Western Kansas world. [volume] (WaKeeney, Kan.) 1885-current, 1892-12-31
OFFICIAL PAPER OF rREGo COUNTY.
SATURDAY. DEC. 81, 1892.

CTS gave lilo VIVID NSfo
poral punishment in the last issue
of the WORLD. We fully indorst
many of the statements therein but
we think his deductions therefrom
were not entirely warranted. That
physical punishment is relic Of
barbarism,' is only very trite say,
ing which all must admit has not
very much force as an argument
The sentiment itself may or may
not apply in this instance. ct
course the indiscriminate use OF the
rod should be condemned and our
best teachers rarely find it necessary
to resort to this method of correc-
ton. Moral suasion, kindness and
love, in a majority Of cases, will be
more effectual than force. Besides
discipline in a school, except as a
means to an end, is Of but little
value to the pupil. That is not
what schools are for, the primary
object being to afford the means for
securing an education. Again there
is really but one way of securing
order that is worth the effort and
that is by arousing the ambition of
the pupil so that his mind is entire
ly absorbed in his studies. When
such a condition exists the question
of discipline needs scarcely to be
considered. But there are excep-
tions to all rules and to meet these
exceptional instances is where the
tact as well as talent Of the teacher
is brought into requisition and
where obedience to the rules Of the
school must be inforced--peacefully
if possible-but they must be in
forced. In our public schools are
to be found every variety Of DISPOSE
lions. Some have never been taught
to obey at home OR have outgrown
parental discipline. Some only at
tend school because they must or
because their parents want to be re-
lieved from their presence at home.
At home no interest is taken in
their progress or welfare. Some,
although bright, are vicious. Again,
for the reason, perhaps, that a GER
tain teacher has been employed by
the board contrary to the individual
preference of the parent, sighting
and uncomplimentary remarks are
made in presence of the children,
and some parents rely implic-
lily upon statements made by their
children concerning matters pertain
ing to the school and, instead of in
vestigating, ally themselves against
the teacher. A teacher has all these
trials to contend against and this
Heterogeneous diversity Of sentiment
and disposition to modify and con-
troll. In our humble opinion there
are times when force becomes abso-
lutely necessary in maintaining dis
cipline, and what right has a parent
to object who administers the same
kind of punishment daily. There
are few parents who never find it
necessary to administer corporal
punishment. Why then should the
teacher, with many more under his
daily, with perhaps all
the above enumerated antagonistic
influences to contend against, be ex-
pected, at once, to transform the
children into an order and peace
loving community without the alb
solute authority to enforce obedi-
ence. Some will argue that if pu-
pill will not conform to the rules he
should be expelled. The principle
is wrong unless the child is abso-
lutely incorrigible. You might as
well cast your child adrift from
your own fireside because he refused
to obey you. The theory is the
same. Some of our brightest states
men would never have been heard
of if that rule would have been
adopted with them. Having the in
terest of the child at heart we
would resort to every means for his
reclamation. Moral suasion and
kindness would not be spared in our
efforts to do him good but if all
these failed, as a last resort, we