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Contents
1. “Culture War” Propaganda that Supports Domestic Violence and Sexual Abuse
2. School Beatings in the News “Parental “Support” (as long as they remain ignorant)
3. Paddling: “Out of Control” Pseudo Science
4. Paddling Brutality and Injuries
5. Reasons for Paddling
·Wistful memories and rose-colored glasses
·Were Girls Paddled in the “good old days” the same as paddling schools do today?
·My “good old days”
·California electricity blackouts and Osama bin Laden created by a “lack of paddling?” Southern states paddling to promote “politeness?”
·“Scott’s scuttlebutt” on why many “Greater Dallasians” want to keep the paddle swinging
·The issues, the locale, and the players
·Some combination of the following, often conflicting, desires often drive spanking:
·Key Points to Consider while reading
·Our tour of “Southern Education”
·The players:
·Reasons for Paddling Quotes
6. Can We Justify Child and Adolescent abuse?
7. Does Paddling Do Any Good?
8. The Phallic Paddle
9. Padding in the Digital Age: “Bringing Back the ‘Good Old Days?’”
10. “Did Jesus Teach "School Paddling?”
11. Other Religious Views
12. Lifetime Sexual and Psychological Damage for Victims and Witnesses
13. Sadism: a Job Hazard for Paddlers
14. School Paddling as Sexual Harassment
Dismal Graduation Rates and poor academics “in the good old days”
Before we even begin to look at how “wonderful the good old days were” educationally we can note that we now have the highest high school graduation rate in US history. We had a record 83.4% getting at least a high school degree, as of the year 2000, compared to only 24.5% in 1940, the earliest year that records were kept. [“Education: We’re a smarter bunch,” AP, The Macomb [Michigan] Daily, 12-21 2000, page 11A].
The number of people who go to college, as of 2000, is also at an all time high. 25.6% of those age 25 and older have graduated from college now, compared to 4.6% in 1940. SAT and ACT scores had an apparent “dip” from the 1970s through the 80s—but you have to take into account the fact that a much higher percentage of people began taking those tests and going to college through those years. It is not surprising that the scores initially went down as a higher percentage went to college—not just the 5% “cream of the crop” that went in the 40s. Amazingly, however, those scores too have risen now very near their peak, even with the much larger percentage going to college and taking those tests, not just a tiny elite few.
You sometimes hear people who are promoting “vouchers,” or “the 10 commandments in school rooms,” lamenting that the US lags Germany in science, or some such thing. They always fail to note, however, that most, if not all, of the countries they cite as “doing better than we,” have neither the 10 commandments on the walls or school vouchers. Many of those countries have little or no child hitting in school—and many of them don’t even allow children to be hit at home. Neither the ten commandments on the public school wall, or school paddling, are done in the majority of countries that are “doing better than we.”
There are generally two tiers of countries that “do better”—those that are more socially developed in Western Europe, and third world populous and poverty stricken countries where the “cream of the crop” are who we are being compared to. In many parts of the world the entire family is very desperate, and one bright student is pushed to do “anything and everything” to excel in education so they can help support the entire family in return. Both classes of countries often have a longer school year. Some of the more enlightened countries, like the former West Germany, offer apprentice programs. In other countries only the wealthiest students go to a decent school. Often students are driven to excess studying, to the exclusion of an ordinary childhood or enjoyable life, to “forge ahead” so they will be able to emigrate to the US, or to some wealthy country, and bring their family along. In any case none of these countries, no matter if they are doing “better or worse” than we, and no matter how you measure that, are applying, or even considering, the supposed “remedies” the special interests are proposing here.
“Well,” the paddlers may yet argue, “forget about the foreign countries. Wasn’t US education better “in the good old days?” As the opening words of this chapter made clear, the truth is we are doing much better educationally than we ever have before.
We are not the best or the worst in the world educationally—but that too may actually be a better result than it seems if we consider the fact that we allow our children “time to be kids.” I don’t think “test scores are everything” when we try to measure our country’s quality of life. We can improve education in many ways, however, and take some steps that would raise our children’s test scores above more countries—but ultimately you could also legitimately ask, “Do we need to “beat” every country in every way, even if it involves our kids losing their childhood?” We may well like to let our kids have the summer off instead for vacations, and just to have a time in life “to be a kid.” This is a wonderful time of life that never really happens in some countries with poverty, child labor sweat shops, and with only a few able to get an education and escape. Regardless of the length of our school year and other issues that get discussed one fact is obvious. Hitting kids in school is not a factor in countries doing better than us. The majority of better-educated countries do not use school beating at all. If we want to be more like those countries, in fact, the first thing we should do is stop hitting children in school completely.
Chapter 5: Reasons for Paddling