New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1866-11-29
FtoCcWG IN cAMBRIDGE.

1t is very old question whether scholars shall or
shall no. be birchcd for bad behavior. We may sup
pose that there was discussion OF il in the days
of Solomon since that sage thought il necessary to
lay down dicum upon the subject; and now, in the
University town Of Cambridge, Mass. circumstances
having revived the topic it is agitatng several learned
professors, and apparently somewhat dividing the Re-
publican party. Some time ago. teacher chastl'ed
bodily girl. Much excitement followed. The
father Of the fustigated child brought or threatened
actions at law and criminal complaints against the
teacher with this result at least that the public took
sides, the School Committee was divided in opinion
and there was a good deal Of local excitement
Now. when a new Committee is TO be elected, tho
matter comes up afresh in the caucus, and discussed
By such men as Prof Agassiz, Prof Washburn Of the
Law School, and Prof Wyman. The opinions Of
such men are worthy Of attention.
Prof Agassiz was plainly and unequivocaly against
all corporal punishment, whether Of boys or Of
girls. He had been teacher some 40 years, and had
never struck blow. Prof Washburn, who Is an
cellent lawyer that at least girls should not
be whipped. DR.. Wyman was Of the same opinion
and mentioned the fact that long ago Aoggug had
been abolished in all the Pussan schools. After
further debate, the caucus resolved that corporal
punishment should be abolished in each and every
school in the city, and nominated ticket for School
Committee favorable to this opinion.
If the whole question Of school punishment is
difficult one, It is because in the light Of civilization
and OF Christianity all questions Of punishment are
difficult For ages the world admitted, as a matter Of
course the proprey Of penalties for the sake Of exam
pie, and thousands Of unhappy wretches, before they
went out to be hung for theft or for murder were
told that they to be hung that Others might not
kill or steal The most stold offender must have felt
the sheer sophstry Of this, and, if he could have
logically framed his objection, might have asked:
"why am l to be hung for the sake Of improving
the morals Of others What are their morals to met"
All punishment, whether in courts Of justice in
schools, is open to the objection, far it is
inflicted for the sake Of examples for thus inflicted it
makes the recipient public beneiactor who is really
entitled to q sort Of credit for committing crime
Again, intimately and naturally associated with
punishment is the idea Of revenge. Probably there
never was boy logged yet who did not believe that
his master really took pleasure in hogging him.
There is frequently long lecture before the opera
ton in which the child is told of the mental suffer.
ngs of the preceptor who is forced to resort to these
measures Of severity; but probably no child ever be-
leved in the sincerity of these regrets As the blows
descend their object must think that they give pleas
ure TO him who is inhictng them. 0ftenest the feel
ing Of the castigaor is a mixed one. lie thinks he is
doing his duty, but at the time he takes pleas
ure in doing it, and the child instincyely knowing
this finds it hard to believe that he is suffering
merely for his own good. The moral damage
Of this impression need not be pointed out.
As the subject is further examined the difficulties
increase. The teacher who IS not allowed TO fog
resorts to great variety Of ingenious and huniliang
expedients. The ears are boxed or the cnnium is
thumped with finger and thumb-both extremely
reprehensibe practices; the hair and ears are pulled
the pupil denied the vtaly necessary relaxation and
exercise Of the recess extra tasks are prescrIed per-
sona ridcule is shamefuy resorted TO-; who to this
petty but demoralizng system of punishment, nearly
always inflicted in passion, there is appended sys
tenn Of rewards almost equally demoralizirE, which
fill little bosoms with the cravings Of envy AID awak
en- unhealthy emotions Of early pride. The logging,
coarse as it is is soon over and may be applied to
those parts of the body which are least
easily injured; but the minor corrections to
which we have adverted are constant. endless, and
the perpetual source Of apprehension and Of mental
irritation. Mr.. Joseph Lancaster, who was b,rn with
genius for educating children and whose educational
discoveries must sooner or later, awaken anew in.
terest never succeeded in freeing his system from
tain fobles; but he demonstrated conclusiely that
boys and girls can be managed instructed drilled
and disciplined without recourse to savage aud re-
vengeful methods. His is the only system which ad
mitS of thorough classification of the pupils Of the
same school into groups of good and bad o. bright
and dull of the comparatively educated and the is
norant. His schools were the first which could prop
ery be called normal while he was educating pupils he