PUNISHMENT IN SCHOOLS

Otago Daily Times, Issue 22910, 18 June 1936, Page 9

PUNISHMENT IN SCHOOLS

TO TUB EDITOR.

Sir, — I am convinced that the amount of corporal punishment used by a teacher depends on the teacher’s altitude to his work. That attitude is vitiated from the very beginning. Such punishment was common in the teacher’s childhood; it was practically the only form of stimulus used. When the young teacher begins his career he has it firmly ground into his mind that punishment is an integral part of true education. But our modern day, with its light and knowledge, should do something to enlighten him and show him a better way—the way of non-vio-lence. The teacher has to succeed or he will be classed as a “ dud,” and the way he knows others succeeded in the past was by force. I say deliberately that the average Training College does little for his enlightenment, 1 question if this subject is scientifically dealt with in the young teacher’s course. lam speaking of what I know. No young teacher should leave college without it being stamped upon his mind that physical punishment is a last resource, and that the constant use of it is the mark of an incompetent teacher. Then the trainee gore to associated schools to observe, and there again he sees that the man or woman who gets marks is the martinet. But the inspectorial system is another vitiating influence. The whole business of inspection is degrading both on the one inspected and on the one inspecting. I blush for shame when I see the extra spurts put on when the inspector is about. The visit of an inspector should be a pleasure, nn inspiration, and a big lift on for the struggling teacher. But marks depend on making a fair show in the flesh, and marks must be got by hook or by crook. Marks determine the grade position, and the grade number determines your bread and butter. Ugh! The whole thing is a relic of a dark age. In England the inspector is one who helps, who brings fresh ideas, and who is a friend of the teacher and the pupils. Wc will never get an ideal attitude to the work until we regenerate our Training College course, and abolish the inspectorial system with its flagrant imperfections. lam not blaming the men; lam blaming the whole system with its accompanying evils of marks and grading. Our whole system is far from ideal, t know we have had good results in the past, but I fear wc are not lifting the whole, and that we are not making progress in our ideals of education. The good is often the enemy of the best. 1 am, etc., Ex-teacher 11.