504 THE POPULAR SCIENCE MONTHLY. 



not facts enough to enable lis to form an intelligent opinion.'* 

 " But/' said another, " what is your opinion ? " " My opinion is 

 not the question. What are you to do next ? " Wait, observe, 

 and continue to study, was the conclusion. 



Our history grew out of our geography, and, as we labored to 

 build up in the mind of the pupil a connected and distinct picture 

 of the skeleton — the mountain system of the globe — and then 

 clothed these gaunt outlines with the trailing robes of continental 

 divisions, showing also the necessary dependence of the water 

 systems upon the great backbone of the continents, so in history 

 we aimed at a unity of conception, we sought to develop an historic 

 sense, which, once acquired, serves as a guide through the mass of 

 unrelated facts filling so large a space in historical works, even of 

 the higher order. This kind of training is too complex for de- 

 scription here. 



And so of our methods of discipline : they were all intricate 

 and intimate parts of our whole work. We had no rules, no class- 

 markings, no roll of honor. We rejected the whole military sys- 

 tem, as tending to produce mechanical, routine work. The abrupt 

 tone of command was not heard within our walls. Directions 

 were given in the form of requests. Teachers and pupils observed 

 toward each other the usual courtesies of social life. No pre- 

 mium was offered for study. We relied on the natural incentives. 

 Exercise of faculty is the chief source of pleasure in the young, 

 and we furnished abundant scope for it. The time being filled 

 with pleasurable occupations, calling into activity the whole na- 

 ture, there was less temptation to misdemeanors than in the ordi- 

 nary conditions of home-life. 



Herbert Spencer's essay on moral education will best describe 

 the work as it went on in our school, subject to the imperfections 

 of human nature it is true, but with a result in general most 

 gratifying. 



The school as a whole soon attained a character of its own^ 

 derived from the aggregate of its members, and, reacting upon 

 them, it became a potent force in stimulating the moral growth of 

 individuals. This aggregate moral power was exerted for the 

 most part unconsciously, but it was effective, and in time reached 

 proportions which rendered my interference unnecessary. 



An incident will here illustrate the operation of this power. 

 A youth entered our school who had formerly been employed as 

 train-boy upon the railroad. His experiences had greatly sharp- 

 ened wits naturally keen, and as he came among us he was plainly 

 seen to be an alien element. His evil propensities soon showed 

 themselves. He told foul stories, but could get no listeners. He 

 tried to pick quarrels with the younger members of the class, but 

 a quiet word from one of the older pupils soon put an end to 



