i66 EMIL MUNSTERBERG 



were : principles of discipline, ordinary methods of discipline, 

 corporal chastisement, cellular confuiement, immorality as a 

 difficult factor in the problem of rescue, incorrigibles, special 

 education of the officers and teachers, large institutions in con- 

 trast with the group system. From the answers sent in, some 

 of the principal typical suggestions will here be noticed : The 

 object of education must first of all be to give the children to 

 understand that the vokmtary obedience to the rule of the 

 institution will serve their own welfare. Trespasses are to be 

 punished only in extreme cases. Great importance is at- 

 tached to individual treatment, since one method has quite 

 different effects on children of different temperaments. 



Reports are also made upon the different methods of 

 punishment, as the employment of a book of complaints, loss 

 of certain privileges, exclusion from recreations, withdrawal of 

 a mark of distinction ; all of which serves to spur the children 

 to industry and good behavior. Whipping is declared by most 

 of the directors to be mjurious, and therefore to be applied 

 only in particular cases, while sohtary confinement is widely 

 used, though in mild form. In respect to the difficult problem 

 of immorality, almost all depends on the personality of the 

 director. The education must be so directed as to keep the 

 children free from unwholesome suggestions, as by means of 

 fresh air, daily physical exercise, constant occupation of body 

 and mind, cleanliness, and nutritious diet. On the whole, 

 the judgment was that vices of this kind are prevented more by 

 moral training than by corporal punishment. Of the two 

 systems of education, the preference is given to the small 

 group over the large institution. 



Of its kind quite unique, one may say genuinely American, 

 is the undertaking called the George junior repubhc. It is a 

 reform work for neglected children, and attempts to develop 

 in boys and girls from the worst parts of New York a sense of 

 individual responsibility and independence, economy, and 

 reo-ard for law. They are made acquainted with the forms and 

 importance of organized administration and they are taught 

 sympathy and patriotism. The George junior repubhc is the 

 creation of WiUiam R. George, of New York, and is a reform 

 school on the basis of self government. Mr. George proceeds 



