It is the same with education, the modifying power of which is
commonly exaggerated. Education, though it has an enduring
influence on children, and is therefore more effectual than
punishment, is far more serviceable in eliminating anti-social
tendencies, whereof we all possess the germs, than in any supposed
creation of social tendencies and forces which were not present
from birth.
Thus, whilst the consequences of impunity and lack of education
are serious and mischievous, still this does not prove conversely
that punishment and education have in reality so positive an
influence as is commonly attributed to them.
It is precisely on the ground of this negative, yet real efficacy
of punishments, especially whilst they are being carried out,
that, whilst we appreciate the mitigation of punitive discipline
which has been achieved by the classical school, we
believe, on the other hand, that their abbreviation of the term of
punishments is altogether mistaken and dangerous. We admit that
punishment ought not to be an arbitrary and inhuman torture, and
for this reason we have no sympathy with the system of solitary
confinement, now so much in fashion with the classical jurists and
prison authorities, precisely because it is inhuman, as well as
unwise and needlessly expensive.
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