PUNISHMENTS IN EDUCATION. 317 
The cause of its efficacy was not known, but its effects were 
indisputable. 
Since Schoenbein's discovery of ozone, however, the lecturer had 
been led to refer its curative powers to this agent, since it is now 
known that electricity is one of the most fertile sources of its develop- 
ment in the atmosphere. After exhibiting some experiments to 
show the properties and action of ozone, and the mode of detecting 
its presence in the atmosphere, he alluded to the various effects 
experienced by sensitive constitutions during thunder weather, and 
concluded by showing how thunderstorms acted in purifying the 
atmosphere, removing malaria, and suppressing epidemics. He 
strongly recommended the employment of apparatus for developing 
ozone in the atmosphere of fever hospitals. 
PUNISHMENTS IN EDUCATION. 
ABSTRACT OP MR. W. P. COLLIER^ PAPER. 
(Read October 24th, 1872.) 
The word Education means the training of the mind, and in order 
to train the mind a knowledge of the mind is necessary. Psychology, 
therefore, ought to be studied by all who undertake to teach. 
Education can be divided into two principal divisions — the 
formation of character, and the acquisition of knowledge. Of 
what advantage can punishments be as an aid to education in 
either of these divisions ? 
Punishments treated in this paper only as corporeal punishments. 
Children are very ill-used and made to work when too young; 
and too hardly. The reports of the Factory and Agricultural Com- 
missioners on the employment of children reveal horrors equal to 
those described by the anti- slave-trade agitators. 
The formation of character the most important branch of 
education. What effect have these punishments on character ? 
They engender fear, deceit, want of sympathy, and cruelty. The 
object of punishments is to enforce obedience. Their ill-success 
in accomplishing that object. The influence of mind on mind. 
Mental force and physical force entirely distinct in their character- 
istics. The influence of the more powerful mind over the less 
powerful. Mental force induces willing submission. Physical 
