“Let us conclude, then, that the day of corporal punishment as an important agency in school discipline has passed never to return. And let us also conclude that its passing is not yet complete and can not be complete until social customs and prejudices have been thoroughly adjusted to the new order and until effective methods of dealing with acute disciplinary difficulties have been discovered, standardized and made effective by general recognition.”[[1]]
In this brief Introductory Course, one can not go much into detail on any one point. In regard to punishment, however, this hint is in place. If anyone is interested enough to really find out for himself and settle in his own mind once for all, questions concerning correct discipline, let him personally interview a large number of boys. Let him get some of their views. Let him talk over the matter frankly with some other teacher’s pupils. He will thereby not only enlighten himself as to the best policy about punishing boys but the experience of talking in a confidential way with big-hearted boys (and they will all seem big-hearted if only he assumes that they are) will give him a new inspiration and a more optimistic view about his future discipline in the school-room. He will feel more capable of appealing to the child’s mind and heart and will see less necessity than ever before for having to force even the most stubborn child to do his bidding.
The author’s own view on punishment is this: the more a teacher knows about child nature and correct fundamental principles, the less he will need to use corporal punishment. The aim of this Course is to present the teacher with such concrete information, based upon a correct knowledge of child nature, that its application by the teacher will enable him to succeed in discipline without any corporal punishment whatsoever.
Of course, there will always be exceptions. A certain pupil may be apparently abnormal and extremely hard to govern. But even with the proverbial exception, really surprising things can be accomplished by the application of wise methods.
The aim, stated above, is not unreasonable. The author has clear evidence of this. In his own town, the superintendent of schools went so far as to allow even the pupils to know that he would not punish them with physical pain. He explained why he would not and the result was wonderful, as he expected. Instead of the pupils taking advantage of such a policy, it appealed to them. They respected this superintendent. They realized that he was there to help them and they allowed him to do so.
[1]. W. C. Bagley, School Discipline, p. 194. Macmillan.
A Real Accomplishment
Out of seventy pupils who attended the school at the opening of the term, sixty-seven were in regular attendance throughout the year and two of the three pupils who did drop out had very good outside reasons. This record is astonishing but the discipline in that High School is also remarkable. This superintendent has carried out with wonderful results the principles explained in this Course.