take into consideration that in consequence of just this one incident how much greater significance attaches to the five, six, and even seven lessons a day, which are assigned to each class, and which the pupils freely and of their own accord attend.
Only by the repetition of such incidents can it be decided that the instruction, though it be insufficient and one-sided, is not absolutely bad and injurious. Suppose the question be thus propounded: Which is better, that in the course of a year there should be no such incident, or that these incidents should cover half of the lessons? We should choose the latter alternative.
I, at least, in the Y. P. school, have been delighted when these incidents have recurred several times a month. Notwithstanding the fact that the children were frequently assured that they might go wherever they pleased, the influence of the teacher is so powerful that I have feared, of late, lest the discipline of the classes, of the roster, and the marks might imperceptibly curb their freedom so that they would wholly subject themselves to the craftiness of our cunningly baited net of order, and thus lose the possibility of choice and protest.
If they continue to come willingly, in spite of the freedom allowed them, I should never think that this pointed to any peculiar qualities of the Y. P. school, for I think that the same results would be obtained in any school, and that the desire for learning is so strong in children generally, that in order to gratify this desire they will submit themselves to many trying conditions, and will pardon many faults.
The latitude granted them for such escapades is useful and indispensable as a means of assuring the teacher from very great and serious mistakes and abuses.
