§86. It will be (’tis like) objected, that whatsoever I fancy of the tractableness of children, and the prevalency of those softer ways of shame and commendation; yet there are many who will never apply themselves to their books, and to what they ought to learn, unless they are scourged to it. This, I fear, is nothing but the language of ordinary schools and fashion, which have never suffered the other to be tried as it should be, in places where it could be taken notice of. Why, else, does the learning of Latin and Greek need the rod, when French and Italian need it not? Children learn to dance and fence without whipping; nay, Arithmetic, drawing, etc. they apply themselves well enough to without beating: which would make one suspect, that there is something strange, unnatural, and disagreeable to that Age, in the things required in grammar-schools, or in the methods used there, that children cannot be brought to, without the severity of the lash, and hardly with that too; or else, that it is a mistake, that those tongues could not be taught them without beating.
§87. But let us suppose some so negligent or idle, that they will not be brought to learn by the gentle ways proposed, (for we must grant, that there will be children found of all tempers,) yet it does not thence follow, that the rough discipline of the cudgel is to be used to all. Nor can anyone be concluded unmanageable by the milder methods of government, till they have been thoroughly tried upon him; and if they will not prevail with him to use his endeavours, and do what is in his power to do, we make no excuses for the obstinate. Blows are the proper remedies for those; but blows laid on in a way different from the ordinary. He that wilfully neglects his book, and stubbornly refuses anything he can do, required of him by his father, expressing himself in a positive serious command, should not be corrected with two or three angry lashes, for not performing his task, and the same punishment repeated again and again upon every the like default; but when it is brought to that pass, that wilfulness evidently shows itself, and makes blows necessary, I think the chastisement should be a little more sedate, and a little more severe, and the whipping (mingled with admonition between) so continued, till the impressions of it on the mind were found legible in the face, voice, and submission of the child, not so sensible of the smart as of the fault he has been guilty of, and melting in true sorrow under it. If such a correction as this, tried some few times at fit distances, and carried to the utmost severity, with the visible displeasure of the father all the while, will not work the effect, turn the mind, and produce a future compliance, what can be hoped from blows, and to what purpose should they be any more used? Beating, when you can expect no good from it, will look more like the fury of an enraged enemy, than the goodwill of a compassionate friend; and such chastisement carries with it only provocation, without any prospect of amendment. If it be any father’s misfortune to have a son thus perverse and untractable, I know not what more he can do but pray for him. But, I imagine, if a right course be taken with children from the beginning, very few will be found to be such; and when there are any such instances, they are not to be the rule for the education of those who are better natured, and may be managed with better usage.
§88. If a tutor can be got, that, thinking himself in the father’s place, charged with his care, and relishing these things, will at the beginning apply himself to put them in practice, he will afterwards find his work very easy; and you will, I guess, have your son in a little time a greater proficient in both learning and breeding than perhaps you imagine. But let him by no means beat him at any time without your consent and direction; at least till you have experience of his discretion and temper. But yet, to keep up his authority with his pupil, besides concealing that he has not the power of the rod, you must be sure to use him with great respect yourself, and cause all your family to do so too: for you cannot expect your son should have any regard for one whom he sees you, or his mother, or others slight. If you think him worthy of contempt, you have chosen amiss; and if you show any contempt of him, he will hardly escape it from your son: and whenever that happens, whatever worth he may have in himself, and abilities for this employment, they are all lost to your child, and can afterwards never be made useful to him.
§89. As the father’s example must teach the child respect for his tutor, so the tutor’s example must lead the child into those actions he would have him do. His practice must by no means cross his precepts, unless he intend to set him wrong. It will be to no purpose for the tutor to talk of the restraint of the passions whilst any of his own are let loose; and he will in vain endeavour to reform any vice or indecency in his pupil, which he allows in himself. Ill patterns are sure to be followed more than good rules; and
