persuaded by motives adapted to its better nature, to change its course of conduct.

To abolish corporal punishment, and the spirit that is generally manifested while using the rod, is but to keep pace with the improvements of the age in other reforms.

Posterity will bless you for all the influence you exert in this department of reform.

You have my best wishes for your success in this noble enterprise. Yours respectfully,

L. N. FOWLER.

[The following, though written anonymously, bears strong evidence of having been written by an old and experienced teacher, now an author of several well known school books.]

MR. COBB,

Tammany Hall, April 1, 1847.

Sir: I have received a letter from you requesting my opinion in relation to flogging. I have seen much of this practice in my day, and have become so familiar with it that it seems to be a matter of course in human events; and I have heard so many old people express their thanksgiving for the lickins they received in their younger days, that I can not help thinking that it must have done their souls and bodies a vast deal of good.

It is evident that a severe flagellation is wonderfully impressive; and so useful has it been found in this way, that it has frequently been inflicted on lads to cause them to remember the corners, in land surveys.

In schools its effects are truly astonishing. It sharpens the wits of the little urchins, and makes them love learning. It commands obedience to authority, even though wielded by persons unworthy of respect; and of itself it is the best substitute for a good system of education that has ever been devised. Why, sir, by means of these corporal inflictions, young humanity can be made to do, to love, to learn, and understand any thing; and, how true and beautiful are the words of the poet: "The bird that can sing and wont sing, must be made to sing."

Yours respectfully,

PLANOMASTICS.

The following Resolution, offered by Francis Dwight, Esq., was adopted by the New York State Convention of County Superintendents, and other friends of Education, at Albany, May, 1843.

"Resolved, That while we recognise the authority of a teacher to be similar to that of a parent over his child, we believe that corporal punishment should be the last resort; and when inflicted by a teacher, should be in private, and never without serious and friendly admonition."

The following Resolution, offered by Rev. Dr. Potter, of Union College, was adopted by the New York State Convention of County Superintendents, and other friends of Education, at the City of Rochester, May, 1844.

"Resolved, That the substitution of moral for physical punishment be recommended to teachers, to be adopted as rapidly as the preservation of good order and the best interests of the schools will allow."

The following Resolution, offered by Mr. Lyman Cobb, was adopted by the New York State Convention of County Superintendents and other friends of Education, at Albany, May, 1846.

66 Resolved, That, in the government and discipline of a school, it is, in the opinion of this Convention, desirable that all mild and persuasive means should be used, before resorting to corporal punishment."

Even in the New Jersey State Convention, where they passed a Resolution averse to the abolition of Corporal Punishment in schools, the Convention nevertheless qualified it by the following.

The following Resolution was adopted by the New Jersey State Society of Teachers, and other Friends of Education, at Newark, March, 1845.

Resolved, That corporal punishment ought to be used with great discretion, and only in cases of extrème necessity, and that the teachers of this State be advised to employ moral influences to govern their schools, and to dispense with physical force as far as is consistent with the maintenance of wholesome discipline."

Extracts from the By-laws, Reports, &c., of the Public School Society of the City of New York, on the subject of CORPORAL PUN

ISHMENT.

By-law of 1833.

"The discipline of the schools must be strictly observed and enforced, but by mild and maternal means, and corporal punishment, as far as possible, avoided.”

By-law of 1846.

"Mild punishments shall be used in all cases where the same can be made effectual. Corporal punishment shall be resorted to only in special cases, and shall be used with great discretion,-in no case by a monitor, and never by an assistant teacher, except when in charge of the school, on account of the absence of the principal from the school-house, and never in presence of the school. And in all cases where such corporal punishment is inflicted, the teacher shall make a record, in a book provided for the purpose, of the name of the pupil punished, and the offence."

From the Report of 1847.

"It has been the constant endeavor of the Trustees, to lessen the amount of corporal punishment in the schools under their charge, by every reasonable measure supplied by their experience, vigilant supervision, and repeated cautions to their teachers. Their humane endeavors have been attended with a good degree of success, as may be inferred from the following statement. On an inquiry into the state of their schools as to the frequency of corporal punishment, it was found that in the upper schools, the following principals were successful candidates for, a suitable testimonial, which by a resolution of the Trustees, was to be awarded to such as had succeeded in conducting their schools successfully, without corporal punishment, for the space of one year; viz.:

MARGARET T. HANRATTY, of No. 5, Fem. Dep., 3 years.

"Most of the other principals had dispensed with corporal punishment from one to ten months. In the fifty-nine Primary Schools, two of the teachers had done without corporal punishment from six to eleven months; ten had dispensed with it for one month; and the remainder from one to three weeks at a time. The following is the form of the testimonial:

"This testimonial is designed to express the approbation and satisfaction of the Trustees of the Public School Society, of New York, in view of the interesting fact, that, Margaret T. Hanratty has conducted the female department of Public School No. 5, for three years without corporal punishment, and at the same time has maintained entire good order, and a creditable degree of scholarship in her pupils. Such a successful effort offers to others a noble incentive, being alike interesting to the cause of humanity and education. As she has thereby increased the sum of human happiness and secured the best interests of her pupils, they cordially offer their congratulations, and trust that she will be recompensed by the solace which a Ruling Providence awards to well-doing, and the faithful discharge of such high and responsible trusts.' "Jos. B. COLLINS, Sec. May, 1846. GEO. T. TRIMBLE, V. PRES."

Extract from the Report of a Committee of the New York Public School Society, on the subject of Corporal Punishment, 1846.

"The proper government of children in schools, may be considered as a subject of as much importance as any thing connected with common, or general education. It has occupied the attention of philanthropists to a greater or less extent, probably ever since schools have come to be considered a subject worthy of general attention, and has been a matter of serious consideration, in the Public School Society ever since its establishment.

"In order properly to govern children, and bring them under due subjection to the teachers' authority, two methods have been practised to some extent in ours, as well as most other schools; the one, the law of force, as applied physically, by the use of the rod, or otherwise, usually termed corporal punishment; the other, the law of kindness, enforced by appealing to the reasoning faculties, in the use of argument, and moral suasion. It is not intended on this occasion to go into a labored argument, in order to show the vast preference of either one of these methods over the other in order to produce the desired results. It may be taken for granted, the Committee believe, that there is no person who has reflected seriously on the subject, and viewed it in its practical bearings, who any longer doubts, if indeed he ever did doubt, that the latter, the law of kindness, whenever it can be made effectual, must have a vast preference over the law of force. Who, they would ask, can doubt, that to treat children as human beings, by an appeal to their moral and reasoning faculties, and convincing them of the impropriety of their conduct, and the great need of their reformation, thus making a deep moral impression on their minds, is inconceivably better than to treat them as mere animals, by an appeal to their fears alone, through the application of the rod to their backs, or the ferula to their hands? More especially is this latter mode to be deprecated, when we take into consideration, the manner in which the rod is usually applied in 'very many, if not most of our schools; that is, hastily—on the spur of the momentthe teacher, probably, in a state of excitement, no proper inquiry being made as to the nature and circumstances of the offence, and no proper admonition being first given. To inflict corporal punishment on a child when it is not merited, or when he thinks it is not merited, will, in all cases, tend to defeat the object intended. First convince the pupil that he deserves correction, and the main object is gained."

Extract from a letter, written by one of the School Directors of the City of Philadelphia.

"MY DEAR SIR:

"Philadelphia, April 12th, 1847.

"Your favor of 10th inst. reached me this morning. We have no 'Regulations' in regard to flogging, in force in our schools. The power remains with the teacher, and we wish the children so to understand it; that his refraining from its exercise may have the proper moral influence on them."

Extracts from the Report of the Controllers of the Public Schools of the City and County of Philadelphia, 1846. In speaking of the DISCIPLINE of the HIGH SCHOOL, they say:

"In administering the discipline of the school, a wide distinction is made between mere disorder and insubordination. In regard to the latter, absolute uniformity is not deemed necessary nor even expedient. The treatment which might be necessary to curb a turbulent youth, would crush and perhaps enfeeble one of a different temper. The Principal of the school must never, in the use of the means, lose sight of the end of discipline. This in its most general terms, is the moral and intellectual welfare of the greatest number of pupils. It is the promotion of this object, and the exercise of a sound discretion, not any technical rule or specific offence, that will determine him when to exclude an offender from the school. It is not meant by this, that the rights of any one should be sacrificed for the good of his class. But the general condition of a class may often determine how far forbearance may be extended towards an individual delinquent. These remarks apply to the higher and more important cases of discipline. In regard to minor offences, indicating levity or inattention, rather than insubordination, it is found expedient to have a certain defined routine of penalties for specific offences, subject however always to the interposition of the Principal. Among the specific means for correcting particular offences, no one perhaps is found more efficient than debarring the offender from the use of the play-ground, and detaining him after school hours to make up deficient lessons. Among the general means, may be mentioned the reports of scholarship and conduct sent to the parents, frequent personal admonitions from the Principal, interviews between him and the parents, &c., all having in view to cultivate in the mind of the pupil, a feeling of moral accountability and a habit of self-control.

"It is desirable that the order of the school should be maintained by motives bearing as much analogy as possible to those by which the pupils are to be influenced in after life. It is practicable by means of special stimulants and terrors known only at school, to beget an unnatural state of order that is injurious rather than beneficial. Where fear is the only motive appealed to, and instant punishment follows every offence, obedience and quiet may undoubtedly be secured. But conscience will not be educated, No habit of self-control will be cultivated. No just estimate will be formed of the real accountabilities of life. The boy who at school has been a pattern of decorum, when freed from the artificial restraint of the school-room, and unaccustomed to restraints, of a different kind, not unfrequently becomes reckless of all restraint. It is deemed therefore very important in the government of youth, particularly when they are about verging into manhood, to train them to the habit of regarding a distant and future accountability.

"Another principle that is kept constantly in view in the government of the school, is to produce results by steadiness and perseverance, rather than by violent measures. Few pupils are found so obstinate or wayward as not to yield eventually even to a moderate pressure steadily applied. This method of procedure is rendered the more easy and efficacious, by the consciousness of