TRUE EDUCATION PUNISHMENT

Hokitika Guardian, 27 June 1918, Page 4

TRUE EDUCATION PUNISHMENT

'llit- whole idea of what is called punishment is not only wrong but foolish a 1 earlier who frightens I)is buys into doing wind lie wants, does not see that they only obey him while lie is there

and that, as soon as they are out of his sight, they will pay no attention to bis rules, or oven take a pleasure in breaking thorn, because tiny don’t love him. But if lie draws them to do wind lie wants, because they love him and wish to please him, they will keen his rules even in his absence, and ho make his

work easier. Instead oi‘ (Icvt'lopinjj; fear and dislike in the character of t!io liovs the wise teacher will gain his ends by calling forth from them love and devotion, so .strengthening the good that is in them. Again, the idea of expulsion, of getting rid of a troublesome hov, instead of trying to improve him is wrong. liven when, for the sake of his companions, a boy has to be separated from them, the good of the boy must not be forgotten. In fact, all through school discipline should be based on the good of the hoys ; not on the idea of saving trouble to the teacher, a loving teacher will not mind the ..trouble, I'nintont ionnl cruelty often comes from mere thoughtlessness and the teacher should be very careful not i he cruel in words or in actions, from want of thought. Teachers often cause pain when they have been disturbed by some outside annoyance, or trying to attend to som ( > I important duty. The teacher may forget the incident- or pass it over as trivial, but in many eases, a sensitive boy has been wounded, and lie broods over the words, ending by imagining all sorts of foolish exaggerations. In this way many misunderstandings arise between teacher and pupils, and though the hoys must learn to lie patient- and generous, and to realise that tile teacher is anxious to help all amuch as lie can, the teacher, in liis turn must be on the alert to watch his words, and to allow nothing but gentleness to shine' out from his speech and actions, however busy he may ho. (Extract from “Education as Service” by ,T. Tvrishnanuirti.)