Home training seldom requires such bookkeeping; but even here it may at times be useful. Of course, the individual child knows in any case that some one is keeping an eye on his actions, but the fact becomes more deeply impressed upon his memory if the reproofs incurred by him are recorded.
[51.] It would be in vain to attempt to banish entirely the corporal punishments usually administered after fruitless reprimands; but use should be made of them so sparingly that they be feared rather than actually inflicted.
Recollection of the rod does not hurt a boy. Nor is there any harm in his present conviction that a flogging is henceforth as much beyond the range of possibility as his meriting such treatment. But it would, no doubt, be injurious to actually violate his self-respect by a blow, however little he might mind the physical pain. And pernicious in the highest degree, although, nevertheless, not quite obsolete yet, is the practice of continuing to beat children already hardened to blows. Brutish insensibility is the consequence, and the hope is almost vain that even a long period of now unavoidable indulgence will restore a normal state of feeling.
There is less objection to making use, for a few hours, of hunger as a corrective. Here only an act of deprivation takes place, not one involving a direct insult.
Curtailment of freedom is the most commonly employed form of punishment; justly so, provided it be properly adjusted to the offence. Moreover, it admits of the most varied gradations from standing in a corner to confinement in a dark room, perhaps even with hands tied together behind the back. Only, for several serious reasons, this punishment must not be of long duration. A whole hour is more than enough unless there is careful supervision. Besides, the place must be chosen judiciously.
Solitary confinement, especially in a dark room, is seldom if ever resorted to in American public schools. For remarks upon the social basis of modern school punishments, see [55].
[52.] Corrections of such severity, as removal from home or expulsion from an institution, are to be administered only in extreme cases; for what is to become of the expelled pupil? A burden to another school? And in case the transfer implies the same freedom, the old disorderly conduct will usually be resumed. Such pupils must, therefore, be placed under very strict supervision and given new occupations. We must trust to the new environment to obliterate gradually the old vitiated circle of thought.
[53.] It is a well-known fact that authority and love are surer means of securing order than harsh measures are. But authority cannot be created by every one at will. It implies obvious superiority in mind, in knowledge, in physique, in external circumstances. Love can, indeed, be gained in the course of time by a complaisant manner—the love of well-disposed pupils; but just where government becomes most necessary, complaisance has to cease. Love must not be purchased at the expense of weak indulgence; it is of value only when united with the necessary severity.