EDUCATION.
342. Do you approve of corporal punishment in schools?
I do not. I consider it to be decidedly injurious both to body and mind. Is it not painful to witness the pale cheeks and the dejected looks of those boys who are often flogged? If their tempers are mild, their spirits are broken; if their dispositions are at all obstinate, they become hardened and willful, and are made little better than brutes. A boy who is often flogged loses that noble ingenuousness and fine sensibility so characteristic of youth. He looks upon his school as his prison, and his master as his jailer, and, as he grows up to manhood, hates and despises the man who has flogged him. Corporal punishment is revolting, disgusting, and demoralizing to the boy, and is degrading to the school-master as a man and as a Christian.
“I would have given him, Captain Fleming, had he been my son,” quoth old Pearson the elder, “such a good sound drubbing as he never would have forgotten—never!”
“Pooh! pooh! my good sir. Don’t tell me. Never saw flogging in the navy do good. Kept down brutes; never made a man yet.”—Dr. Norman Macleod in Good Words.
If school-masters must flog, let them flog their own sons. If they must ruin the tempers, the dispositions, and the constitutions of boys, they have more right to practice upon their own than on other people’s children! Oh that parents would raise—and that without any uncertain sound—their voices against such abominations, and the detestable cane would soon be banished the school-room! “I am confident that no boy,” says Addison, “who will not be allured by letters without blows, will never be brought to anything with them. A great or good mind must necessarily be the worst for such indignities; and it is a sad change to lose of its virtue for the improvement of its knowledge. No one has gone through what they call a great school, but must have remembered to have seen children of excellent and ingenuous natures (as have afterward appeared in their manhood). I say, no man has passed through this way of education but must have seen an ingenuous creature expiring with shame, with pale looks, beseeching sorrow, and silent tears, throw up its honest eyes, and kneel on its tender knees to an inexorable blockhead, to be forgiven the false quantity of a word in making a Latin verse. The child is punished, and the next day he commits a like crime, and so a third, with the same consequence. I would fain ask any reasonable man whether this lad, in the simplicity of his native innocence, full of shame, and capable of any impressions from that grace of soul, was not fitted for any purpose in this life than after that spark of virtue is extinguished in him, though he is able to write twenty verses in an evening?”
How often is corporal punishment resorted to at school because the master is in a passion, and he vents his rage upon the poor school-boy’s unfortunate back!
Oh! the mistaken notion that flogging will make a bad-behaved boy a good boy; it has the contrary effect. “‘I dunno how ’tis, sir,’ said an old farm-laborer, in reply to a question from his clergyman respecting the bad behavior of his children, ‘I dunno how ’tis; I beats ’em till they’re black and blue, and when they won’t kneel down to pray I knocks ’em down, and yet they ain’t good.’”
In an excellent article in Temple Bar (November, 1864) on flogging in the army, the following sensible remarks occur: “In nearly a quarter of a century’s experience with soldiers, the writer has always, and without a single exception, found flogging makes a good man bad, and a bad man worse.” With equal truth it may be said that, without a single exception, flogging makes a good boy bad, and a bad boy worse. How many men owe their ferocity to the canings they received when school-boys! The early floggings hardened and soured them, and blunted their sensibility.
Dr. Arnold of Rugby, one of the best school-masters that England ever produced, seldom caned a boy—not more than once or twice during the half year; but when he did cane him, he charged for the use of the cane each time in the bill, in order that the parents might know how many times their son had been punished. At some of our public schools nowadays a boy is caned as many times in a morning as the worthy doctor would have caned him during the whole half year; but then the doctor treated the boys as gentlemen, and trusted much to their honor; but now many school-masters trust much to fear, little to honor, and treat them as brute beasts.
It might be said that the discipline of a school cannot be maintained unless the boys be frequently caned—that it must be either caning or expulsion. I deny these assertions. Dr. Arnold was able to conduct his school with honor to himself, and with immense benefit to the rising generation, without either frequent canings or expulsions, The humane plan, however, requires at first both trouble and patience; and trouble some school-masters do not like, and patience they do not possess; the use of the cane is quick, sharp, and at the time effective.
If caning he ever necessary, which it might occasionally be, for the telling of lies for instance, or for gross immorality, let the head master himself be the only one to perform the operation, but let him not be allowed to delegate it to others. A law ought in all public schools to be in force to that effect. High time that something was done to abate such disgraceful practices.
Never should a school-master, or any one else, be allowed, on any pretense whatever, to strike a boy upon his head. Boxing of the ears has sometimes caused laceration of the drum of the ear, and consequent partial deafness for life. Boxing of the ears injures the brain, and therefore the intellect.
It might be said that I am traveling out of my province in making remarks on corporal chastisement in schools. But, with deference, I reply that I am strictly in the path of duty. My office is to inform you of everything that is detrimental to your children’s health and happiness; and corporal punishment is assuredly most injurious both to their health and happiness. It is the bounden duty of every man, and especially of every medical man, to lift up his voice against the abominable, disgusting, and degrading system of flogging, and to warn parents of the danger and the mischief of sending boys to those schools where flogging is permitted.
343. Have you any observation to make on the selection of a female boarding-school?
Home education, where it be practicable, is far preferable to sending a girl to school; as at home, her health, her morals, and her household duties can be attended to much more effectually than from home. Moreover, it is a serious injury to a girl, in more ways than one, to separate her from her own brothers; they very much lose their affection for each other, and mutual companionship (so delightful and beneficial between brothers and sisters) is severed.
If home education be not practicable, great care must be taken in making choice of a school. Boarding-school education requires great reformation. Accomplishments, superficial acquirements, and brain-work are the order of the day; health is very little studied. You ought, in the education of your daughters, to remember that they, in a few years, will be the wives and the mothers of England; and if they have not health and strength, and a proper knowledge of household duties to sustain their characters, what useless, listless wives and mothers they will make!
Remember, then, the body and not the mind ought in early life to be principally cultivated and strengthened, and that the growing brain will not bear, with impunity, much book learning. The brain of a school-girl is frequently injured by getting up voluminous questions by rote, that are not of the slightest use or benefit to her or to any one else. Instead of this ridiculous system, educate a girl to be useful and self-reliant. “From babyhood they are given to understand that helplessness is feminine and beautiful; helpfulness, except in certain received forms of manifestation, unwomanly and ugly. The boys may do a thousand things which are ‘not proper for little girls.’”
From her twelfth to her seventeenth year is the most important epoch of a girl’s existence, as regards her future health, and consequently, in a great measure, her future happiness; and one in which, more than at any other period of her life, she requires a plentiful supply of fresh air, exercise, recreation, a variety of innocent amusements, and an abundance of good nourishment, more especially fresh meat; if therefore you have determined on sending your girl to school, you must ascertain that the pupils have as much plain, wholesome, nourishing food as they can eat, that the school be situated in a healthy spot, that it be well drained, that there be a large play-ground attached to it, that the young people are allowed plenty of exercise in the open air—indeed, that at least one-third of the day is spent there in croquet, archery, skipping, battle-dore and shuttlecock, gardening, walking, running, etc.
If a girl has an abundance of good nourishment, the school-mistress must, of course, be remunerated for the necessary and costly expense; and how can this be done on the paltry sum charged at cheap boarding-schools? It is utterly impossible! The school-mistress will live, even if the girls be half-starved. And what are we to expect from poor and insufficient nourishment to a fast-growing girl, and at the time of life, remember, when she requires an extra quantity of good sustaining, supporting food? A poor girl, from such treatment, becomes either consumptive or broken down in constitution, and from which she never recovers, but drags out a miserable existence. A cheap boarding-school is dear at any price.
Take care that the school-rooms are well ventilated, that they are not overcrowded, and that the pupils are allowed chairs to sit upon, and not those abominations—forms and stools. If you wish to try the effect of them upon yourself, sit for a couple of hours without stirring upon a form or upon a stool, and take my word for it you will insist that forms and stools be banished forever from the school-room.
Assure yourself that the pupils are compelled to rise early in the morning, and that they retire early to rest: that each young lady has a separate bed, and that many are not allowed to sleep in the same room, and that the apartments are large and well ventilated. A horse-hair mattress should always be preferred to a feather bed. It is not only better for the health, but it improves the figure. In fine, their health and their morals ought to be preferred far above all their accomplishments.
344. They use, in some schools, straight-backed chairs, to make a girl sit upright and to give strength to her back: do you approve of them?
Certainly not. The natural and the graceful curve of the back is not the curve of a straight-backed chair. Straight-backed chairs are instruments of torture, and are more likely to make a girl crooked than to make her straight. Sir Astley Cooper ridiculed straight-backed chairs, and well he might. It is always well for a mother to try, for some considerable time, such ridiculous inventions upon herself before she experiments upon her unfortunate daughter. The position is most unnatural. I do not approve of a girl lounging and lolling on a sofa; but, if she be tired and wants to rest herself, let her, like any other reasonable being, sit upon a comfortable ordinary chair.
If you want her to be straight, let her be made strong; and if she is to be strong, she must use plenty of exercise and exertion, such as drilling, dancing, skipping, archery, croquet, hand-swinging, horse exercise, swimming, bowls, etc. This is the plan to make her back straight and her muscles strong. Why should we bring up a girl differently from a boy? Muscular gymnastic exercises and health-giving exertion are unladylike, forsooth!