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Education i4S
that of treating the " child " as an abstract
conception, as an inorganic or personal ma-
terial to be formed and transformed by the
hands of those who are educating him. He
is beaten, and it is thought that the whole ef-
fect of the blow stops at the moment when the
child is prevented from being bad. He has,
it is thought, a powerful reminder against fu-
ture bad behaviour. People no not suspect
that this violent interference in the physical
and psychical life of the child may have lifelong
effects. As far back as forty years ago, a
writer showed that corporal punishment had
the most powerful somatic stimulative effects.
The flagellation of the Middle Ages is known
to have had such results ; and if I could publish
what I have heard from adults as to the effect
of corporal punishment on them, or what I
have observed in children, this alone would be
decisive in doing away with such punishment
in its crudest form. It very deeply influences
the personal modesty of the child. This should
be preserved above everything as the main
factor in the development of the feeling of
purity. The father who punishes his daugh-
ter in this way deserves to see her some day
a " fallen woman." He injures her instinc-
tive feeling of the sanctity of her body, an in-
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