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diff --git a/.gitattributes b/.gitattributes new file mode 100644 index 0000000..d7b82bc --- /dev/null +++ b/.gitattributes @@ -0,0 +1,4 @@ +*.txt text eol=lf +*.htm text eol=lf +*.html text eol=lf +*.md text eol=lf diff --git a/LICENSE.txt b/LICENSE.txt new file mode 100644 index 0000000..6312041 --- /dev/null +++ b/LICENSE.txt @@ -0,0 +1,11 @@ +This eBook, including all associated images, markup, improvements, +metadata, and any other content or labor, has been confirmed to be +in the PUBLIC DOMAIN IN THE UNITED STATES. + +Procedures for determining public domain status are described in +the "Copyright How-To" at https://www.gutenberg.org. + +No investigation has been made concerning possible copyrights in +jurisdictions other than the United States. Anyone seeking to utilize +this eBook outside of the United States should confirm copyright +status under the laws that apply to them. diff --git a/README.md b/README.md new file mode 100644 index 0000000..1f98824 --- /dev/null +++ b/README.md @@ -0,0 +1,2 @@ +Project Gutenberg (https://www.gutenberg.org) public repository for +eBook #63761 (https://www.gutenberg.org/ebooks/63761) diff --git a/old/63761-0.txt b/old/63761-0.txt deleted file mode 100644 index 15d8cc3..0000000 --- a/old/63761-0.txt +++ /dev/null @@ -1,849 +0,0 @@ -The Project Gutenberg eBook, A Letter to the Viscount Palmerston, M.P. &c. -&c. &c. on the Monitorial System of Harrow School, by Charles John Vaughan - - -This eBook is for the use of anyone anywhere in the United States and most -other parts of the world at no cost and with almost no restrictions -whatsoever. You may copy it, give it away or re-use it under the terms of -the Project Gutenberg License included with this eBook or online at -www.gutenberg.org. If you are not located in the United States, you'll have -to check the laws of the country where you are located before using this ebook. - - - - -Title: A Letter to the Viscount Palmerston, M.P. &c. &c. &c. on the Monitorial System of Harrow School - - -Author: Charles John Vaughan - - - -Release Date: November 14, 2020 [eBook #63761] - -Language: English - -Character set encoding: UTF-8 - - -***START OF THE PROJECT GUTENBERG EBOOK A LETTER TO THE VISCOUNT -PALMERSTON, M.P. &C. &C. &C. ON THE MONITORIAL SYSTEM OF HARROW SCHOOL*** - - -Transcribed from the 1854 John Murray edition by David Price - - - - - - A - LETTER - TO THE - VISCOUNT PALMERSTON, M.P. - &c. &c. &c. - ON THE MONITORIAL SYSTEM OF - HARROW SCHOOL. - - - * * * * * - - BY - CHARLES JOHN VAUGHAN, D.D. - HEAD MASTER. - - * * * * * - - LONDON: - JOHN MURRAY, ALBEMARLE STREET: - CROSSLEY AND CLARKE, HARROW: - MDCCCLIV. - - * * * * * - - This Letter, when first printed, was designed only for private - circulation amongst those personally or officially interested in its - subject. Circumstances have since arisen, which appeared to render its - publication expedient. - - - - -A LETTER, -&c. &c. &c. - - -MY LORD, - -I have the honour to acknowledge the receipt of your Lordship’s letter of -the 11th instant; to which your great abilities and varied experience, as -well as your affectionate attachment to Harrow as the place of your own -education, give peculiar value and interest. - -I am grateful for the opportunity which it affords me of briefly stating -the principles of the Monitorial system as at present established at -Harrow. - -I do not, I think, misapprehend the precise point to which your -observations are directed. It is not upon the Monitorial system -itself—upon the commission of a recognized authority to the hands of the -Upper Boys—but upon a particular method of enforcing it, that you comment -in terms of anxiety. The _principle_ is coeval with the -School—established by the Founder. It is the universal rule of Public -Schools:—until lately, when the experience of its salutary effects has -led to a wider extension of it, it was the one distinguishing feature of -a Public as contrasted with a Private School. - -But the Monitorial system might exist without this particular method of -enforcing it—the power of inflicting corporal punishment. And this is -the question to which your Lordship has been good enough to call my -attention. - -Those who are acquainted with Dr. Arnold’s Life—a book regarded by many -as one of authority upon such a subject—are aware that the right of his -Sixth Form to the use of the cane was one for which he contended with the -greatest earnestness, as indispensable to the efficient working of that -Monitorial system to which he considered that Rugby owed so much of its -well-being under his Head-Mastership. {5} And although many Masters -might shrink from avowing so boldly their approbation of a power liable -to so much abuse and to so much misconstruction, yet I have never heard -it questioned that the same power is exercised, whether by permission or -by acquiescence, in most of the great Public Schools of England, as I -know that it existed at Harrow, actually if not avowedly, for very many -years before I became Master. - -But I have no wish to plead authority or prescription in defence of a -practice which, if bad, can at any time be abolished, and for the -toleration of which I do not deny that the Master under whom it exists -may fairly be held responsible. - -There can be no doubt that a Master who consulted merely his own ease and -present popularity would at once abolish the power in dispute. The tide -of public feeling is setting strongly in that direction. It would be -easy to aggravate that feeling. Corporal punishment of _any_ kind, by -whomsoever administered, is inconsistent with modern notions of personal -dignity, {7} and modern habits of precocious manliness; it needs nothing -but a few cases of exceptional excess in the _infliction_ of such -punishment to direct against it a storm too violent to be resisted. - -If, in the face of this feeling, and amidst so many temptations to yield -to it, a Master still ventures to maintain that, liable as it is to -abuse, open to misrepresentation, and difficult of explanation, the power -of corporal punishment by the Monitors of a Public School is one not -lightly to be abolished, because capable of great good and impossible to -replace by any efficacious substitute; he may fail to convince—it is -probable that he will fail to convince—those who judge of the system from -without, and with no opportunity of calmly balancing its evil against its -good; but at least he may be believed to speak honestly, and listened to -as a disinterested witness. - -There are in every Public School certain minor offences, against manners -rather than against morals—faults of turbulence, rudeness, offensive -language, annoyance of others, petty oppression and tyranny, &c.—which, -as Public Schools are at present constituted, lie ordinarily out of the -cognizance of the Masters, and might, so far as _they_ are concerned, be -committed with impunity. {8} Even some _graver_ faults might, with due -precautions against discovery, long escape the eye of a really vigilant -Master. - -To meet such cases, there is no doubt a choice of measures. - -You may adopt what might with equal propriety be called the foreign -School, or the Private School, system. You may create a body of Ushers; -Masters of a lower order, whose business it shall be to follow Boys into -their hours of recreation and rest, avowedly as spies, coercing freedom -of speech and action, or reporting to their superior what such -observation has gleaned. This is consistent and intelligible. Ruinous -to that which has been regarded as the great glory of an English Public -School—its free developement of character, its social expansiveness, in -short its _liberty_: but yet, in itself, intelligible enough, and in -theory perhaps preferable to the other. - -If not this, then the alternative must be some form or other of the -Monitorial principle. Ten, or twenty, or thirty, of those Boys who are -(generally speaking) the elder, at all events the abler, the more -diligent, the more meritorious,—selected by no favour, exempted from none -of the rules and restraints of School, but yet brought by their position -into a more intimate intercourse with their Master, and largely -influenced (if he be what a Master ought to be) by his principles of -judgment and discipline,—are empowered to exercise over their juniors a -legalized and carefully regulated authority, while at the same time they -are left to mix with them on terms of perfect freedom at times and in -places to which no Master’s inspection could by possibility extend. - -But this system is capable of at least two modifications. - -The Monitors may be desired to act as the Master’s deputies; to observe -for him, and to report to him. They may be charged to see nothing wrong -done, to hear nothing wrong said, without hastening to his presence and -invoking his interposition. They may be taught to regard themselves as -the Master’s spies, informers, and creatures. Such has been made, -sometimes, the theory of their office. They have been solemnly warned of -the responsibility attaching to their office, as the Master’s eyes and -the Master’s ears. No real _power_ was entrusted to them. The terms of -their commission were large, its tone was solemn: but the power to -enforce obedience either did not exist, or existed only on sufferance and -by stealth. - -Now it appears to me that a Monitorial system of this nature is either -nugatory, or worse. If the Monitors thus commissioned have the ordinary -feelings of the sons of Gentlemen, they will virtually repudiate such an -office. They will say, I was not sent here to be an Usher—a Master’s -spy, a Master’s informer. They have too much self-respect, too nice a -sense of honour, to live amongst their Schoolfellows on terms of -unguarded equality, and then use the knowledge thus gained as a means of -drawing down upon them the arm of authority and of punishment. The -result will be, as it always has been wherever such a view has been taken -of Monitorial duty, that the Monitors will not act for the purposes for -which they were commissioned, but only for the maintenance of a selfish -dignity which looks for its support to other means than those recognized -by the system. - -It astonishes me that those who regard submission to a corporal -punishment as a degradation inconsistent with honour and self-respect, -should look with toleration upon that _antagonist_ system under which -their sons might be called upon, as the reward of ability and diligence, -to assume the office of a delegated spy. - -The alternative—as I believe, the _only_ alternative—is that form of -Monitorial discipline which it has been my endeavour to carry into -vigorous operation at Harrow during the last nine years. - -I have taught the Monitors to regard their authority as emanating indeed -from mine, and responsible to mine, but yet (with the limitation -naturally arising from these two considerations) independent and free in -its ordinary exercise. They are charged with the enforcement of an -internal discipline, the object of which is the good order, the -honourable conduct, the gentlemanlike tone, of the Houses and of the -School. In these matters I desire that they should act for themselves; -knowing well how doubly, how tenfold, valuable is that discipline which -springs from within the body, in comparison with that which is imposed -upon it from above. It is only on the discovery of grave and moral -offences, such as would be poisonous to the whole society, and such as -they may reasonably be expected to regard as discreditable and -disgraceful even more than they are illegal, that I expect them to -communicate to me officially the faults of which they may take notice. -In certain cases, it may be optional whether an offence should be -regarded as one against manners or against morals; and in these instances -it will depend upon the accident of the prior discovery, whether it be -taken up by the Monitors or by myself. - -It follows as a matter of necessity that the Monitors should possess some -means of exercising and asserting their authority. - -Hence arises the old custom of _fagging_. It is a memento of Monitorial -authority; a standing memorial of the subjection of the younger to the -elder for higher purposes than any merely personal distinction. It is -the daily assertion, in a form which makes it palpable and felt, of a -power which has been instituted for the good not of the superior but of -the inferior in the relation. - -This is the _ordinary_ assertion of Monitorial power. But there must -also be some method of punishing disobedience, insubordination, -turbulence, or other transgression. To give the Monitors no executive -power beyond that of reporting and complaining, would be to leave them -practically defenceless. Such a power would possess no influence with a -community of Boys. It would be trifled with and trampled upon. Great -and long must be the provocation which would overcome the natural -repugnance of an honourable Boy to lodging a complaint with a Master -against a Schoolfellow: and what would be the redress when it came? Such -a remedy would be, in the popular feeling of a Public School, far worse -than none. - -Shall the power entrusted to the Monitors be that of “setting -punishments” (as it is technically called)—that is, of imposing tasks of -_writing_? Such has been the prerogative formally conferred upon the -Monitors of Harrow: but it is easy to see how speedily such a right, if -widely exercised, would come into collision with ordinary School duties; -how impossible it would be for it to coexist with the _similar_ power of -the _Masters_, or even with the performance of the regular work and -exercises of the several Forms. - -Or shall the right of punishing be made to depend upon the physical power -of the individual Monitor? Shall an older and stronger Monitor be at -liberty to enforce his authority by blows, while a weaker and younger is -left defenceless? Such a rule would be, in effect, an awkward and -inconsistent return to a state of things which it is the one object of -the Monitorial government to counteract—a system of brute force. Under -_any_ constitution of a School, the stronger can protect himself against -the aggression of the weaker: it is the object of the Public School -system to substitute for the brute force of the stronger the legalized -power of the better and the abler. Unless therefore the power entrusted -to the Monitor be something different in kind from that of physical -strength, the whole system falls to the ground by losing its essential -characteristic. - -And it appears to me that, as soon as the power of the Monitors is -transferred from the ground of strength to that of right; as soon as it -is made, in its place, as the power of the Masters in theirs, a -recognized and constitutional principle; at that moment all feeling of -degradation in submitting to it is done away: there is degradation, -because there is cowardice, in submitting tamely to the kicks or cuffs of -an equal or an inferior, but there is none in rendering to a Master—nor -need there be in rendering to a constituted authority of a lower -rank—that submission even to personal correction which may be one of the -conditions of the society in which you are placed. - -By a custom, existing certainly long before my own acquaintance with -Harrow, traceable for many years into the past history of the School, the -common method of enforcing Monitorial authority has been the use of the -cane. A power not formally committed to the Monitors, not (in the -strictest sense) delegated by the Master, but still exercised without -interference or censure within the limits prescribed by humanity or by -the fear of penal consequences in case of its excess. - -This custom, I repeat, I found established; ignored, it may be, by -previous Masters, but not unknown. The question with me was, Is this -custom, which I find in force, injurious in its use, or only in its -abuse? If the former, it must be, not disavowed only, but destroyed. If -the latter, it must be, not only connived at, but turned to account. It -must be made conducive to the real welfare of the School. And a Monitor -who avails himself of this prescriptive right, in support of good order -and good discipline, must feel that he is safe in doing so, provided he -stops short of inflicting injury. He must feel that he can depend upon -the Master to stand by him, before the School and before the Public, so -long as no wanton or tyrannical use of this power can be proved against -him. - -It is urged indeed that this Monitorial power is illegal in a higher than -any School sense of that term,—that it contradicts the law of the land. -“_Delegatus non potest delegare_.” The Parent delegates his power to -the Master: the Master has no right to delegate that power to the -Monitor. Now I will not enter into the question how far the Master is -correctly described as the Parent’s delegate. Doubtless the act which -consigns to him the individual Boy is the act of the individual Parent. -But the Master of a Public School is not made so by that act, nor by any -number of such acts: his office is conferred upon him by an independent -authority, and is exercised under conditions irrespective of the parental -will. Otherwise the Parent who created, might in each case limit, the -right: he might prescribe to the Master the studies to be pursued and the -punishments to be inflicted; he might depute his own functions thus far -and no further. But, even allowing the justice of the appellation, it -would scarcely be desired, I suppose, to admit _all_ the consequences -involved in this principle, and assert that the Master has no right to -delegate any portion of his office, but that alone, unaided by coadjutors -or subordinates, he must teach in person every Boy entrusted to him, hear -every lesson, and impose every punishment. The fact surely is, that the -system of a Public School is essentially peculiar and exceptional; and -that, when that system is fairly established, and its rules publicly -notorious, a Parent uses his own discretion in selecting the School for -his son, and having done so he subjects him to its discipline _as -established_, retaining only the power of withdrawing him when he will. - -But, on the other hand, it is no less necessary, for the sake alike of -the Monitors and of the School, that such _checks_ shall be imposed upon -the exercise of this power as shall make its abuse either absolutely -impossible or at least a very rare exception. - -With this view, it is one rule of the system, that any Boy has a right of -appeal from the individual Monitor (however high his station) to the -assembled body; who are bound to enter into the merits of the case, and -come to a formal decision upon it. My experience thus far has led me to -believe that ten young men, acting under such responsibilities, are not -likely either to come to an unjust decision or to execute their sentence -with undue severity. - -But if, after all, this hope is in any case disappointed; if (which in -such an event is the most probable supposition) an individual Monitor has -outrun his powers, by not allowing this appeal to the collective body, or -by not waiting for its result, or by executing punishment himself in -undue excitement or passion; then the duty is cast upon me, of -interposing my authority to redress the injustice, by the degradation of -the offending Monitor, or by a measure of punishment yet more severe. - -This, happily, is a case of rare, most rare, occurrence. The general -testimony, alike of Boys and of their Parents, will rather be this—that, -while the School has enjoyed, on the whole, under the Monitorial system, -a very real exemption from the miseries of that tyranny of brute force -which it is designed more especially to preclude, it is perfectly easy, -on the other hand, for any Boy to pass through his Harrow life without -once incurring the risk of Monitorial punishment, while the salutary -dread of it has done much to keep him orderly and tractable, and to save -him in no slight degree from the sight and hearing of evil. {21} - -And, while this is so, however unpopular may be the avowal, I know that -my duty is clear: to watch the operation of the system, to guard it from -abuse, to influence and animate (so far as I may be able) those who are -to take part in it—if necessary, to coerce and to punish its abuse; but, -none the less, to adhere to it manfully, and to take my full share of its -obloquy. - -It may be found impossible long to withstand such impressions as those to -which your Lordship has adverted. To persons unacquainted with its -practical operation the Monitorial system must always appear -objectionable; a cumbrous and uncertain substitute for zeal and vigilance -on the part of the Master. The time may come when public opinion will -imperatively require the introduction of an opposite principle; of which -it shall be the object to confine and preclude the expression of evil by -the unceasing espionage of an increased staff of subordinate Masters. -The experiment may be tried; I hope not at Harrow—certainly not by me. I -see many difficulties, some evils, in the present system; some -advantages, many plausibilities, in its opposite: and yet I believe the -one to be practically ennobling and elevating—the other essentially -narrowing, enfeebling, and enervating. I well foresee the results of the -change, come when it may. I know how pleasing, yet how brief, will be -the lull consequent upon the establishment of a rule of equality and -fraternity; how warm perhaps, for the moment, the congratulations of some -who have trembled for their sons’ safety under the present (so called) -reign of terror; on the other hand, how gradual, yet how sure, the growth -of those meaner and more cowardly vices which a Monitorial system has -coerced where it could not eradicate; and how impossible the return to -that principle of graduated ranks and organized internal subordination, -which, amidst some real and many imaginary defects, has been found by -experience to be inferior to no other system in the formation of the -character of an English Christian Gentleman. - - I have the honour to be, my Lord, - - Your most obedient and faithful Servant, - CHAS. J. VAUGHAN. - -HARROW, - _December_ 14, 1853. - - * * * * * - - PRINTED BY W. NICOL, SHAKSPEARE PRESS, PALL MALL. - - - - -FOOTNOTES. - - -{5} “In many points he (Dr. Arnold) took the institution (the authority -of the Sixth Form) as he found it, and as he remembered it at Winchester. -The responsibility of checking bad practices without the intervention of -the Master, the occasional settlement of difficult cases of -school-government, the triumph of order over brute force involved in the -maintenance of such an authority, had been more or less produced under -the old system both at Rugby and elsewhere. But his zeal in its defence, -and his confident reliance upon it as the keystone of his whole -government, were eminently characteristic of himself, and were brought -out the more forcibly from the fact that it was a point on which the -spirit of the age set strongly and increasingly against him, on which -there was a general tendency to yield to the popular outcry, and on which -the clamour, that at one time assailed him, was ready to fasten as a -subject where all parties could concur in their condemnation. But he was -immoveable: and though, on his first coming, he had felt himself called -upon rather to restrain the authority of the Sixth Form from abuses, than -to guard it from encroachments, yet now that the whole system was -denounced as cruel and absurd, he delighted to stand forth as its -champion; the power, which was most strongly condemned, of personal -chastisement vested in the Præpostors over those who resisted their -authority, he firmly maintained as essential to the general support of -the good order of the place; and there was no obloquy, which he would not -undergo in the protection of a boy, who had by due exercise of this -discipline made himself obnoxious to the school, the parents, or the -public.”—_Stanley’s Life and Correspondence of Dr. Arnold_, Vol. I. page -105. See also _Arnold’s Miscellaneous Works_—On the Discipline of Public -Schools: page 371, &c. - -{7} “Corporal punishment, it is said, is degrading. I well know of what -feeling this is the expression; it originates in that proud notion of -personal independence which is neither reasonable nor Christian, but -essentially barbarian. It visited Europe in former times with all the -curses of the age of chivalry, and is threatening us now with those of -Jacobinism.” _Arnold’s Miscellaneous Works_, page 365. - -{8} “It is idle to say that the Masters form, or can form, this -government; it is impossible to have a sufficient number of Masters for -the purpose; for, in order to obtain the advantages of home government, -the boys should be as much divided as they are at their respective homes. -There should be no greater number of schoolfellows living under one -Master than of brothers commonly living under one Parent: nay, the number -should be less, inasmuch as there is wanting that bond of natural -affection which so greatly facilitates domestic government, and gives it -its peculiar virtue. Even a father with thirty sons, all below the age -of manhood, and above childhood, would find it no easy matter to govern -them effectually—how much less can a Master govern thirty boys, with no -natural bond to attach them either to him or to one another! He may -indeed superintend their government of one another; he may govern them -through their own governors; but to govern them immediately, and at the -same time effectively, is, I believe, impossible. And hence, if you have -a large _boarding_-school, you cannot have it adequately governed without -a system of fagging.”—_Dr. Arnold_, as above, page 372. - -{21} “Public Schools are by no means faultless institutions; but, if -there is one vice of which they have to a wonderful extent shaken -themselves free of late, it is that of gross bullying and oppression: and -this great improvement is owing mainly to the happy working of that -institution which makes the ruling body in the School one which owes its -acknowledged authority, not to inches or to sinews, or to boyish -truculence, but to activity of mind, industry, and good conduct. Ask any -‘little fellow’ from Eton, Harrow, or Rugby, whether he is bullied at -School; he will probably answer, ‘No:’ if ‘Yes,’ ask him by whom; and he -will tell you that it is by some bigger or stronger fellow in his own -part of the School—one who neither is nor ever will be a member of the -‘decemvirate,’ but who annoys him because he is industrious, or won’t do -Latin verses for his more stupid neighbour, or ‘gets above him’ in form, -and who dare not use his brute strength upon him within sight or hearing -of any Sixth-form fellow. But it ought to be idle to say this after all -that Arnold has done and written, after all that hundreds have seen and -read of,” &c. &c.—_Correspondent of the Spectator_, _December_ 17, 1853. - - - - -***END OF THE PROJECT GUTENBERG EBOOK A LETTER TO THE VISCOUNT PALMERSTON, -M.P. &C. &C. &C. 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You may copy it, give it away or re-use it under the terms of -the Project Gutenberg License included with this eBook or online at -www.gutenberg.org. If you are not located in the United States, you'll have -to check the laws of the country where you are located before using this ebook. - - - - -Title: A Letter to the Viscount Palmerston, M.P. &c. &c. &c. on the Monitorial System of Harrow School - - -Author: Charles John Vaughan - - - -Release Date: November 14, 2020 [eBook #63761] - -Language: English - -Character set encoding: ISO-646-US (US-ASCII) - - -***START OF THE PROJECT GUTENBERG EBOOK A LETTER TO THE VISCOUNT -PALMERSTON, M.P. &C. &C. &C. ON THE MONITORIAL SYSTEM OF HARROW SCHOOL*** -</pre> -<p>Transcribed from the 1854 John Murray edition by David -Price</p> -<h1><span class="GutSmall">A</span><br /> -LETTER<br /> -<span class="GutSmall">TO THE</span><br /> -VISCOUNT PALMERSTON, M.P.<br /> -<span class="GutSmall">&c. &c. &c.</span><br /> -ON THE MONITORIAL SYSTEM OF<br /> -HARROW SCHOOL.</h1> - -<div class="gapspace"> </div> -<p style="text-align: center"><span class="GutSmall">BY</span><br -/> -CHARLES JOHN VAUGHAN, D.D.<br /> -<span class="GutSmall">HEAD MASTER.</span></p> - -<div class="gapspace"> </div> -<p style="text-align: center">LONDON:<br /> -JOHN MURRAY, ALBEMARLE STREET:<br /> -CROSSLEY AND CLARKE, HARROW:<br /> -<span class="GutSmall">MDCCCLIV.</span></p> - -<div class="gapspace"> </div> -<p class="gutindent"><a name="page2"></a><span class="pagenum">p. -2</span>This Letter, when first printed, was designed only for -private circulation amongst those personally or officially -interested in its subject. Circumstances have since arisen, -which appeared to render its publication expedient.</p> -<h2><a name="page3"></a><span class="pagenum">p. 3</span>A -LETTER,<br /> -&c. &c. &c.</h2> -<p><span class="smcap">My Lord</span>,</p> -<p>I have the honour to acknowledge the receipt of your -Lordship’s letter of the 11th instant; to which your great -abilities and varied experience, as well as your affectionate -attachment to Harrow as the place of your own education, give -peculiar value and interest.</p> -<p>I am grateful for the opportunity which it affords me of -briefly stating the principles of the Monitorial system as at -present established at Harrow.</p> -<p><a name="page4"></a><span class="pagenum">p. 4</span>I do not, -I think, misapprehend the precise point to which your -observations are directed. It is not upon the Monitorial -system itself—upon the commission of a recognized authority -to the hands of the Upper Boys—but upon a particular method -of enforcing it, that you comment in terms of anxiety. The -<i>principle</i> is coeval with the School—established by -the Founder. It is the universal rule of Public -Schools:—until lately, when the experience of its salutary -effects has led to a wider extension of it, it was the one -distinguishing feature of a Public as contrasted with a Private -School.</p> -<p>But the Monitorial system might exist without this particular -method of enforcing it—the power of inflicting corporal -punishment. And this is the question to which your Lordship -has been good enough to call my attention.</p> -<p>Those who are acquainted with Dr. Arnold’s Life—a -book regarded by many as one of authority upon such a -subject—are aware that the right of his Sixth Form to the -use of the cane was one for which <a name="page5"></a><span -class="pagenum">p. 5</span>he contended with the greatest -earnestness, as indispensable to the efficient working of that -Monitorial system to which he considered that Rugby owed so much -of its well-being under his Head-Mastership. <a -name="citation5"></a><a href="#footnote5" -class="citation">[5]</a> <a name="page6"></a><span -class="pagenum">p. 6</span>And although many Masters might shrink -from avowing so boldly their approbation of a power liable to so -much abuse and to so much misconstruction, yet I have never heard -it questioned that the same power is exercised, whether by -permission or by acquiescence, in most of the great Public -Schools of England, as I know that it existed at Harrow, actually -if not avowedly, for very many years before I became Master.</p> -<p>But I have no wish to plead authority or prescription in -defence of a practice which, if bad, can at any time be -abolished, and for the toleration of which I do not deny that the -Master under whom it exists may fairly be held responsible.</p> -<p>There can be no doubt that a Master who consulted merely his -own ease and present popularity would at once abolish the power -in dispute. The tide of public feeling is setting strongly -in that direction. It would be easy to aggravate that -feeling. <a name="page7"></a><span class="pagenum">p. -7</span>Corporal punishment of <i>any</i> kind, by whomsoever -administered, is inconsistent with modern notions of personal -dignity, <a name="citation7"></a><a href="#footnote7" -class="citation">[7]</a> and modern habits of precocious -manliness; it needs nothing but a few cases of exceptional excess -in the <i>infliction</i> of such punishment to direct against it -a storm too violent to be resisted.</p> -<p>If, in the face of this feeling, and amidst so many -temptations to yield to it, a Master still ventures to maintain -that, liable as it is to abuse, open to misrepresentation, and -difficult of explanation, the power of corporal punishment by the -Monitors of a Public School is one not lightly to be abolished, -because capable of great good and impossible to replace by any -efficacious substitute; he may fail to convince—it is -probable that he will fail to convince—those who judge of -the system from without, <a name="page8"></a><span -class="pagenum">p. 8</span>and with no opportunity of calmly -balancing its evil against its good; but at least he may be -believed to speak honestly, and listened to as a disinterested -witness.</p> -<p>There are in every Public School certain minor offences, -against manners rather than against morals—faults of -turbulence, rudeness, offensive language, annoyance of others, -petty oppression and tyranny, &c.—which, as Public -Schools are at present constituted, lie ordinarily out of the -cognizance of the Masters, and might, so far as <i>they</i> are -concerned, be committed with impunity. <a name="citation8"></a><a -href="#footnote8" class="citation">[8]</a> Even <a -name="page9"></a><span class="pagenum">p. 9</span>some -<i>graver</i> faults might, with due precautions against -discovery, long escape the eye of a really vigilant Master.</p> -<p>To meet such cases, there is no doubt a choice of -measures.</p> -<p>You may adopt what might with equal propriety be called the -foreign School, or the Private School, system. You may -create a body of Ushers; Masters of a lower order, whose business -it shall be to follow Boys into their hours of recreation and -rest, avowedly as spies, coercing freedom of speech and action, -or reporting to their superior what such observation has -gleaned. This is consistent and intelligible. Ruinous -to that which has been regarded as the great glory of an English -Public School—its free developement of character, its -social expansiveness, in short its <i>liberty</i>: but yet, in -itself, intelligible enough, and in theory perhaps preferable to -the other.</p> -<p>If not this, then the alternative must be some form or other -of the Monitorial principle. <a name="page10"></a><span -class="pagenum">p. 10</span>Ten, or twenty, or thirty, of those -Boys who are (generally speaking) the elder, at all events the -abler, the more diligent, the more meritorious,—selected by -no favour, exempted from none of the rules and restraints of -School, but yet brought by their position into a more intimate -intercourse with their Master, and largely influenced (if he be -what a Master ought to be) by his principles of judgment and -discipline,—are empowered to exercise over their juniors a -legalized and carefully regulated authority, while at the same -time they are left to mix with them on terms of perfect freedom -at times and in places to which no Master’s inspection -could by possibility extend.</p> -<p>But this system is capable of at least two modifications.</p> -<p>The Monitors may be desired to act as the Master’s -deputies; to observe for him, and to report to him. They -may be charged to see nothing wrong done, to hear nothing wrong -said, without hastening to his presence and invoking his -interposition. They may be taught to regard themselves as -the <a name="page11"></a><span class="pagenum">p. -11</span>Master’s spies, informers, and creatures. -Such has been made, sometimes, the theory of their office. -They have been solemnly warned of the responsibility attaching to -their office, as the Master’s eyes and the Master’s -ears. No real <i>power</i> was entrusted to them. The -terms of their commission were large, its tone was solemn: but -the power to enforce obedience either did not exist, or existed -only on sufferance and by stealth.</p> -<p>Now it appears to me that a Monitorial system of this nature -is either nugatory, or worse. If the Monitors thus -commissioned have the ordinary feelings of the sons of Gentlemen, -they will virtually repudiate such an office. They will -say, I was not sent here to be an Usher—a Master’s -spy, a Master’s informer. They have too much -self-respect, too nice a sense of honour, to live amongst their -Schoolfellows on terms of unguarded equality, and then use the -knowledge thus gained as a means of drawing down upon them the -arm of authority and of punishment. The result will be, as -it always has been wherever such a view <a -name="page12"></a><span class="pagenum">p. 12</span>has been -taken of Monitorial duty, that the Monitors will not act for the -purposes for which they were commissioned, but only for the -maintenance of a selfish dignity which looks for its support to -other means than those recognized by the system.</p> -<p>It astonishes me that those who regard submission to a -corporal punishment as a degradation inconsistent with honour and -self-respect, should look with toleration upon that -<i>antagonist</i> system under which their sons might be called -upon, as the reward of ability and diligence, to assume the -office of a delegated spy.</p> -<p>The alternative—as I believe, the <i>only</i> -alternative—is that form of Monitorial discipline which it -has been my endeavour to carry into vigorous operation at Harrow -during the last nine years.</p> -<p>I have taught the Monitors to regard their authority as -emanating indeed from mine, and responsible to mine, but yet -(with the limitation naturally arising from these two -considerations) independent and free in its ordinary -exercise. They are charged with the enforcement of an -internal <a name="page13"></a><span class="pagenum">p. -13</span>discipline, the object of which is the good order, the -honourable conduct, the gentlemanlike tone, of the Houses and of -the School. In these matters I desire that they should act -for themselves; knowing well how doubly, how tenfold, valuable is -that discipline which springs from within the body, in comparison -with that which is imposed upon it from above. It is only -on the discovery of grave and moral offences, such as would be -poisonous to the whole society, and such as they may reasonably -be expected to regard as discreditable and disgraceful even more -than they are illegal, that I expect them to communicate to me -officially the faults of which they may take notice. In -certain cases, it may be optional whether an offence should be -regarded as one against manners or against morals; and in these -instances it will depend upon the accident of the prior -discovery, whether it be taken up by the Monitors or by -myself.</p> -<p>It follows as a matter of necessity that the Monitors should -possess some means of exercising and asserting their -authority.</p> -<p><a name="page14"></a><span class="pagenum">p. 14</span>Hence -arises the old custom of <i>fagging</i>. It is a memento of -Monitorial authority; a standing memorial of the subjection of -the younger to the elder for higher purposes than any merely -personal distinction. It is the daily assertion, in a form -which makes it palpable and felt, of a power which has been -instituted for the good not of the superior but of the inferior -in the relation.</p> -<p>This is the <i>ordinary</i> assertion of Monitorial -power. But there must also be some method of punishing -disobedience, insubordination, turbulence, or other -transgression. To give the Monitors no executive power -beyond that of reporting and complaining, would be to leave them -practically defenceless. Such a power would possess no -influence with a community of Boys. It would be trifled -with and trampled upon. Great and long must be the -provocation which would overcome the natural repugnance of an -honourable Boy to lodging a complaint with a Master against a -Schoolfellow: and what would be the redress when it came? -Such a remedy would be, <a name="page15"></a><span -class="pagenum">p. 15</span>in the popular feeling of a Public -School, far worse than none.</p> -<p>Shall the power entrusted to the Monitors be that of -“setting punishments” (as it is technically -called)—that is, of imposing tasks of <i>writing</i>? -Such has been the prerogative formally conferred upon the -Monitors of Harrow: but it is easy to see how speedily such a -right, if widely exercised, would come into collision with -ordinary School duties; how impossible it would be for it to -coexist with the <i>similar</i> power of the <i>Masters</i>, or -even with the performance of the regular work and exercises of -the several Forms.</p> -<p>Or shall the right of punishing be made to depend upon the -physical power of the individual Monitor? Shall an older -and stronger Monitor be at liberty to enforce his authority by -blows, while a weaker and younger is left defenceless? Such -a rule would be, in effect, an awkward and inconsistent return to -a state of things which it is the one object of the Monitorial -government to counteract—a system of brute force. -Under <i>any</i> constitution of a School, <a -name="page16"></a><span class="pagenum">p. 16</span>the stronger -can protect himself against the aggression of the weaker: it is -the object of the Public School system to substitute for the -brute force of the stronger the legalized power of the better and -the abler. Unless therefore the power entrusted to the -Monitor be something different in kind from that of physical -strength, the whole system falls to the ground by losing its -essential characteristic.</p> -<p>And it appears to me that, as soon as the power of the -Monitors is transferred from the ground of strength to that of -right; as soon as it is made, in its place, as the power of the -Masters in theirs, a recognized and constitutional principle; at -that moment all feeling of degradation in submitting to it is -done away: there is degradation, because there is cowardice, in -submitting tamely to the kicks or cuffs of an equal or an -inferior, but there is none in rendering to a Master—nor -need there be in rendering to a constituted authority of a lower -rank—that submission even to personal correction which may -be one of the conditions of the society in which you are -placed.</p> -<p><a name="page17"></a><span class="pagenum">p. 17</span>By a -custom, existing certainly long before my own acquaintance with -Harrow, traceable for many years into the past history of the -School, the common method of enforcing Monitorial authority has -been the use of the cane. A power not formally committed to -the Monitors, not (in the strictest sense) delegated by the -Master, but still exercised without interference or censure -within the limits prescribed by humanity or by the fear of penal -consequences in case of its excess.</p> -<p>This custom, I repeat, I found established; ignored, it may -be, by previous Masters, but not unknown. The question with -me was, Is this custom, which I find in force, injurious in its -use, or only in its abuse? If the former, it must be, not -disavowed only, but destroyed. If the latter, it must be, -not only connived at, but turned to account. It must be -made conducive to the real welfare of the School. And a -Monitor who avails himself of this prescriptive right, in support -of good order and good discipline, must feel that he is safe in -doing so, provided he stops short of <a name="page18"></a><span -class="pagenum">p. 18</span>inflicting injury. He must feel -that he can depend upon the Master to stand by him, before the -School and before the Public, so long as no wanton or tyrannical -use of this power can be proved against him.</p> -<p>It is urged indeed that this Monitorial power is illegal in a -higher than any School sense of that term,—that it -contradicts the law of the land. “<i>Delegatus non -potest delegare</i>.” The Parent delegates his -power to the Master: the Master has no right to delegate that -power to the Monitor. Now I will not enter into the -question how far the Master is correctly described as the -Parent’s delegate. Doubtless the act which consigns -to him the individual Boy is the act of the individual -Parent. But the Master of a Public School is not made so by -that act, nor by any number of such acts: his office is conferred -upon him by an independent authority, and is exercised under -conditions irrespective of the parental will. Otherwise the -Parent who created, might in each case limit, the right: he might -prescribe to the Master the studies to be pursued and the -punishments <a name="page19"></a><span class="pagenum">p. -19</span>to be inflicted; he might depute his own functions thus -far and no further. But, even allowing the justice of the -appellation, it would scarcely be desired, I suppose, to admit -<i>all</i> the consequences involved in this principle, and -assert that the Master has no right to delegate any portion of -his office, but that alone, unaided by coadjutors or -subordinates, he must teach in person every Boy entrusted to him, -hear every lesson, and impose every punishment. The fact -surely is, that the system of a Public School is essentially -peculiar and exceptional; and that, when that system is fairly -established, and its rules publicly notorious, a Parent uses his -own discretion in selecting the School for his son, and having -done so he subjects him to its discipline <i>as established</i>, -retaining only the power of withdrawing him when he will.</p> -<p>But, on the other hand, it is no less necessary, for the sake -alike of the Monitors and of the School, that such <i>checks</i> -shall be imposed upon the exercise of this power as shall make -its abuse either absolutely impossible or at least a very rare -exception.</p> -<p><a name="page20"></a><span class="pagenum">p. 20</span>With -this view, it is one rule of the system, that any Boy has a right -of appeal from the individual Monitor (however high his station) -to the assembled body; who are bound to enter into the merits of -the case, and come to a formal decision upon it. My -experience thus far has led me to believe that ten young men, -acting under such responsibilities, are not likely either to come -to an unjust decision or to execute their sentence with undue -severity.</p> -<p>But if, after all, this hope is in any case disappointed; if -(which in such an event is the most probable supposition) an -individual Monitor has outrun his powers, by not allowing this -appeal to the collective body, or by not waiting for its result, -or by executing punishment himself in undue excitement or -passion; then the duty is cast upon me, of interposing my -authority to redress the injustice, by the degradation of the -offending Monitor, or by a measure of punishment yet more -severe.</p> -<p>This, happily, is a case of rare, most <a -name="page21"></a><span class="pagenum">p. 21</span>rare, -occurrence. The general testimony, alike of Boys and of -their Parents, will rather be this—that, while the School -has enjoyed, on the whole, under the Monitorial system, a very -real exemption from the miseries of that tyranny of brute force -which it is designed more especially to preclude, it is perfectly -easy, on the other hand, for any Boy to pass through his Harrow -life without once incurring the risk of Monitorial punishment, -while the salutary dread of it has done much to keep him orderly -and tractable, and to save him in no slight degree from the sight -and hearing of evil. <a name="citation21"></a><a -href="#footnote21" class="citation">[21]</a></p> -<p><a name="page22"></a><span class="pagenum">p. 22</span>And, -while this is so, however unpopular may be the avowal, I know -that my duty is clear: to watch the operation of the system, to -guard it from abuse, to influence and animate (so far as I may be -able) those who are to take part in it—if necessary, to -coerce and to punish its abuse; but, none the less, to adhere to -it manfully, and to take my full share of its obloquy.</p> -<p>It may be found impossible long to withstand such impressions -as those to which your Lordship has adverted. To persons -unacquainted with its practical operation the Monitorial system -must always appear objectionable; a cumbrous and uncertain -substitute for zeal and vigilance on the part of the -Master. The time may come when public opinion will -imperatively require the introduction of an opposite principle; -<a name="page23"></a><span class="pagenum">p. 23</span>of which -it shall be the object to confine and preclude the expression of -evil by the unceasing espionage of an increased staff of -subordinate Masters. The experiment may be tried; I hope -not at Harrow—certainly not by me. I see many -difficulties, some evils, in the present system; some advantages, -many plausibilities, in its opposite: and yet I believe the one -to be practically ennobling and elevating—the other -essentially narrowing, enfeebling, and enervating. I well -foresee the results of the change, come when it may. I know -how pleasing, yet how brief, will be the lull consequent upon the -establishment of a rule of equality and fraternity; how warm -perhaps, for the moment, the congratulations of some who have -trembled for their sons’ safety under the present (so -called) reign of terror; on the other hand, how gradual, yet how -sure, the growth of those meaner and more cowardly vices which a -Monitorial system has coerced where it could not eradicate; and -how impossible the return to that principle of graduated ranks -and organized internal subordination, which, amidst some <a -name="page24"></a><span class="pagenum">p. 24</span>real and many -imaginary defects, has been found by experience to be inferior to -no other system in the formation of the character of an English -Christian Gentleman.</p> -<p style="text-align: center">I have the honour to be, my -Lord,</p> -<p style="text-align: right">Your most obedient and faithful -Servant,<br /> -CHAS. J. VAUGHAN.</p> -<p><span class="smcap">Harrow</span>,<br /> - <i>December</i> -14, 1853.</p> - -<div class="gapspace"> </div> -<p style="text-align: center"><span class="GutSmall">PRINTED BY -W. NICOL, SHAKSPEARE PRESS, PALL MALL.</span></p> -<h2>FOOTNOTES.</h2> -<p><a name="footnote5"></a><a href="#citation5" -class="footnote">[5]</a> “In many points he (Dr. -Arnold) took the institution (the authority of the Sixth Form) as -he found it, and as he remembered it at Winchester. The -responsibility of checking bad practices without the intervention -of the Master, the occasional settlement of difficult cases of -school-government, the triumph of order over brute force involved -in the maintenance of such an authority, had been more or less -produced under the old system both at Rugby and elsewhere. -But his zeal in its defence, and his confident reliance upon it -as the keystone of his whole government, were eminently -characteristic of himself, and were brought out the more forcibly -from the fact that it was a point on which the spirit of the age -set strongly and increasingly against him, on which there was a -general tendency to yield to the popular outcry, and on which the -clamour, that at one time assailed him, was ready to fasten as a -subject where all parties could concur in their -condemnation. But he was immoveable: and though, on his -first coming, he had felt himself called upon rather to restrain -the authority of the Sixth Form from abuses, than to guard it -from encroachments, yet now that the whole system was denounced -as cruel and absurd, he delighted to stand forth as its champion; -the power, which was most strongly condemned, of personal -chastisement vested in the Præpostors over those who -resisted their authority, he firmly maintained as essential to -the general support of the good order of the place; and there was -no obloquy, which he would not undergo in the protection of a -boy, who had by due exercise of this discipline made himself -obnoxious to the school, the parents, or the -public.”—<i>Stanley’s Life and Correspondence -of Dr. Arnold</i>, Vol. I. page 105. See also -<i>Arnold’s Miscellaneous Works</i>—On the Discipline -of Public Schools: page 371, &c.</p> -<p><a name="footnote7"></a><a href="#citation7" -class="footnote">[7]</a> “Corporal punishment, it is -said, is degrading. I well know of what feeling this is the -expression; it originates in that proud notion of personal -independence which is neither reasonable nor Christian, but -essentially barbarian. It visited Europe in former times -with all the curses of the age of chivalry, and is threatening us -now with those of Jacobinism.” <i>Arnold’s -Miscellaneous Works</i>, page 365.</p> -<p><a name="footnote8"></a><a href="#citation8" -class="footnote">[8]</a> “It is idle to say that the -Masters form, or can form, this government; it is impossible to -have a sufficient number of Masters for the purpose; for, in -order to obtain the advantages of home government, the boys -should be as much divided as they are at their respective -homes. There should be no greater number of schoolfellows -living under one Master than of brothers commonly living under -one Parent: nay, the number should be less, inasmuch as there is -wanting that bond of natural affection which so greatly -facilitates domestic government, and gives it its peculiar -virtue. Even a father with thirty sons, all below the age -of manhood, and above childhood, would find it no easy matter to -govern them effectually—how much less can a Master govern -thirty boys, with no natural bond to attach them either to him or -to one another! He may indeed superintend their government -of one another; he may govern them through their own governors; -but to govern them immediately, and at the same time effectively, -is, I believe, impossible. And hence, if you have a large -<i>boarding</i>-school, you cannot have it adequately governed -without a system of fagging.”—<i>Dr. Arnold</i>, as -above, page 372.</p> -<p><a name="footnote21"></a><a href="#citation21" -class="footnote">[21]</a> “Public Schools are by no -means faultless institutions; but, if there is one vice of which -they have to a wonderful extent shaken themselves free of late, -it is that of gross bullying and oppression: and this great -improvement is owing mainly to the happy working of that -institution which makes the ruling body in the School one which -owes its acknowledged authority, not to inches or to sinews, or -to boyish truculence, but to activity of mind, industry, and good -conduct. Ask any ‘little fellow’ from Eton, -Harrow, or Rugby, whether he is bullied at School; he will -probably answer, ‘No:’ if ‘Yes,’ ask him -by whom; and he will tell you that it is by some bigger or -stronger fellow in his own part of the School—one who -neither is nor ever will be a member of the -‘decemvirate,’ but who annoys him because he is -industrious, or won’t do Latin verses for his more stupid -neighbour, or ‘gets above him’ in form, and who dare -not use his brute strength upon him within sight or hearing of -any Sixth-form fellow. But it ought to be idle to say this -after all that Arnold has done and written, after all that -hundreds have seen and read of,” &c. -&c.—<i>Correspondent of the Spectator</i>, -<i>December</i> 17, 1853.</p> -<pre> - - - - -***END OF THE PROJECT GUTENBERG EBOOK A LETTER TO THE VISCOUNT PALMERSTON, -M.P. &C. &C. &C. 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