Though American teachers are perhaps not accustomed to emphasize the distinction between government for order and training for character, the difference, nevertheless, exists, often in an exaggerated form. Just as fever is looked upon as the measure of functional disturbance in the body, so disorder in the schoolroom is looked upon as the measure of the teacher’s failure. As fever is the universal symptom of disease, so disorder is the index of failure. The diagnosis may err in either case as to what the seat of the difficulty really is, but that something is wrong is plain to all. The fact that the public usually gauge a teacher’s efficiency by the order he keeps has led in the past to an exaggerated emphasis upon school discipline. The means for securing good order have greatly changed since Herbart’s time. A growing sense of social solidarity in the community, together with the all but universal employment of women as teachers in the elementary grades, has transferred the basis of discipline from the teacher to the community. It is social pressure in and out of the school that is the main reliance for regularity, punctuality, and order. Herbart wonders what will become of the bad boy if he is expelled. The modern answer is, he will be sent to the reform school or to the truant school. The teacher still stands as of old at the point of contact between the institution and the individual; nor can he entirely escape the heat generated at times by such contact, but, after all, it is society that now supplies the pressure formerly exerted by will and birch. The teacher is now more of a mediator between the pupil and the organized community, than an avenger of broken law. SECTION II INSTRUCTION CHAPTER I =The Relation of Instruction to Government and Training= 56. Instruction furnishes a part of those occupations which lie at the basis of government; how large a part depends on circumstances. Children must be kept employed at all events, because idleness leads to misbehavior and lawlessness. Now if the employment consists of useful labor, say in the workshop or on the farm, so much the better. Better still, if the work teaches the child something that will contribute to his further education. But not all employment is instruction; and in cases where the mere government of children is a difficult matter, lessons are not always the most adequate employment. Many a growing boy will be taught orderly conduct much sooner when placed with a mechanic or merchant or farmer than in school. The scope of government is wider than that of instruction.