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; remissness, 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 lawgiving people, were the most stately in their official rites. A small portion of formality should accompany the slightest forms of authority,
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 off the necessity of force. The effect 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 referable solely to the general good. This involves, as a part of national 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 points 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 permanent intellectual and other impressions. To evoke, charm, cajole, compel this attitude, is the first aim in all teaching. The hostile influences to be overcome are such as physical inability and exhaustion, irksomeness 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 appealed to; for the class, individualities are not considered. The element of number is an essential feature; carrying with it both obstructions and aids, and demanding a very special manipulation.
It is in dealing with numbers that the teacher stands distinguished
