of the degradation of guilt or faults, where is the wisdom of encouraging a fantastic sense of the degradation of personal correction? What can be more false, or more adverse to the simplicity, sobriety, and humbleness of mind which are the best ornaments of youth, and offer the best promise of a noble manhood?" One had not to look far, he added, for "the fruits of such a system." In Paris, during the Revolution of 1830, an officer observed a boy of twelve insulting the soldiers, and "though the action was then raging, merely struck him with the flat part of his sword, as the fit chastisement for boyish impertinence. But the boy had been taught to consider his person sacred, and that a blow was a deadly insult; he therefore followed the officer, and having watched his opportunity, took deliberate aim at him with a pistol and murdered him." Such were the alarming results of insufficient whipping.
Dr. Arnold did not apply this doctrine to the Præpostors; but the boys in the lower parts of the school felt its benefits with a double force. The Sixth Form was not only excused from chastisement; it was given the right to chastise. The younger children, scourged both by Dr. Arnold and by the elder children, were given every opportunity of acquiring the simplicity, sobriety, and humbleness of mind, which are the best ornaments of youth.
In the actual sphere of teaching, Dr. Arnold's reforms were tentative and few. He introduced modern history, modern languages, and mathematics into the school curriculum; but the results were not encouraging. He devoted to the teaching of history one hour a week; yet, though he took care to inculcate in these lessons a wholesome hatred of moral evil, and to point out from time to time the indications of the providential government of the world, his pupils never seemed to make much progress in the subject. Could it have been that the time allotted to it was insufficient? Dr. Arnold had some
