The experience of one grammar-school respondent is particularly useful because his recollections cover several consecutive years.
Rather than describing one isolated punishment, he provides something approaching a disciplinary history.
The First Year
He entered grammar school in 1963.
At eleven, during his third week, repeated talking resulted in three strokes from the senior mistress.
He did not repeat that particular offence.
The experience introduced him quickly to the school’s disciplinary system.
The Following Year
At twelve he was caught running in a corridor by the deputy head.
Again, the punishment consisted of three strokes.
Again, he reported that it was effective.
At thirteen, repeated failure to complete homework produced a more serious response from the senior mistress.
This time six strokes were imposed.
At Fourteen
In 1965 he was punished for cheating during Latin.
Later that year he was punished for fighting.
Different offences brought different teachers into the disciplinary process.
His experiences therefore reveal the range of authority within the school.
At Fifteen
Further trouble followed in 1966.
The important point is not the precise details of every incident but the pattern.
The pupil had not become immune from discipline.
Neither had repeated punishment transformed him into an entirely obedient pupil.
Instead, individual punishments appear to have discouraged particular behaviours while other forms of misconduct emerged.
What Does This Tell Us?
This case is valuable because it demonstrates the danger of asking only whether punishment “worked.”
If effectiveness means that the boy never again committed the exact offence, several punishments apparently succeeded.
If effectiveness means that he never again required discipline, they plainly did not.
Growing Up Within the System
The case also demonstrates how a pupil could become thoroughly familiar with school discipline.
At eleven, the first formal punishment was an alarming new experience.
Several years later, the pupil knew the system.
He understood the offices, senior staff, punishment book and consequences.
Corporal punishment had become one familiar part of his school environment
