Albuquerque evening herald. [volume] (Albuquerque, New Mexico) 1911-1914, 1913-02-08

NNWN
dangerous. hut acts az q atlmulant
~ morality and d barrier 90 neglect,
and should be given with care az
regular hours and double tho dose ~
necereary. think IN some eases o.
licking" ~ Il ~ sometimes called |
acts "a a moral poison, especially 10 |
strives to cxcca. hut ~ some extra
path. when he knows fun we'll that l
he has not Intentionally committed
n wrong. hut knows too that His fate |
" the same ~ that az the wilful vio- |
lator, because u u embodied in the |
rules.
Again II I were 10 oppose corpor-
al punishment. would DO 10 from
the fact that afteria thing n done II
u Impossible 10 undo a. eNeept in
mind. and that punIhhiuE the flesh
would not have the desired effect
We also would include In our reasons
FOR opposlns II the same reason FOR
which We oppose capital punlshmcn.,
In our legal code. Observine thss
capital punishment DESTROYS an hopes
OF reformation Of the Victim. and the
only desirable effect n could have "
to lnstili fear Into the hearts of 9th
crs who may be- tempted TO do like
crime. and az fear H. an abnorma
state OF mind Il would be wrong 20
do anything to produce Il. aud plncos
an ambitious hoy or giri on the de
fcnsive side of NE when the mind
should ever be lnocuIsted with the
glorious hope Of reward.
We would have one other reason
FOR opposing corporal punishment
and that - the same reason we would
entertain In favOrinE international
peace. when difference OF opin-
Ion arises the only Justice To- both
parties II praccsul arbitration by
a competent tribunal. We admit
the difficulty Of arbtratinK differ
cnces with some pupils. but Il h an
established fact that AS the con
slant drip wears away tho stone" so
will constant efforts implant in the
childs mind the great principles Of
truth and right.
We're I 10 favor corporal punish
mcnt ! would derive my reason from
the evcr-cxlstinE fact that our school
system is not provided with sufn-
Client school rooms and teachers TO
allow Justice tn all, The teacher with
thirty Go forty pupils has not she
time Ia correct mistakes by proper
! administration OF good advice and
at the same time show her reasons for
giving same In order to insiill the
fact into the child's mind sufficiently
for II To utilize II "a material for
character building aud thereby avoid
a repetition of the same advice. But
she must resort to IA method that VIII
occupy the shortest time and equally
| distribute her effort among all, This
resort " usually corporal punish
| mcut
Again " ! were 90 favor corporal
punishment would do So for the
very simple reason that there hh
been no remedy found by which
some boys are forced into submission.
Teachers may have Inflicted pupial,
ment upon boy and az the sain"
time ENJOYED every stripe that the
boy felt. because she had tried. with
patience. 20 persuade him 10 do what.
IN her mind seemed right. and afte.'
a failure To do this she repeated y
warned him Of the consequences that
would follow q repetition of mlscou-
duet. one other reason for favorlng
corporal punishment Is that II H. an
| sudden change from that practt,,
would have the same effect upon the
school that sudden abolition OF the
tariff would have upon the business
OF the nation. Corporal punishment
often fails To- bring desired results,
and with some boys IL seems that
mcanncss is his mania and that noth.
ing hut solitary confinement could
stop him.
| During the Colonial development,
when everything from treason Ia tho
lurccny Of sheep was subject To thu
death penalty. the fear ~ punishment
was no greater than II n today. when
only two offcnscs are subject 10 the
same punishment. We lind II the
| same with the teacher. From IN,
time OF our forefathers. when "a,
tcarher was. as whittier says, ~
"brisk wieldcr of the birch and rule.
II had NO more tendency TO u right
I development than al the present nni
ncar-future day. when the pupil u
punished by merely making biact
marks against his record We get
from this that Gl custom SIS the hor'
legislator fel experience h. the hes
interpreter. and ca conscience n tbs
4
Probably half of the cascs of neg
ligence on the part ~ the pupil ha''
their origin in the unoducsted mind'
of the parents. and the cause of th'
child's falling victim ia corpora
punishment " due tu the Ignorance
Of the parents u I had the parent
80 pupils / perhaps would not he uii
posed 10 corporal punishment In ~
lErown-up form. But the child's min,
Is undevelopcd ana needs digestibh
food
The eveTgruWinR number of pro
tests from intelligent parents 10 th'
l policy of corporal punishment II ev
idenCe that the sentiment win so0l
predominate and that the use of th'
hickory win soon disappear. III
teacher using this means of defena'
viii De- called a wcaklinE aud mus
give way 20 the progressive tcacne
Who possesses the ability tu conquc
the maynard boy boy peaceful means
The hickory was Ohcc neccs "
because everybody expected A. anl
not TO have used " would have hvei
"A calamity Ia the teachers rsputa
ton, TO show you how essential
once was relgte story tDld ~
I pfnfpgsgr ETuuk H. Hall pregttlCu