
mede Of drawing instructions from the
operations of the mind upon matter,
which has completely exploded the old
comparison Of the mind or n child to a
"white sheet Of paper. The psper is
inanimate always remains just as you
find it, unless defaced by some person.
The mind is animate, and develops OF it
self, fed by animal matter from the phys
ical body. The mind receives all i'm
prsssions through some one Of the five
senses 1t can receive Impressions no
ether ySl,u5ti fhf fihtif tSs mind df"sf sSf
ing powsr over that nature. This SUM
cient development takes place in differ
ent individuals at different times. In one
early, in another later. 1t 10 during this
animal period TINT ! would have the
teacher use the rod (as the "Ronduran
gle" modestly callsit,) vigorously. 1t
Is during this period that children are
controlled by the innate physical desires
and feelings Of the body.
Now Mr. "Ron. talks very logically,
ifit was not that the supposiiion, or pre-
misses ON which he bases his arguments
were wrong in the frst instance. His
comparison is decidedly in favor Of the
advocate Of corporal punishment. The
noxious weeds will never grow in the
"piece OF ground IL the husbandman
is dilligsnt in stirring up the soil
with tho right kind Of q tool.
but IL he neglects to do So. the
noxious weeds will grow. So il the
child is not corrected by means within
his comhrehsnsion, it will bring forth an
abundant crop Of knowledge, The chan
nels to the brain are through the animal
senses. Then II / want to communicate
an impression to the brain, | must first
put my battery in ordcr-so to speak
sec that there is a perfect communication CO
with the physical organization, and
charge it heavy enough to carry the elec
tricity TO its required destination; then
the shock will be lelt and appreciated
But how am to communicate with the
brain otherwise, than through the phys.
/, ical organization Certainly there Is nc
other means Of communication.
Mr. "Ron.'' truly says, that |" It Il
through the sense Of feeling that one Il
pleased with delightful sensations and
: abominates the hurtful Aud among
others the teachers rod. 1t Is q true
saving tha. /" bul.t ahild breads the
: nre. y" SO 1t learns to avoid any act that
brings any painful sensation as its legit-
, innate result. The Child learns that the
committing Of an ofIsuse brings down
the teachers rod long before it learns to
reason from cause TO effect, or what 4
grand and glorious future 10 in store fol
the good and dilligent child When the
; teacher begins the explanation OF a dilh
l cult problem, the student does not un
derstand the reason why each successive
step is taken until the explanation is fin
: ished, then he thoroughly understand
| the whole. SO If the teacher reasons
-. with his smaller pupils, aud presents thu
motives that induce men 10 labor, M
: throws away his time. What does tn,
: child know Of goodness and greatness
Its impressions Of goodness is to mine
0 what is told it By parent or teacher. Il
can know nothing beyond its obscrva
tions, and can be induced to work iol
Q nothing beyond present wishes and de
a sires. But as the pupil grows in thu
knowledge Of the ways Of men, aud be
comes imbued WITH their aspirations ane
ambition he may be controlled by these
1 motives.
i Mr.. "Ron." has used the saving
Z. Man Ia but a child Of larger growth,
1 so often that | suppose he begins to Zee
I quite childish aud il the other two say
Jugs used in the same paragraph by MN
: (the Grst Like produces like, and th'
second :" Like begets like are literally
true, can have no doubts but that N
must be an over grown od6y
The idea Of reasoning the more WIZ
the person Of small capacity, very Iorri
bly, reminds me of Greeley and his Mule
|. Horace, after vain'y entrest'ng, pers'ia'
@ ing, cNposiulating anal enrslng, 10 ii'