Evening star. [volume] (Washington, D.C.) 1854-1972, 1868-09-12
CORPORAL PUNISHNEHT

We note with satisfaction the growing oppo-
sltlon TO the system Of corporal punishment as
applied in our Public schools Among those
who have recently taken ground against this
reno OF barbaric sg~s Is Mr.. ;. ). Randall, of
New York, widely known in connection with
educational matters. In his recent work on
Popular Education, by far the most thought
ful and suggestive that has yet appeared on
this subject, he holds that the exhibition of
passion, whether it assume the forn of irrita-
bility, peeyishness, harshness of expression,
inequality of temper or corporal infections, is
wholly repugrant to every sound theory or
enlightened conception of Intellectual or moral
education. If, a. the advocates for the retau-
ton of physical punishment in our elementary
institutions of learning contend, the interests
of education in its most comprehensive sense,
including the development OF the intellc ctual
AS well as the moral nature, are in truth pro-
NOTED by these means, a phenomenon would
be presented strikIngly at variance with tae
ordinary results of mest9l philosophy As de-
dueed from the mot comprehensive and thor
ough examination OF humanity in all its recog-
nized elements. If by the iniiicton of stripes,
by corporal chastisement other than such as
may be designed 10 effect needful restraint from
the perpetuatlon OF evil or isehieE or 10 Sc
cure obedience TO the reasonable acquisitions of
the teacher, The Intellectual powers ere deveI-
Oped or strengthened, or the moral faculties
cultivated and expanded, q new and distinct
element Of knowledge exists not heretofore
enumerated by philosophers or educationists-
an element, too, which is always at mani, and
one but too congenial to a certain cla-s of
minds, which, unfortunately for the interests
OF education, hes long exercised an important
influence over the details of elementary public
instruction The ablest writers on educational
topics, both in Europe and America not only
OF the present day, but from the earIie-t period
OF modern ciyilIZatioH-practicll and expert
eneed teachers, whose success in the commu-
nlcatlon of knowledge and the formation of
character has been mot abundaut and salts
factory-and by far the greater portion of those
who IN an official capacity have been called
upon 10 superiniend this extensive department
OF our political and social economy, have con-
CURED in the uniform aud repF ted express
sion OF the inadequacy, inexpeiIency and in
furious tendency Of this mode of discipline.
so powerful, universal and strong has BEEN
the manifestation OF an enlightened public
opinion In this respect, that while in nine out
OF ten' and perhaps still larger proportion,
of the public schools of Germany, France aud
Hoiisnd' and IN all those institutions which
We have during nearly quartaS-of a centary
regarded as the most peri I models, tbs spp-
cies of punishment has entirely disappeared.
IN our own schools IL has oeen driven TO the
very utmost verge OF liberation. and is with
gratifying unanImity recognized only as the
''forlorn hope" the ultimate resort when all
other means OF discipline have been faithfully
and perseyerIngly attempted and failed