f which are closely related to
what we will call "respect for the work of others and consideration
for the rights of others." Henceforward a child no longer attempts to
take away another's work; even if he covet it, he waits patiently
until the object is free; and very often a child becomes interested in
watching a companion at work on some object he would like to use
himself. Afterwards, when discipline has been established by these
internal processes, it will happen all at once that a child will work
quite independently of the others, almost as if to develop his own
personality; but no "moral isolation" results from such work; on the
contrary, there is a mutual respect and affection between the
children, a sentiment which unites instead of separating; and hence is
born that complex discipline which, moreover, contains within itself
the sentiment that must accompany the order of a community.

Miss Dufresne says: "After the Christmas holidays, when school began
again, there was a great change in the class. It seemed that
discipline was establishing itself, without any effort on my part. The
children appeared to be too much absorbed in their work to indulge in
any of the disorderly actions which had marked their conduct in the
beginning. They went spontaneously to the cupboards to choose the
objects which had bored them formerly. They took the geometrical
insets, the graduated cylinders, and began to touch the outlines of
the wooden forms with their fingers; the younger children showed a
preference for the buttoning and lacing frames; they took one after
the other without any signs of fatigue, and seemed delighted with the
new objects. An atmosphere of industry pervaded the schoolroom. The
children who had hitherto chosen objects on the impulse of the moment,
henceforth manifested a desire for some sort of rule, a personal and
internal rule; they concentrated their efforts on their task, working
accurately and methodically, and showing real satisfaction in
surmounting difficulties. This precision in work produced an immediate
effect on their characters. They became capable of controlling their
nerves."

The instance which struck Miss Dufresne most was that of a little boy
of four and a half, who at first had seemed very nervous and excitable
and had disturbed the whole class: "The imagination of this child had
been developed in an extraordinary manner, so that when an object was
given to him, he took no notice of the a