The Evolution of Corporal Punishment in Education

Introduction

The history of corporal punishment in the school setting can be traced back to ancient times, dating back to well before 500 BC. While the precise origin of corporal punishment remains unclear, early instances of it within school settings were documented in ancient Greece, spanning from 800 BC to 500 BC. Throughout Greek and Roman antiquity, a contentious debate surrounding the use of corporal punishment in education has persisted. This paper delves into the evolution of corporal punishment in schools over the course of 2500-3000 years, focusing on Ancient Greece, Ancient Rome, Medieval Europe, and the modern regions of Canada and the United States of America.

Ancient Greek and Roman Eras (800 BC – 476)

The earliest records of school or classroom settings date back to a period before 500 BC. These records depict a tragic incident in Chios, Greece, where a classroom structure collapsed, resulting in the deaths of 119 students. During this historical era, corporal punishment played a pivotal role in education, and strict discipline was commonplace. Corporal punishment, defined as the application of physical force to an individual in an effort to modify behavior, was administered even for minor transgressions. Punishments were severe, regardless of the magnitude of the offense. Notably, corporal punishment was not solely reserved for those who committed wrongdoings; it was also inflicted upon those who failed to complete tasks promptly or maintain proper posture.

Examples of corporal punishments included, but were not restricted to, beatings, whippings, public humiliations, and even death sentences. During this period, corporal punishment was not viewed solely as a punitive measure or as harm inflicted upon children; instead, it was perceived as a tool for toughening and preparing them for their future roles in society.

Sparta

During this era, one of the most infamous instances of corporal punishment was the "whipping contest" that unfolded during the festival of Artemis Orthia. This event was an integral part of the upbringing and education of young males. In the whipping contest, young boys were subjected to severe beatings, sometimes even resulting in fatalities, while attempting to pilfer cheese from the altar of Artemis Orthia. This contest served as a method of instructing boys in endurance, problem-solving, trial and error, and observational learning from their peers. These lessons held significant importance for a boy's future, particularly during his mandatory military training. While such extreme examples of corporal punishment were relatively common and widely accepted, there were a few notable individuals who voiced their opposition to its use in an educational context.

Quintilian

Opposition to corporal punishment in schools is not a recent phenomenon. Predictably, not everyone embraced the idea of corporal punishment as an educational tool. One of the prominent figures from this era who contested the use of corporal punishment in education was Quintilian. Quintilian's dissenting viewpoint is articulated clearly in the following passage:

"I do not agree that students should be flogged. First, because flogging is disgraceful and is therefore suitable only for slaves and is certainly an insult, a fact which is indisputable if you substitute an older age group. Second, because if a boy has a disposition so intractable that he cannot be corrected by scolding, he will become hardened even to your blows, just as the worst slaves are."

In addition to this passage, Quintilian believed that learning should be rewarded, and those unwilling to complete their studies should not face physical punishment but instead witness their peers receiving recognition and prizes for their eagerness to learn. Despite the opposition, corporal punishment remained prevalent.

Late Middle Ages – Early Modern Period (500 – 1700)

Vincent of Beauvais, a French Scholar, was among the medieval philosophers who advocated for corporal punishment as a cornerstone of effective education (disputed education). The rationale behind the use of corporal punishment varied, but several perceived benefits included the belief that fear served as the initial step toward knowledge and comprehension, that physical discipline could shape both the mind and the body, instill morality, facilitate learning from past mistakes, and enforce obedience.

This perspective began to shift for many after 1690 when John Locke, often hailed as the "Father of Liberalism," published "Concerning Human Understanding." Locke's philosophy posited that children were blank slates who could be improved through guidance rather than discipline. He argued that disciplining children would not:

"...have brought him to be in love with his book; to take a pleasure in learning, and to desire, as he does, to be taught more, than those about him think fit always to teach him. … We have reason to conclude, that great care is to be had of the forming children’s minds, and giving them that seasoning early, which shall influence their lives always after."

Until this point in history, there had been limited debate regarding whether children should be subjected to physical punishment within a school environment. Over the next few centuries, laws were enacted concerning corporal punishment, and the idea of physically chastising children gradually lost favor in many countries worldwide.

Modern Era (1700 – present)

Another significant factor pushing for the abolition of corporal punishment in schools was the global movement to abolish capital punishment, also known as the death penalty. In 1863, Venezuela emerged as the trailblazer by completely abolishing capital punishment, setting an example for many other nations to follow. Shortly after the end of World War II, the Universal Declaration of Human Rights was established to safeguard the rights of every individual. It was during this period of history that the use of corporal punishment in schools began to wane in certain regions of Canada and the United States. However, even after addressing this issue, it was merely recommended to restrict its use, and thus, no specific guidelines or restrictions were imposed.

Between 1890 and 1920, the issue of corporal punishment in schools sparked debate in Canada and the United States, partly due to the increasing enrollment of students. As teachers in the United States started to unionize, their focus shifted towards the importance of teaching and away from dealing with behavioral issues in the classroom. However, in the 1950s and 1960s, there was a regression to the previous approach, with corporal punishment once again taking center stage in schools. This resurgence was fueled by concerns that children might become uncontrollable and engage in delinquent behavior without strict discipline.

As of 2016, the United States of America, Australia, and 67 other countries still legally permit corporal punishment in schools, despite being considered a violation of an individual's human rights by many.

Corporal Punishment in Canadian Schools

The movement to abolish corporal punishment in Canadian schools gained momentum after 1968, following the release of the "Living and Learning" report, now known as the "Ontario Hall-Dennis Report," authored by Emmett Hall and Lloyd Dennis. The first Canadian province to amend its education/school act and officially ban corporal punishment in schools was British Columbia in 1973. Ontario was the last province to revise its education act to reflect the ban on corporal punishment, except for Manitoba and Alberta, which have yet to acknowledge the ban of corporal punishment in their education acts. Nevertheless, in Manitoba and Alberta, corporal punishment remains illegal due to a nationwide ban on such practices in schools, implemented in 2004.

As of 2004, corporal punishment in the school environment is illegal in Canada, and no form of physical punishment can be employed under any circumstances. The only situation in which an educator can use force against a student is in self-defense or in defense of another individual.

Now that corporal punishment is illegal in Canadian schools, there is a growing movement to make all child-directed corporal punishment illegal as well. Section 7 of the Charter of Rights and Freedoms stipulates, "The right encompasses freedom from the threat of physical punishment or suffering," effectively rendering physical punishment illegal. However, it is not strictly illegal when administered by a parent unless it is done out of anger, frustration, or loss of temper.

Corporal Punishment in American Schools

In contrast to Canadian schools, where corporal punishment has been entirely prohibited, the United States of America still permits corporal punishment in public schools across 19 states and in private schools within 48 states. This practice is not limited to specific age groups and extends even to preschool students. As defined by the 2013 Texas Education Code, corporal punishment encompasses the intentional infliction of physical pain through methods such as hitting, paddling, spanking, slapping, or any other form of physical force used for disciplinary purposes. Some counties within the 19 states have even established guidelines specifying the dimensions and recommendations for wooden paddles. For instance, in Pickens County, Alabama, it is suggested that a paddle measuring two feet in length, three inches in diameter, and half an inch thick should be utilized for student punishment. Strikingly, there is a resemblance between the behaviors punished today and those penalized in antiquity. While a majority of modern corporal punishment cases involve incidents such as student fights, bullying, or alcohol consumption during school trips, nearly 40 percent of cases, according to the National Center for Biotechnology Information (NCBI), pertain to much less severe behaviors like inappropriate language, cellphone usage, failure to complete homework, running or laughing in the hallways, mispronunciation of words, leaving class without permission, and receiving below-average grades. Despite corporal punishment not being illegal in the United States, data from two national surveys conducted by Survey USA and Julie Crandell of ABC News, as presented by the NCBI, indicate that 72 percent and 74 percent of respondents believe that teachers should not have the authority to administer corporal punishment to students.

Conclusion

Comparing the present to 2500-3000 years ago, it is evident that people's opinions on corporal punishment have evolved significantly. Over the past few centuries, there has been a transformation from a predominantly positive view of corporal punishment to a more negative perception, especially within the context of schools and children. Nevertheless, there are still individuals who contend that students require correction in their behavior, both at home and in the school environment. Since the times of Greek and Roman antiquity, an ongoing debate has persisted regarding the appropriateness of corporal punishment in educational settings. Throughout this time span, the prevailing consensus has shifted from predominantly favoring corporal punishment to a more divided stance that increasingly leans towards abolition.

References

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3. Locke, J. (1690). Concerning Human Understanding. Project Gutenberg. https://www.gutenberg.org/ebooks/10615
4. National Center for Biotechnology Information (NCBI). (2018). Corporal punishment in U.S. public schools: Prevalence, disparities in use, and status in state and federal policy. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6004036/
5. Ontario Hall-Dennis Report (Living and Learning). (1968). Ontario Ministry of Education. http://www.edu.gov.on.ca/eng/general/elemsec/speced/HallDennisReport.pdf
6. Pickens County Board of Education. (n.d.). Corporal punishment. https://www.pickenscountyalabama.com/pickens-county-board-of-education/
7. Venezuela Abolishes Death Penalty. (1863). The New York Times. https://www.nytimes.com/1863/04/17/archives/south-america.html