, we lose all power of effort for our own
improvement.

This sense of honor cannot be developed so well in family life, because
in the family the ties of blood make all in a certain sense equal, no
matter what may be their conduct. He who has by wrong-doing severed
himself from society is still a member of the family, and within its
sacred circle is still beloved, though it may be with bitter tears. No
matter how wrong he may have been, he still can find there the deepest
sympathy, for he is still father, brother, etc. It is in the contact of
one family with another that the feeling of honor is first developed,
and still more in the contact of the individual with an institution
which is not bound to him by any natural ties, but is an organism
entirely external to him. Thus, to the child, the school and the
school-classes offer a means of development which can never be found in
the family.

This fact is often overlooked by those who have the charge of the
education of children. No home education, no private tutorship, can take
the place of the school as an educational influence. For the first time
in his life the child, on being sent to school, finds himself in a
community where he is responsible for his own deeds, and where he has no
one to shield him. The rights of others for whom he has no special
affection are to be respected by him, and his own are to be defended.
The knowledge gained at the school is by no means the most valuable
acquisition there obtained. It must never be forgotten by the teacher
that the school is an institution on an entirely different basis from
the family, and that personal attachment is not the principle on which
its rule can be rightly based.

Sec. 45. This gradation of punishment from physical pain, up through
occasional isolation, to the touching of the innermost sense of honor is
very carefully to be considered, both with regard to the different ages
at which they are severally appropriate and to the different discipline
which they necessarily produce. Every punishment must, however, be
always looked at as a means to some end, and is thus transitory in its
nature. The pupil should always be conscious that it is painful to the
teacher to punish him. Nothing can be more effectual as a means of cure
for the wrong-doer than to perceive in the manner and tone of the voice,
in the very delay with which the necessary punishment is administered,
that he who punishes also suffers in order that