SHOULD SCOLDING OCCUR BEFORE, DURING OR AFTER A THRASHING?
The sharp-eyed among you may have already spotted the opinion poll I have set up over in the right-hand sidebar (at the top - you can't miss it!). This is sort of a dry run for a series of polls based around the work of Roger Benson and intended to publicise his upcoming new compilation, so please give it a go coz I want to see if it works properly. I'm am also going to try and embed the poll within this page itself - but that may have to wait until Monday because I have to rush out.
Scolding can
be one of the most important aspects of the process of instilling strict
discipline through the use of corporal punishment. A few well chosen words delivered in the
right way can do more damage than the physical sting of the riding crop when it
comes to breaking down defiance – especially coming from such an expert in
psychological manipulation as this girl’s guardian has had the sense to hire.
Her intention is to leave behind a crushed and shattered husk devoid of the slightest shred of self-esteem. She knows exactly how to reduce her charge to tears without as much as laying a finger on her… But then comes the thrashing, to seal in the lesson! Her rationale goes way beyond the imposition of discipline, aiming to dominate her charge completely, gradually over time taking control of every aspect of her charge’s life. She does this by continuous monitoring and close supervision of every aspect of her charge’s life and by imposing rules and regulations stipulating every waking moment of the girl’s day, from when first she rises, to the strictly enforced afternoon nap, to the girl’s childishly early bedtime dressed in especially adapted ‘tamperproof’ pyjamas designed to keep prying fingers from where a girl’s fingers have no right to go, medicated down into deep dreamless sleep.
Her principles
of education are simple: She teaches chastity, shame, dependency,
compliance. She encourages her pupil to
see herself in a different, harsher light, one in which her flaws show up all
the better, one in which she comes to see her ambitions, aspirations and dreams
as just that – dreams. She helps her
pupil recognise her own limitations, accept that her future is likely to be a
more demeaning, menial one than she might have envisaged; not a well-married
lady of leisure, as once she might have fondly imagined, or filled by fame and
fortune, but a future spent ‘in service’ at the beck and call of others. Where there is self-confidence she
discourages it, encouraging instead complacency an acceptance.
Where sexuality
is concerned, she stifles it, instills guilt, encouraging feelings of shame and
anxiety, to the point at which self-abuse – if it exists, IF she lets it slip
by – becomes a futile exercise, physical restraint is no longer required and
she can rely on the girl herself to erect her own mental barriers to sexually
release, psychological barriers which are far more efficacious and harder to
overcome than stiffened mittens or having her wrists restrained at her waist at
night. She’s had girls in the past
crying in frustration, down on their knees masturbating wildly in front of her,
thrashing away madly with their fingers or plunging a vibrator or dildo in and
out, all shame, all pride, all self-respect abandoned in the quest for release,
as she has watched, smirking knowingly.
She has watched the anxiety building in a girl’s eyes as culmination
approached, nearer and nearer, anxiety building, fear of failure, of yet another
ruined orgasm, building, until at last, at the VERY last minute, excitement
abating, the girl has thrown herself across the floor sobbing, wrapping her
arms around her ankles, literally begging her for help – she has used it to put
at least one girl in the asylum, quite deliberately!
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