AT THE TIME THE ARTICLE WAS FIRST PUBLISHED (1973), THERE HAD RECENTLY BEEN OVER 20,000 CASES OF PADDLINGS BY DALLAS SCHOOL PERSONNEL REPORTED IN 1 YEAR, AS WELL AS NUMEROUS INSTANCES OF SERIOUS PHYSICAL INJURY RESULTING FROM THE PADDLINGS. AT THE TIME, TEXAS RANKED NUMBER ONE IN THE NATION IN CHILD ABUSE, DALLAS' ABUSE RATE WAS NEARLY DOUBLE THAT OF THE STATE, AND DALLAS HAD RECENTLY ELECTED FOUR NEW PROCORPORAL PUNISHMENT SCHOOL BOARD MEMBERS. IT IS ARGUED THAT THE EFFECTIVENESS OF CORPORAL PUNISHMENT IN ACHIEVING THE VERY LIMITED GOAL OF CLASSROOM STABILITY IS VERY DUBIOUS, WHILE THE POTENTIAL HARM TO CHILDREN'S EMOTIONAL AND INTELLECTUAL STABILITY IS INCALCULABLE. AN OFFICIAL SCHOOL POLICY THAT CONDONES BULLY TACTICS IS IN EFFECT TEACHING STUDENTS BY EXAMPLE THAT VIOLENCE IS AN ACCEPTABLE WAY OF HANDLING PROBLEMS. PHYSICAL PUNISHMENT MAY INTIMIDATE A STUDENT TEMPORARILY, BUT IT BY NO MEANS ADDRESSES THE PROBLEMS UNDERLYING CLASSROOM MISBEHAVIOR, SOME OF WHICH MAY BE BEYOND THE CHILD'S CONTROL. TEACHERS WHO DEMAND THE AUTHORITY TO PHYSICALLY PUNISH STUDENTS SHOULD ASK THEMSELVES WHETHER THEY TEND TO INTERPRET CLASSROOM PROBLEMS AS A PERSONAL THREAT, WHETHER THEY INFLICT PUNISHMENT TO PROTECT THEIR SELF-ESTEEM, WHETHER THEY RETALIATE RATHER THAN CONSIDER THE CAUSES OF DISRUPTIVE BEHAVIOR OBJECTIVELY, AND WHETHER THEY DERIVE SEXUAL SATISFACTION FROM INFLICTING PHYSICAL PUNISHMENT. SUCH TEACHERS MIGHT ALSO EXAMINE THEIR ATTITUDES TOWARD TEACHING AND TOWARD CHILDREN. THE AIM OF DISCIPLINE SHOULD BE TO TEACH CHILDREN TO BEHAVE WELL BECAUSE THEY WANT TO OR BECAUSE THEY WANT THE APPROVAL OF THOSE THEY LOVE AND RESPECT. CORPORAL PUNISHMENT AND MANY FORMS OF MENTAL PUNISHMENT ONLY UNDERMINE CHILDREN'S SELF-RESPECT AND SENSE OF SECURITY AND DESTROY THEIR RESPECT FOR ADULTS WHO EMPLOY VIOLENCE AGAINST THEM. (LKM)