Pedagogics as a System

by Karl Rosenkranz

It may be questioned whether the moral teaching in our schools be not too negative in its measures; whether it do not confine itself too much to forbidding the commission of the wrong deed, and spend too little force in securing the performance of the right deed. Not a simple refraining from the wrong, but an active doing of the right would be the better lesson to inculcate.

In the laws of the state the office of punishment is first to satisfy justice,[12] and only after this is done can the improvement of the criminal be considered. If government should proceed on the same basis as the educator, it would make a grave mistake, for it has to deal, not with children, but with adults, to whom it concedes the dignity of full responsibility for all their acts. It has not to consider the reasons, either psychological or ethical, which prompted the deed. The actual deed is what it has first of all to deal with, and only after that is considered and settled can it take into view any mitigating circumstances connected therewith, or any peculiarity of the individual. The educator, on the other hand, has to deal with those who are immature and only growing toward responsibility. As long as they are under the care of a teacher, he is at any rate partially accountable for what they do. We must never confound the nature of punishment in the State with that of punishment as an educational means.

§ 40. As to punishment, as with all other work in education, it can never be abstractly determined beforehand, but it must be regulated with a view to the individual pupil and his peculiar circumstances. What it shall be, and how and when administered, are problems which call for great ingenuity and tact on the part of the educator. It must never be forgotten that punishments vary in intensity at the will of the educator. He fixes the standard by which they are measured in the child's mind. Whipping is actual physical pain, and an evil in itself to the child. But there are many other punishments which involve no physical pain, and the intensity of which, as felt by the child, varies according to an artificial standard in different schools. "To sit under the clock" was a great punishment in one of our public schools—not that the seat was not perfectly comfortable, but that one was never sent there to sit unless for some grave misdemeanor. The teacher has the matter in his own hands, and it is well to remember this and to grade his punishments with much caution, so as to make all pass for their full value. In some schools even suspension is so common that it does not seem to the pupil a very terrible thing. "Familiarity breeds contempt," and frequency implies familiarity. A punishment seldom resorted to will always seem to the pupil to be severe. As we weaken, and in fact bankrupt, language by an inordinate use of superlatives, so, also, do we weaken any punishment by its frequent repetition. Economy of resources should be always practiced.

§ 41. In general, we might say that, for very young children, corporal punishment is most appropriate; for boys and girls, isolation; and for older youth, something which appeals to the sense of honor.

§ 42. (1) Corporal punishment implies physical pain. Generally it consists of a whipping, and this is perfectly justifiable in case of persistent defiance of authority, of obstinate carelessness, or of malicious evil-doing, so long or so often as the higher perceptions of the offender are closed against appeal. But it must not be administered too often, or with undue severity. To resort to deprivation of food is cruel. But, while we condemn the false view of seeing in the rod the only panacea for all embarrassing questions of discipline on the teacher's part, we can have no sympathy for the sentimentality which assumes that the dignity of humanity is affected by a blow given to a child. It is wrong thus to confound self-conscious humanity with child-humanity, for to the average child himself a blow is the most natural form of retribution, and that in which all other efforts at influence at last end. The fully grown man ought, certainly, not to be flogged, for this kind of punishment places him on a level with the child; or, where it is barbarously inflicted, reduces him to the level of the brute, and thus absolutely does degrade him. In English schools the rod is said to be often used; if a pupil of the first class, who is never flogged, is put back into the second, he becomes again subject to flogging. But, even if this be necessary in the schools, it certainly has no proper place in the army and navy.

§ 43. (2) To punish a pupil by isolation is to remove him temporarily from the society of his fellows. The boy or girl thus cut off from companionship, and forced to think only of himself, begins to understand how helpless he is in such a position. Time passes wearily, and he is soon eager to return to the companionship of parents, brothers and sisters, teachers and fellow-students.

But to leave a child entirely by himself without any supervision, and perhaps in a dark room, is as wrong as to leave two or three together without supervision. It often happens when they are kept after school by themselves that they give the freest rein to their childish wantonness, and commit the wildest pranks.

§ 44. (3) Shutting children up in this way does not touch their sense of honor, and the punishment is soon forgotten, because it relates only to certain particular phases of their behavior. But it is quite different when the pupil is isolated from his fellows on the ground that by his conduct he has violated the very principles which make civilized society possible, and is, therefore, no longer a proper member of it. This is a punishment which touches his sense of honor, for honor is the recognition of the individual by others as their equal, and by his error, or by his crime, he had forfeited his right to be their equal, their peer, and has thus severed himself from them.

The separation from them is thus only the external form of the real separation which he himself has brought to pass within his soul, and which his wrong-doing has only made clearly visible. This kind of punishment, thus touching the whole character of the youth and not easily forgotten, should be administered with the greatest caution lest a permanent loss of self-respect follow. When we think our wrong-doing to be eternal in its effects, we lose all power of effort for our own improvement.