EDUCATION AS A SCIENCE. 61 



the pleasure of each. There is no more authority over the assemblies 

 of grown men to hear lectures than over the worshipers at church or 

 the frequenters of the play. There is nothing but the observance of 

 mutual toleration and forbearance so far as requisite to the common 

 good ; if this were grossly violated, there would be an exercise of 

 power either by the collective mass themselves, or by summoning the 

 constable to their aid. No authority is lodged in the lecturer, preacher, 

 or performer, to repress disturbances. 



Authority first appears in the family, and is thence transferred with 

 modifications to the school. It is between these two institutions that 

 the comparison is most suggestive. The parent's authority is associ- 

 ated with sustenance, and has an almost unlimited range ; it is tem- 

 pered by affection, but this depends upon mutuality of pleasure-giving, 

 and supposes a limited number. The teacher's authority has nothing 

 to do with sustenance ; his is a duty undertaken for payment ; it is 

 subsidiary to the single object of teaching a definite amount of knowl- 

 edge ; it wants the requisites of affection ; the numbers are too great, 

 and the mutual concern too restricted. But affection is not wholly 

 excluded, and in certain well-marked cases it may play a part. 



On the other hand, the family and the school have some important 

 agreements. They both deal with immature minds, for whom certain 

 kinds of motives are unsuitable. Neither can employ motives that are 

 applicable only to grown men and women ; they cannot appeal to con- 

 sequences in the distant and unknown future. Children do not realize 

 a remote effect, and they fail even to conceive many things that will 

 one day have great power over their conduct. To talk to them about 

 riches, honors, and a good conscience, is in vain. A half-holiday is more 

 to them than the prospect of becoming the head of a business. 



The position of immaturity is attended with another peculiarity, 

 namely, that the reasons of a rule cannot always be made apparent. 

 Sometimes they can, if not to the younger, at least to the older chil- 

 dren. This is a highly-prized aid to obedience in every department of 

 government. 



There are many important points of agreement in the exercise of 

 authority in every sphere — the family, the school, the relation of mas- 

 ter and servant, ruler and subject, whether in the state at large or in 

 any subordinate societies. For example : 



1. Restraints should be as few as the situation admits of: the mul- 

 tiplication of grounds of offense is a great evil, and yet exceedingly 

 natural. 



2. Duties and offenses should be definitely expressed, so as to be 

 clearly understood. This may not always be possible to the full ex- 

 tent, but should be always aimed at. 



3. Offenses should be graduated according to their degree of hei- 

 nousness. This too needs clearness of discrimination and definite lan- 

 guage. 



