Keowee courier. [volume] (Pickens Court House, S.C.) 1849-current, 1902-10-08
Juvenile Government.
Should children be chastised /?

supposed. The greater age, knowl-
edge, experience, and everything else
Of parents, presuppose that children
should somehow be induced to con-
form to their wishes until they are of
age. Many teachers are stigmatized
with domineering spirit to govern
without considering whether corporal
punishment or moral suasion should
be resorted to in order to command
obedience from their pupils. Too
many parents and teachers act only
from an angry temper. The ques-
tlon is, If we cannot govern ourselves,
are we competent to govern chill
dren? Yet we cannot use the power
of force much longer; as the child
natures the spirit of independence
increases. To keep youth in sub
jugation after this love of self-con-
troll has been we'll established violates
his nature and creates dislike for those
in authority over him. When nature
implants the spirit Of independence
parents, teachers and guardians
should take heed and surrender, to a
great measure, and not any longer
trespass on ''inalienable rights" or
fight the unavoidable. Until then
juveniles must be governed. Then
we may ask ourselves the question,
by what means?
Coercion and moral suasion bring
about directly opposite means Of
securing obedience. Since they act
directly opposite to each other VIC
must be very careful in discriminate
ing which may be best applied. Some
might say, as they are antagonistic,
only one should be used; use the one
that suits or conforms to the dispo.
sition and talent of the youth. II
we use the power of coercion at ALL
we must be certain. Moral suasion
has no lodgment and we must be in
the proper mood to apply the power
of either. Resorting TO one annuls
the other to agreat extent. Punish
ment almost, if not entirely, kills
moral suasion, and all attempted
union of the two is like "Nebuchad,
nezzar's image-partly iron and partly
mlry clay, partly strong and partly
weak" Every child must be gov.
erned wholly by one or the other, as
the case may be. Be sure and teach
the child to obey because it is his
duty-do not try to buy obedience
with the promise of 10Y or some
little present. Punishment at any
age, either in the family or school
should rarely be resorted to, because
it contravenes every known law oi
mind. 1t reverses every mental fac.
ulty, outrages the ambition of the
child, humiliates or infuriates dignity
sears the affections, hardens the con.
science with the iea of having beer
wronged, kills respect for parent OF
teacher, and either subdues or in.
flames force, which always seeks re.
venge. When it subdues, it invaria.
bly, makes the child a paltroon ir
that proportion, lowers resolution tc
strive with difficulties, humbles the
spirits, unnerves and crashes the
child. Such children are good fol
nothing and go through life witt
their heads down, prey for who.
ever wishes to prey upon them
Parents, do you desire such chill.
dren? Teachers, do we send out such
pupils from our school rooms? ]
hope not. AS the twig is bent so the
tree is inclined. This is the inevita.
BILE effect when force is weak, which
fortunately, is rare. But when it is
strong it creates hatred. When ODE.
dience is forced it is worthless. Only
voluntary obedience is worth any
thing. You may force your boy OF
your pupil to obey in action, but rebel
in spirit. After you have forced his
obedience he will go off mutterine
between his teeth, "When l get a
little larger I'll do as l please" lie
is glum and ugly, and will revenge
himself in numberless little provok-
ing ways. A chastised boy will ex-
press just what all such feel, after
pleading to be forgiven, vowing in
his promise I'll do so no more.'
After being struck the first blow he
will say, "Whip away, you old hea-
then; l can stand all you put on, and
I'll be as mean as [ can be-" True
to his threatenings, he REBELS at every
opportunity. Will such punishment
improve child?
Punishment Injuries, more or less,
because it subdues or hardens. This
doctrine is somewhat contrary to the
maxim, "Spare the rod and spoil the
child," and to Solomon's wisdom,
"Whip away, despite his crying"
Follow Solomon IN whipping little
children and in some other practices
if you please, but let me follow his
successor and superior, whose counsel
taught, "Overcome evil with good"
"There are three things we do not
know; yea. there are four things
the way of serpent on a rock, the
way of a ship at sea, the way of the
eagle in the air, and the way young
parent or young school mistress will
govern the youth" What we want
is to obviate evil in them; then let
us offset it by goodness in ourselves.
All scolding threatens punishment,
or it means nothing and does no
good. 1t is an exercise of force in
the scolder, which is always enkin-
died in the one scolded. Train chill
dren in accordance with their char
acters. One child requires a different
mode of training from another. The
conscience of one child may be
touched in one way, while another
may require the use of entirely differ.
L.