om developing will and character; when I seem naughty, it is because
I am trying to save myself; how can I help being awkward when I am
sacrificed?" To many this would be a revelation; to many others merely
a "want of respect."

There is a method by which the child may be brought to achieve the
results which the adult has laid down as desirable; it is a very
simple method. The child must be made to do whatever the adult wishes;
the adult will then be able to lead him to the heights of goodness,
self-sacrifice and strength, and the moral child will be created. To
dominate the child, to bring him into subjection, to make him
obedient--this is the basis of education. If this can be done by any
means whatever, even by violence, all the rest will follow; and
remember, it is all for the good of the child. The child could not be
molded by any other means. It is the first and principal step in what
is called "educating the will of the child," one which will henceforth
enable the adult to speak of himself as Virgil speaks of God.

After this first step the adult will examine himself to see what are
the things he finds most difficult, and these he will exact from the
child _in time_, that the child may accustom himself to the necessary
difficulties of man's life. But very often the adult also imposes
conditions which he himself _has not the fortitude to accept_ even
partially ... as, for instance, the task of listening motionless for
three or four hours every day, during a course of years, to a dull,
wearisome lecturer.

* * * * *

=It is the teacher who forms the child's mind. How he teaches=.--The
same conception governs the school: it is the teacher who must form
the pupil; the development of the child's intelligence and culture are
in his hands. He has a truly formidable task and a tremendous
responsibility. The problems that present themselves to him are
innumerable and acute; they form as it were a hedge of thorns
separating him from his pupils. What must first of all be devised, to
win the attention of his pupils, so that he may be able to introduce
into their minds all that seems to him necessary? How is he to offer
them an idea in such a manner that they will retain it in their
memories? To this end, it is essential that he should have a knowledge
of psychology, the precise manner in which physical phenomena are
produced, the laws governing memory, the psychical mechanism by means
of which ideas are