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the teacher closer to the pupil's mind and heart ; in furnishing 

 a mellower light and purer air for the school-room, the teacher 

 has kept pace fully with the architect. This is why we need not 

 corporal punishment." 



" The State law of New Jersey explicitly forbids the infliction 

 of corporal punishment." 



" The following cities have abolished corporal punishment in 

 their schools : — Brooklyn, N.Y. ; Philadelphia, Pa. ; Washing- 

 ton, D.C.. ; Baltimore, Md. ; Chicago, 111. ; St. Louis, Mo. ; 

 Cincinnati, Ohio, and smaller cities have followed their example." 



E. A. Schellentrager, President, School Board, Cleveland, 

 Ohio, says : — " One of the most important steps taken by the Board 

 of Education — a step taken, as I believe, in good faith, and in the 

 interest of humanity — has been the permanent abolishment of 

 corporal punishment. It is a matter of special pleasure to in- 

 form you that the discipline of the classes has not suffered 

 through the abolishment of corporal punishment." 



Extract from Report of New York School Board. — 

 u The bye-law prohibiting corporal punishment of any kind 

 is an essential part of the system of discipline. It has dimin- 

 ished the number of suspensions, and has added a pure tone to 

 the school." 



In this country the system is now more or less obsolete, and in so 

 far, is supplanted by a system of bribing the pupil to assimilate 

 knowledge himself. We try the cajolery plan : we have 

 prizes and competitions : we assume that the pupil has no ap- 

 petite or desire to learn and must be stimulated. As I have 

 said before, I believe this to be a fallacy. A properly trained 

 child is eager to learn if not overpressed — even to master the 

 drudgeries of the three R's, and if properly taught, learns well 

 and thoroughly. How is it that our preparatory schools are 

 freest from prizes, examinations, and result fees ? Ruskin and 

 Thring agree that "all you can depend on in a boy as significant 

 of the power likely to issue in good fruit is his will to work for 

 the work's sake, not his desire to surpass his fellows." * 

 * Edward Thring as Teacher, p. 22. 



