SECTIONAL TRANSACTIONS.—L. 461 
Miss ADDISON PHILLIPS. 
Freedom and discipline are not antithetic. Freedom is the goal of 
discipline. 
The school, like the State, should be ‘ the framework within which man 
shall have room to lead the good life ; but since youth is growing as well as 
living within the framework, this must possess an organic adaptability 
enabling it to provide for increasing freedom as youth grows to maturity.’ 
In the pre-adolescent period, discipline is largely concerned with the 
right direction of instincts and the formation of habits. 
For the adolescent, periods of solitude should alternate with periods of 
company, opportunities of self-development and self-expression be given 
in and through the life of the community; above all there should be 
gradually increasing freedom from rules as the spirit of law develops. 
Kant’s saying ‘ When the “‘ Thou shalt ” of the law becomes the “‘ I will ” 
of the doer then a man is free,’ sums up the whole position. 
Education is of the whole man and moral discipline cannot be separated 
from that of the body and the mind. 
“The only avenue towards wisdom is by freedom in the presence of 
knowledge, but the only avenue towards knowledge is by discipline in the 
acquisition of ordered facts ’ (Whitehead). 
Mr. SPENCER LEESON. 
This paper starts with the assumption—by no means universally accepted, 
but fundamental with the reader—that the primary and governing aim of 
education is to bring men to know and to love God and to do His will. 
To this end it is necessary to try to train the power of spiritual, intellectual 
and esthetic apprehension and the will: it being understood that neither 
can so easily reach its perfect working without physical health. With the 
first this paper is not concerned, but with the will it is. Right action 
depends on the condition of the will, which—another fundamental 
assumption—is free. ‘The purpose of discipline is to help train the will, 
by assisting boys and girls (1) to keep in their proper places those necessary 
elements in their nature which would, if uncontrolled, lead to lawlessness 
and slavery ; and (ii) to understand what are the conditions of healthy, 
corporate life in which alone the proper life for man can be lived. Discipline 
as an end in itself has no meaning; nor at the other extreme have such 
expressions as ‘ the full development of personality.’ 
Discussion opened by Dr. W. W. Vaucuan, M.V.O., Miss 
L,. E. Hicson (12.30). 
AFTERNOON. 
Visit to Gresham’s School and Blickling Hall (2.0). 
Monday, September 9. 
Joint Discussion with Section J (Psychology) on The place of psychology 
in the training and work of teachers (Section L room) (10.0). 
Prof. J. DREVER (10.0). 
The view taken of the nature and aim of school education, and of the 
teacher’s function, will largely determine the place given to the study of 
