Way Of The Rod Analysis

The Way of the Rod, a Paper by Ben Parsons, seeks to clarify the uses and functions of corporal punishment in late medieval education. Parsons states that, “Its focus will be the rationales developed by late medieval pedagogues, educational theorists, and other commentators. Flogging will be considered less as a purely habitual, unquestioned element in instruction and more as a technique that stimulated debate and rationalization. ”

While the focus of the paper was on the late medieval period, both the early medieval period and the classical period are spoken about in detail so as to help explain the evolution and thought processes behind corporal punishment in education. In order for us to understand the basis and rationale towards beating in late medieval education Parsons brings us to the classical period of the Greeks and Romans. This information serves as a key piece of background in Parsons article to lay the foundation on which other portions of his work stands. As evidence of the importance of the Greek and Roman ideologies in the context of education and punishment, Parsons quotes a line from the Roman Tacitus’s Dialogus, the line is as follows “stringency and discipline of our ancestors in the training and forming of citizens. ” It also came to be understood that during the age, that the beating of children was an integral part of the education process and was stated as much by the Greek philosopher Aristotle, who said, “training of the body for this group as a means of anticipatingand complementing their eventual training of the mind”

For his introduction and Background sections of his paper, I believe that Parsons does an excellent job in providing plenty of evidence and supporting details to support and solidify his argument going forward in the further development of his paper, particularly in regards to the initial development and rationale behind the use of punishment in the early period. As stated above, Parson’s examples and research into the classical period and its style of education set the principles that that he follows through most of his paper due to their relevance and import in the later sections of his work. Parsons both earlier and now stresses the history and practice of punishment within both the culture as well as in the logical mind of the prevalent thinkers of the day who gave no thought as to why punishment was integral, only that it was so and that as such there was no need to go against the flow or change the status quo if you will.

Parsons again offers a plethora of supporting evidence for his statements which again lead back to the classical period. His second statement opening in the opening of this part of his paper marks what sounds like the true start of his paper. “The period inherited a culture in which beating was firmly embedded as both a practical measure and an object of philosophical inquiry. ” He also references that it was thought that education was to be a period of “obligatory scolding”. Parsons continues this portion of his endeavor with the help of a dialogue on childcare written by Bartholomaeus Baten, wherein Baten states, “I teach myself nothing here, nor do I wish that you should follow in this matter my own opinion. ” In this meaning, it is inferred that Baten is speaking about the works of the early classical writers such as Aristotle and the like. My Interpretation of this after reading Parsons section about him, would suggest that his statement can be seen as a situation of there is nothing that I can add to this, therefore it must be the way to go.

Further in his work, Parsons references the works of Albrecht Pieper an Nicholas Orme both commentators and scholars within the field of the medieval period and that of child care during that time. Parsons states that, “…Albrecht Pieper and Nicholas Orme have tended to see classroom discipline in the period less as an inheritance from earlier modes of thinking and more as an extension of specifically medieval norms…” This concept is further expressed by the writings of the former chancellor of Paris Jean Gerson, the excerpts that Parsons uses from Gerson’s writings are used in order to provide evidence that the idea of using beating as a form of educational punishment that was used to build up the students is similar in a way to a phrase we often use in the modern era. ‘It builds character’, this phrase is often used today when we are asked of others to complete a task that we either disdain or simply see no reason to do. When Gerson speaks of the use of beating, he states, “they are induced to beware of sins”.

This reference and others that Parsons makes in his essay seem to suggest that Gerson and others have no issue with using beatings as a way to instill an academic work ethic of sorts in his students but also a semblance of a sense of morality and the like through the fear and expectation of beatings. Beating, while used extensively as a punishment academically, was also seen by a large number of medieval educators as a way for students to develop a better memory. This idea was prominently recorded by Boncompagno da Signa, a rhetoric teacher in his work Rhetorica novissima. He states, “… chastisement… can strengthen the student’s ability to recall information…” Parsons makes references to other scholars of the time as well, such as William of Montibus and even Dante. While I understand the practicality and ease of using physical violence or hardship to assist in developing and retaining one’s memory, the use of such tactics particularly in the long term could have an impact upon an individual’s mind and wellbeing, as such this method is no longer in use today. So far in his essay, Parsons has spoken at length about many of the reasons as to why the use of beating was implemented.

The first piece of reasoning presented by Parsons was simple. That reason being that beating has been in use since the days of the Greeks and Romans. Because of this it was decided upon it seems to continue following this practice as a matter of tradition and such. Second, thinkers of the time, for the most part according to research done by Parsons, saw little reason to change the way things were (If it isn’t broken don’t fix it). The last portion of Parsons paper revolves around the idea that pain and the expectation of pain increase the recollection of memory of those who were beaten.

The last important and impactful person whose ideas Parsons discusses, is John the Scott. John is similar in ideals to the aforementioned Boncompagno and believes that the pain the students receive is what tempers them to learn. “the sensation of pain, especially when inflicted in the course of punishment… creates the memory and expectation of pain…this in turn causes obedience…but also deliberative judgement. ” However, unlike Boncompagno, John was focused more on the actual sensation of pain whereas Boncompagno was interested in the recollection of pain as a motivator and deterrent. Parsons offered great insight into the medieval mindset in regard to punishment and its uses. During the process of writing this it I came to realize just how heavily integrated punishment was ingrained into the medieval mindset of education. Granted, many of the later authors and references seemed to wish for a more controlled environment of punishment wherein it was seemingly used with more practical consideration then the inspiration from the earlier classical period.

However, that does not seem to indicate that it was enacted less frequently or harshly, only that some did not wish to beat simply for the sake of it. At first glance, the reading of this essay was a bit of a slog, however careful rereading allowed me to connect the dots between the thesis of this paper and is various main points. Overall, this paper was very insightful and intriguing, as I do not know of many classes that would go into detail on the subject or even mention it at all. This essay has also raised a few questions, while Parsons did answer and stick with his thesis throughout his paper, I did feel as though he was missing a potential perspective that would help him to better wrap up his paper as well as including a separate point he did not discuss. Considering the amount of effort, he put into completing this essay it would have added to his points if he could have used or found a source that disagreed with the use of punishment in education in order to further explain why it was used or considered necessary.