62 TEE POPULAR SCIENCE MONTHLY. 



4. The application of punishment is regulated according to certain 

 principles, first clearly pointed out by Bentham. 



5. Voluntary dispositions are to be trusted as far as they can go. 



6. By organization and arrangement the occasions of disorder are 

 avoided. Quarrels are obviated by not permitting crowds, jostling, 

 and collisions. Dishonesty is checked by want of opportunity ; remiss- 

 ness, by the watchful eye and by definite tests of performance. 



7. The awe and influence of authority are maintained by a certain 

 formality and state. Forms and ritual are adapted to all the operations 

 of law : persons in authority are clothed with dignity and inviolability. 

 The greater the necessity of enforcing obedience, the more stern and 

 imposing is the ritual of authority. The Romans, the greatest law- 

 giving people, were the most stately in their official rites. A small 

 portion of formality should accompany the slightest forms of au- 

 thority, 



8. It is understood that authority, with all its appurtenances, exists 

 for the benefit of the governed, and not as a perquisite of the ruler. 



9. The operation of mere vindictiveness should be curtailed to the 

 uttermost. 



10. So far as circumstances allow, every one in authority should 

 assume a benign character, seeking the benefit of those under him, 

 using instruction and moral suasion so as to stave ofi" the necessity of 

 force. The efi'ect of this attitude is at its utmost when its limits are 

 clearly discerned and never passed. 



11. The reasons for repression and discipline should, as far as 

 possible, be made intelligible to those concerned ; and should be ref- 

 erable solely to the general good. This involves, as a part of na- 

 tional education, a knowledge of the structure of society, as being a 

 regulated reciprocity among all its members, for the good of each and 

 of all. 



The jDoints of comparison and contrast between the school and 

 family have been noted. The more special distinction of the school, 

 as compared with relations of authority in general, is resolvable into 

 its main object — instruction, for which the condition that needs to be 

 imposed is attention and application of mind, with a view to perma- 

 nent intellectual and other impressions. To evoke, charm, cajole, com- 

 pel this attitude, is the first aim in all teaching. The hostile influences 

 to be overcome are such as physical inability and exhaustion, irksome- 

 ness in the work, diversions and distractions from other tastes, with the 

 natural rebelliousness of human beings under authority. 



The arts of proceeding are not the same for a single pupil, and for 

 a class. For the single pupil, individuality may be studied and ap- 

 pealed to ; for the class, individualities are not considered. The ele- 

 ment of number is an essential feature ; carrying with it both obstruc- 

 tions and aids, and demanding a very special manipulation. 



It is in dealing with numbers that the teacher stands distinguished 



