CORPORAL PUNISHMENT

Evening Star, Issue 21751, 20 June 1934, Page 12

CORPORAL PUNISHMENT

ITS USE AS TEACHING METHOD OPPOSED BY BOARD’S INSPECTORS “ Control is a strong feature in almost all schools. We regret that not all teachers keep a record of corporal punishment as advised by the board in 1932. This hampers our work in. connection with character building. From evidence that has come before us we have reluctantly to admit that corporal punishment has, in certain cases, been used as a teaching method. The keeping of a record would enable us to suggest ways and means of avoiding such a practice where it may exist.' As our teachers are imbued with the worthiest of motives, we think that such suggestions would be welcome concerning what is no longer considered correct teaching procedure.” So states the annual report of the inspectors of the Otago Education Board. “ The majority of our teachers realise the importance of school training as a preparation for right living and true citizenship, and we recognise with satisfaction the earnestness of their endeavours with a view to giving such training. Most of the treatment is incidental to the work of the school as a whole. The problem of character building is perhaps the most difficult which teachers have to face in that it hinges upon the relationship of the individual to society. If children are too much repressed'they lose iniative, and the general unfolding of personality is cramped. If they-have over-much freedom they tend to become irresponsible, and perhaps out of harmony with their fellows. It seems, however, to have been proved that the better way to deal with the expression of undesirable instincts and tendencies is not so much by repression as by an endeavour to switch the working of these innate interests into desirable channels. Our discussions with teachers as to character training often resolve themselves ■ upon this, principle, easy to understand, but not so easy to carry into successful application as might at first sight appear.”