On School Chastisement

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Title:     On School Chastisement
Author: Samuel Johnson [More Titles by Johnson]

[The following argument, on school chastisement, was dictated to Mr. Boswell, who was counsel in the case. It originated in 1772, when a schoolmaster at Campbelltown was deprived, by a court of inferior jurisdiction, of his office, for alleged cruelty to his scholars. The court of session restored him. The parents or friends, whose weak indulgence had listened to their children's complaints in the first stage, now appealed to the house of lords, who reversed the decree of the court of session, and the schoolmaster was, accordingly, deprived of his situation, April 14, 1772.--Boswell, ii.]

 

The charge is, that this schoolmaster has used immoderate and cruel correction. Correction, in itself, is not cruel; children, being not reasonable, can be governed only by fear. To impress this fear is, therefore, one of the first duties of those who have the care of children. It is the duty of a parent; and has never been thought inconsistent with parental tenderness. It is the duty of a master, who is in his highest exaltation, when he is "loco parentis[1]." Yet, as good things become evil by excess, correction, by being immoderate, may become cruel. But, when is correction immoderate? When it is more frequent or more severe than is required, "ad monendum et docendum," for reformation and instruction. No severity is cruel which obstinacy makes necessary; for the greatest cruelty would be to desist, and leave the scholar too careless for instruction, and too much hardened for reproof. Locke, in his Treatise of Education, mentions a mother, with applause, who whipped an infant eight times before she had subdued it; for, had she stopped at the seventh act of correction, her daughter, says he, would have been ruined. The degrees of obstinacy in young minds are very different; as different must be the degrees of persevering severity. A stubborn scholar must be corrected, till he is subdued. The discipline of a school is military. There must be either unbounded license, or absolute authority. The master, who punishes, not only consults the future happiness of him who is the immediate subject of correction, but he propagates obedience through the whole school; and establishes regularity by exemplary justice. The victorious obstinacy of a single boy, would make his future endeavours of reformation or instruction totally ineffectual. Obstinacy, therefore, must never be victorious. Yet, it is well known that there, sometimes, occurs a sullen and hardy resolution, that laughs at all common punishment, and bids defiance to all common degrees of pain. Correction must be proportionate to occasions. The flexible will be reformed by gentle discipline, and the refractory must be subdued by harsher methods. The degrees of scholastick, as of military punishment, no stated rules can ascertain. It must be enforced till it overpowers temptation; till stubbornness become flexible, and perverseness regular. Custom and reason have, indeed, set some bounds to scholastick penalties. The schoolmaster inflicts no capital punishments; nor enforces his edicts by either death or mutilation. The civil law has wisely determined, that a master who strikes at a scholar's eye shall be considered as criminal. But punishments, however severe, that produce no lasting evil, may be just and reasonable, because they may be necessary. Such have been the punishments used by the respondent. No scholar has gone from him either blind or lame, or with any of his limbs or powers injured or impaired. They were irregular, and he punished them; they were obstinate, and he enforced his punishment. But, however provoked, he never exceeded the limits of moderation, for he inflicted nothing beyond present pain; and how much of that was required, no man is so little able to determine as those who have determined against him--the parents of the offenders. It has been said, that he used unprecedented and improper instruments of correction. Of this accusation the meaning is not very easy to be found. No instrument of correction is more proper than another, but as it is better adapted to produce present pain, without lasting mischief. Whatever were his instruments, no lasting mischief has ensued; and, therefore, however unusual, in hands so cautious, they were proper. It has been objected, that the respondent admits the charge of cruelty, by producing no evidence to confute it. Let it be considered, that his scholars are either dispersed at large in the world, or continue to inhabit the place in which they were bred. Those who are dispersed cannot be found; those who remain are the sons of his prosecutors, and are not likely to support a man to whom their fathers are enemies. If it be supposed that the enmity of their fathers proves the justness of the charge, it must be considered how often experience shows us, that men who are angry on one ground will accuse on another; with how little kindness, in a town of low trade, a man who lives by learning is regarded; and how implicitly, where the inhabitants are not very rich, a rich man is hearkened to and followed. In a place like Campbelltown, it is easy for one of the principal inhabitants to make a party. It is easy for that party to heat themselves with imaginary grievances. It is easy for them to oppress a man poorer than themselves; and natural to assert the dignity of riches, by persisting in oppression. The argument which attempts to prove the impropriety of restoring him to the school, by alleging that he has lost the confidence of the people, is not the subject of juridical consideration; for he is to suffer, if he must suffer, not for their judgment, but for his own actions. It may be convenient for them to have another master; but it is a convenience of their own making. It would be, likewise, convenient for him to find another school; but this convenience he cannot obtain. The question is not, what is now convenient, but what is generally right. If the people of Campbelltown be distressed by the restoration of the respondent, they are distressed only by their own fault; by turbulent passions and unreasonable desires; by tyranny, which law has defeated, and by malice, which virtue has surmounted.

[1] See Blackstone's Comment, i. 453.

[The end]
Samuel Johnson's essay: On School Chastisement

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