The enduring philosophical clash: corporal punishment and the crisis of educational authority

“ If we wish to purify the religious beliefs of men, we must first ameliorate their daily life.
There was once a schoolmaster who boasted that during his long and interesting career he had inflicted corporal punishment more than a million times. In modern days the tide of public opinion has set strongly against corporal punishment. It is being abolished in many of our public institutions, and the majority of cultivated parents have a decided feeling against availing themselves of this method of discipline. ”

“ In the first place it brutalizes the child; secondly, in many cases it breaks the child's spirit, making it a moral coward; and, thirdly, it tends to weaken the sense of shame, on which the hope of moral improvement depends.
Corporal punishment brutalizes the child. We may be justified in beating a brute, though, of course, never in a cruel, merciless way. A lazy beast of burden may be stirred up to work; an obstinate mule must feel the touch of the whip. Corporal punishment implies that a rational human being is on the level of an animal. ”

“ In childhood the shadows are wholly forgotten in the brilliant radiance of the sun, and the clouds are so deep as to obscure for a time all the heavens above.
Over childhood, as over all the world, hangs the black pall of punishment,—which is only another name for vengeance and hate. In my day, and I fancy too often even now, parents believed that to “spare the rod” was to “spoil the child.” It was not the refinement of cruelty that made parents promise the child a whipping the next day or the next week, it was only their ignorance and thoughtlessness ”

“ Gradually, step [Pg 134] by step, this method of training and discipline has been superseded in all its forms. The movement to abolish torture, imprisonment, and corporal punishment failed for a long time owing to the conviction that they were indispensable as methods of discipline. But the child, people answer, is still an animal, he must be brought up as an animal. Those who talk in this way know nothing of children nor of animals. Even animals can be trained without striking them, but they can only be trained by men who have become men themselves. ”

“ Free childhood and the culture of individuality has become a watchword.
Above all, Dickens has introduced a reform as to the habit of terrorizing children. Corporal punishment has diminished to one fourth of its former amount, and Charles Dickens is the prophet to whom the reform owes its potency. In fact, the habit of finding in the good tendencies of the child the levers with which to move him to the repression of his bad impulses has placed in the hands of the professional teacher the means of governing the child without appeal to force except in the rarest cases. ”

“ The mere knowledge that they are liable to such degrading punishment suffices to lower the children’s morale, whereas, when they feel themselves absolutely secure from the risk of such punishment, they feel themselves from the first to be honoured and respected. In the better elementary schools of the United States corporal punishment is in fact unknown.
The Constitutional Element.—In the order of the modern school no constitutional element is recognised; the teacher is an absolute ruler, and the pupils are subjects without rights. ”

“ In a word, the right granted to a man to inflict corporal punishment on his fellow-men, is one of the plague-spots of our society. It is the means of annihilating all civic spirit. Such a right contains in germ the elements of inevitable, imminent decomposition.
Society despises an executioner by trade, but not a lordly executioner. Every manufacturer, every master of works, must feel an irritating pleasure when he reflects that the workman he has beneath his orders is dependent upon him with the whole of his family. ”

“ It is a practical denial of that higher nature which exists in every human being, and this is a degrading view of human character. A child which is accustomed to be treated like an animal is apt to behave like an animal. Thus corporal punishment instead of moralizing serves to demoralize the character.
In the next place corporal punishment often breaks [Pg 18] the spirit of a child. Have you ever observed how some children that have been often whipped will whine and beg off when the angry parent is about to take out the rattan: "O, I will never do it again ”

“ The usual lazy and short way by chastisement with the rod, the only instrument of government that tutors generally know, is the most unfit of any to be used in education. For from what other motive but of sensual pleasure or pain does a child act who drudges at his book against his inclinations, or abstains from eating unwholesome fruit that he takes pleasure in only out of fear of whipping, and what is it to govern his actions and direct his conduct by such motives as these? ”

“ There is nothing which more completely dulls and degenerates12 the nature of a bright child.” Again: “Our schools are houses of correction for imprisoned youths; and children are made incorrigible by punishment. Visit them when the children are getting their lessons, and you will hear nothing but the outcries of boys under execution and the thundering noises of their teachers, drunk with fury. It is a pernicious way to tempt young and timorous souls to love their books while wearing a ferocious countenance and with a rod in hand.” ”

“ Hence, all school exercises are taken rather as physic than food, and the unfortunate young patients of such mental doctors, instead of being led to think with the admirable Milton, that “a good book is the precious life-blood of a master spirit, embalmed and treasured up for a purpose to a life beyond life,” they learn to loathe books of every kind with unconquerable aversion and disgust. But there is still another cause for the hatred of mismanaged children to school, which is very different from the last, as it may be said to arise rather from the merit, than the demerit of the teachers. ”

“ That rough discipline of the rod is built upon other principles, has no attraction in it, regards not what humour children are in, nor looks after favourable seasons of inclination. And indeed it would be ridiculous, when compulsion and blows have rais'd an aversion in the child to his task, to expect he should freely of his own accord leave his play, and with pleasure court the occasions of learning; whereas, were matters order'd right, learning anything they should be taught might be made as much a recreation to their play, as their play is to their learning. ”

“ Even more disastrous is the third effect of corporal punishment, that of blunting the sense of shame. Some children quail before a blow, but others, of a more obstinate disposition, assume an attitude of dogged indifference. They hold out the hand, they take the stinging blows, they utter no cry, they never wince; they will not let the teacher or father triumph over them to that extent; they walk off in stolid indifference.
Now, a blow is an invasion of personal liberty. Every one who receives a blow feels a natural impulse to resent it. ”

“ The world cries "Shame" upon the lawbreaker in general, but those who in their youth are accustomed to be put to shame by corporal punishment are likely to become obtuse to other forms of disgrace as well. The same criticism applies to those means of publicly disgracing children which have been in vogue so long—the fool's cap, the awkward squad, the bad boy's bench, and the like. When a child finds itself frequently exposed to ignominy it becomes indifferent to ignominy, and thus the door is opened for the entrance of the worst vices. ”

“ There is one excellence, indeed, which I perceive in corporal punishment; it is an excellent means of breeding criminals. Parents who inflict frequent corporal punishment, I make bold to say, are helping to prepare their children for a life of crime; they put them on a level with the brute, break their spirit and weaken their sense of shame. ”

“ But corporal punishment entails other dangers, in addition to the risk of the origination or the awakening of a sexual perversion. Certain children, having experienced sexual stimulation as a result of such punishment, will endeavour to secure its repetition. I have known cases in which sexual perverts have deliberately misconducted themselves in school, in order to be punished, and thus to enjoy voluptuous sensations. ”

“ When we come to ask what practical conclusions may be drawn from our recognition of the relationships between corporal punishment and sexual perversions, the first point that occurs to our minds is to consider whether the corporal punishments which may possibly give rise to such perverse stimulations are in fact absolutely indispensable. ”

“ The resort to the rod and kindred measures stamps the teacher with incapacity for his vocation—that is, with an ability to govern by the best methods. Everybody knows that the rod plays no such important part in the work of education as it formerly played. ”

“ Horses and children and wives are protected from brutal treatment now by law. The insane are not flogged to make them sane in any well-conducted institutions. More than half the children in the schools of the civilized world are free from the terror and degradation of corporal punishment by law, or by the higher consciousness of more intelligent teachers. Parenthood everywhere is studying the child and trying to become conscious of its own higher powers of guiding character so that it may be able to train the children in truer and more productive and less dangerous ways than formerly. ”

“ Try to find out what the favorite pursuits and studies of your child are, by what it is repelled, by what attracted, and to what it is indifferent. Above all, keep a record of your child's development. Do not shun the labor involved in this. You know very well that nothing worth having can be obtained without labor, yet most parents are unwilling to give sufficient time and attention to the education of their children. Keep a record of the most significant words and acts of the child. ”

“ Those who take such a person to be in reality what he seems to be will never be able to influence him. If we find such a trait in a child, and simply treat it as if it were arrogant, we shall miss the mark entirely. We must find the underlying principle of the character the occult cause of which the surface symptoms are the effects.
Our knowledge of the great type groups is as yet extremely meager. Psychology has yet to do its work in this direction, and books on education give us but little help. ”

“ They can coöperate with the school, which is directing the child in the systematic formation of a great system of habits. The teacher should explain these habits to the parents so that they may know what the teacher is trying to do. Quite often the home and the school are working at cross purposes. The only way to prevent this is for them to work in the closest coöperation, with the fullest understanding of what is being undertaken for the child. Parents and teachers should often meet together and talk over the work of training the children of the community. ”

“ The child will always attend more to what a teacher does than to what the same teacher says. During the performance of experiments or while the teacher is drawing on the blackboard, the children are tranquil and absorbed. I have seen a roomful of college students suddenly become perfectly still, to look at their professor of physics tie a piece of string around a stick which he was going to use in an experiment, but immediately grow restless when he began to explain the experiment. ”

“ In the schoolroom, imitation and emulation play absolutely vital parts. Every teacher knows the advantage of having certain things performed by whole bands of children at a time. The teacher who meets with most success is the teacher whose own ways are the most imitable. A teacher should never try to make the pupils do a thing which she cannot do herself. "Come and let me show you how" is an incomparably better stimulus than "Go and do it as the book directs." Children admire a teacher who has skill. ”

“ One teacher's mind will fairly coruscate with points of connection between the new lesson and the circumstances of the children's other experience. Anecdotes and reminiscences will abound in her talk; and the shuttle of interest will shoot backward and forward, weaving the new and the old together in a lively and entertaining way. Another teacher has no such inventive fertility, and his lesson will always be a dead and heavy thing. This is the psychological meaning of the Herbartian principle of 'preparation' for each lesson, and of correlating the new with the old. ”

“ Pleasure and trust in the teacher are necessary conditions of development. Nothing satisfactory can be accomplished by a teacher without close sympathy with and love for the child. An attempt to further the development of a human being by harsh rule and stern command, with threats of punishment, is like pulling the branches of a tree to make them grow. If the tree be firm and strong, no effect is produced beyond some slight damage to the branches'; but if the tree be young and tender, its delicate roots are bruised and broken. Growth does not come by force. ”

“ Finally, let us call to mind our wonderful Gogol, who put into the mouth of a simple, unlearned serving-man the words: ‘The peasant must be beaten, for the peasant is being spoiled.’ Yes, ladies and gentlemen, I boldly affirm that punishment with rods upon the body goes like a red thread throughout the whole immense course of Russian history, and takes its rise from the very depths of primitive Russian life. ”

“ Among the reforms which are indispensable preliminaries to the complete abolition of corporal punishment, is one giving a greater power to expel insolent and undisciplined boys. Not until such a power is granted can corporal punishments be abolished from our schools. For a flogging is oftentimes the only punishment of which a rough and ill-conditioned boy is afraid. ”

“ Only when all other efforts have failed, is punishment, which is the real negation of the error, the transgression, or the vice, justifiable. Punishment inflicts intentionally pain on the pupil, and its object is, by means of this sensation, to bring him to reason, a result which neither our simple prohibition, our explanation, nor our threat of punishment, has been able to reach. But the punishment, as such, must not refer to the subjective totality of the youth, or his disposition in general, but only to the act which, as result, is a manifestation of the disposition. ”

“ Punishment as an educational means is nevertheless essentially corrective, since, by leading the youth to a proper estimation of his fault and a positive change in his behavior, it seeks to improve him. ”

“ The law might even limit the size and length of the rod, and place of application, as in Germany, but it should be of no less liberal dimensions here than there. punishment should, of course, be minatory and reformatory, and not vindictive, and we should not forget that certainty is more effective than severity, nor that it is apt to make motives sensuous, and delay the psychic restraint which should early preponderate over the physical. But will-culture for boys is rarely as thorough as it should be without more or less flogging. I would not, of course, urge the extremes of the past. ”

“ I have to speak as a Scholar, before future Scholars, of the Scholar’s vocation. I must examine the subject to its foundation; exhaust it, if I can; hold back nothing in my representation of the truth. And if I discover for the Scholar a vocation most honourable, most lofty, and distinguished above that of all other classes of men, how is it possible for me to lay it before you without exceeding the limits of modest expression, without seeming to undervalue other vocations, without being apparently blinded by self-conceit? ”

“ He who prosecutes his studies conscientiously, and so acquires a conviction of the importance of the vocation of the Scholar, but yet does not feel within himself a clear consciousness of the capacity to fulfil it, shows that he recognises its sacred character by not undertaking it;—he who does undertake it, manifests the same conviction by exercising it worthily. In the next lecture we shall speak of the true Author; to-day we shall discourse of the upright Teacher of future Scholars. ”

“ Every punishment must, however, be always looked at as a means to some end, and is thus transitory in its nature. The pupil should always be conscious that it is painful to the teacher to punish him. Nothing can be more effectual as a means of cure for the wrong-doer than to perceive in the manner and tone of the voice, in the very delay with which the necessary punishment is administered, that he who punishes also suffers in order that the wrong-doer may be cured of his fault. The principle of vicarious suffering lies at the root of all spiritual healing.
III.—The Limits of Education. ”