although the mother gives it a different name.

Corporal punishment was long ago admirably described by
Comenius, who compared an educator using this method with a
musician striking a badly tuned instrument with his fist,
instead of using his ears and his hands to put it into tune.

These brutal attacks work on the active sensitive feelings,
lacerating and confusing them. They have no educative power on
all the innumerable fine processes in the life of the child's
soul, on their obscurely related combinations.

In order to give real training, the first thing after the
second or third year is to abandon the very thought of a blow
among the possibilities of education. It is best if parents, as
soon as the child is born, agree never to strike him, for if
they once begin with this convenient and easy method, they
continue to use corporal discipline even contrary to their
first intention, because they have failed while using such
punishment to develop the child's intelligence.

If people do not see this it is no more use to speak to them of
education than it would be to talk to a cannibal about the
world's peace.

But as these savages in educational matters are often civilised
human beings in other respects, I should like to request them
to think over the development of marriage from the time when
man wooed with a club and when woman was regarded as the
soulless property of man, only to be kept in order by blows, a