)

Sec. 44. (3) Punishment based on the sense of honor may or may not be based
on isolation. It implies a state of maturity on the part of the pupil.
Through his offence the pupil has destroyed his equality with his
fellows, and has in reality, in his inmost nature, isolated himself from
them. Corporal punishment is external, but it may be accompanied with a
keen sense of dishonor. Isolation, also, may, to a pupil, who is
sensitive to honor, be a severe blow to self-respect. But a punishment
founded entirely on the sense of honor would be wholly internal, and
have no external discomfort attached to it.

Sec. 45. The necessity of carefully adapting the punishment to the age
and maturity of the pupil, renders it the most difficult part of the
teacher's duties. It is essential that the air and manner of the teacher
who punishes should be that of one who acts from a sense of painful
duty, and not from any delight in being the cause of suffering. Not
personal likes and dislikes, but the rational necessity which is over
teacher and pupil alike, causes the infliction of pain on the pupil.

Sec. 46. Punishment is the final topic to be considered under the head of
"Form of Education."

In the act of punishment the teacher abandons the legitimate province of
education, which seeks to make the pupil rational or obedient to what is
reasonable, as a habit, and from his own free will. The pupil is
punished in order that he may be _made_ to conform to the rational, by
the application of constraint. Another will is substituted for the
pupil's, and good behavior is produced, but not by the pupil's free act.
While education finds a negative limit in punishment, it finds a
positive limit in the accomplishment of its legitimate object, which is
the emancipation of the pupil from the state of imbecility, as regards
mental and moral self-control, into the ability to direct himself
rationally. When the pupil has acquired the discipline which enables him
to direct his studies properly, and to control his inclinations in such
a manner as to pursue his work regularly, the teacher is no longer
needed for him--he becomes his own teacher.

There may be two extreme views on this subject--the one tending towards
the negative extreme of requiring the teacher to do everything for the
pupil, substituting his will for that of the pupil, and the other view
tending to the positive extreme, and leaving everything to the pupil,
even before his will is t